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- Kare Educational Centre P.O Box 393-00520, Kamulu, Nairobi.
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Our Montessori Philosophy at Kare Edu Centre, Kamulu
What is Montessori ?
Montessori is a method of teaching developed by Dr Maria Montessori in 1907. Her educational methods are based on scientific observations of children’s natural learning tendencies and willingness to learn as they unfold in prepared environments. Guided by her discovery that children teach themselves, Dr. Montessori designed the “prepared environment” in which children could freely choose from a number of developmentally appropriate activities.
The Montessori Environment contains specially designed, Manipulative Materials for development that invites children to engage in learning activities of their own individual choice. Under the guidance of a qualified teacher, children in a Montessori classroom learn by making discoveries with the materials, hereby promoting concentration, motivation, self-discipline, independence and a love of learning. The role of the Montessori Teacher can be described as ‘indirect teaching’ to be a quiet observer, to guide the child without letting them feel their presence or become an obstacle between them and their work. The Montessori Teacher is always ready only to supply assistance if and when desired by the child and in doing so assisting the child to do it themselves.
A Prepared Montessori Environment
Each classroom is divided into 5 main areas: Practical Life, Sensorial, Language, Mathematics and Cultural Enrichment, which is designed to facilitate maximum independent learning and exploration by the child. In the prepared environment, there is a variety of activity as well as a great deal of movement. In the calm, ordered space of the Montessori classroom, children work on activities of their own choice at their own pace. They experience a blend of freedom and self-discipline in a place especially designed to meet their own individual natural developmental needs.
Practical life materials and exercises respond to the young child’s natural interests to develop physical coordination (pouring, scooping and sorting activities, as well as washing a table and food preparation to develop hand-eye coordination), care of self (personal hygiene, dressing activities, grace and courtesy) and care of the environment (looking after the classroom, looking after the garden.
The sensorial materials provide a range of activities and exercises for children to experience the natural order of the physical environment, including such attributes as size, colour, shape and dimension. Examples of these materials are pink tower (series of ten sequential cubes, varying in volume), knobbed cylinders (wooden blocks with 10 depressions to fit variable sized cylinders), broad stairs (ten wooden blocks, sequentially varying in two dimensions), colour tablets (coloured objects for matching pairs or grading shapes of color).
In this area, materials are provided to show such basic concepts as numeration, place value, addition, subtraction, division and multiplication. For numeration, there is a set of ten rods, with segments colored red and blue and “spindle boxes”, which consist of placing sets of objects in groups, 1–10, into separate compartments. For learning the numeral symbols, there is a set of sandpaper numerals, 1–9. For learning addition, subtraction, and place value, materials provide decimal representation of 1, 10, 100, etc, in various shapes made of beads, plastic, or wood. Beyond the basic math materials, there are materials to show the concept of fraction, geometrical relationships and algebra, such as the binomial and trinomial theorems.
Montessori language materials provide experiences to develop use of a writing instrument and the basic skills of reading a written language. For writing skill development, the metal insets provide essential exercises to guide the child’s hand in following different outline shapes while using a pencil. For reading, a set of individual letters, commonly known as sandpaper letters, provide the basic means for associating the individual letter symbols with their corresponding phonetic sounds. When the child is proficient with the majority of the sounds, he can create words using moveable letters from the “moveable alphabet”. When their hand is strong enough from use with the Metal Insets and other materials, he may write words with a pencil using the shapes he learned from the sandpaper letters. Following writing with the movable alphabet, the child begins to read words. Montessori language materials have also been developed to help children learn grammar, including parts of speech such as nouns, verbs, adjectives, articles, prepositions, adverbs, conjunctions, pronouns, and interjections.
The Montessori classroom may also include other materials and resources to learn cultural subjects, such as geography (map puzzles, globes, cultural suitcases containing country-specific materials), and science, such as biology in naming and organizing plants and animals. Music and art are also commonly involved with children in various ways.
What are Materials for Development
The items found on the shelves in the classroom are referred to “materials” rather than “toys” The children “work with the materials” rather than “play with the toys” This allows the children to gain the most benefit from the environment by giving them a sense of worth. In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. When they are finished with each material, they return it to the shelf from which it came. The materials are also self-correcting. When a piece does not fit or is left over, the child easily perceives the error. There is no need for adult “correction”, thus the child is able to solve problems independently, building self-confidence, analytical thinking, and the satisfaction that comes from accomplishment.
Montessori Versus Traditional Education
Discover the key differences between Montessori and traditional education in our comparison, below. From philosophies that shape learning to the role of the child in their education, discover the contrasting approaches that impact everything from pacing and discipline to social development and skill acquisition.
| Aspect | Montessori Education | Traditional Education |
| Philosophy | Based on helping the natural development of the human being. | Based on the transfer of a national curriculum. |
| Pacing | Children learn at their own pace and follow their own individual interests. | Children learn from a set curriculum according to a time frame that is the same for everyone. |
| Learning Approach | Children teach themselves using materials specially prepared for the purpose. | Children are taught by the teacher. |
| Role of Child | Child is an active participant in learning. | Child is a passive participant in learning. |
| Understanding | Understanding comes through the child’s own experiences via the materials and the promotion of the child’s ability to find things out for themselves. | Learning is based on subjects and is limited to what is given. |
| Learning Environment | Learning is based on the fact that physical exploration and cognition are linked. | Children sit at desks and learn from a whiteboard and worksheets. |
| Freedom of Movement | Child can work where he/she is comfortable and move around and talk at will while not disturbing others. | Child is usually assigned own chair and encouraged to sit still and to listen during group sessions. |
| Teacher’s Role | The teacher works in collaboration with the children. | The class is teacher-led. |
| Motivation | The child’s individual development brings its own reward and, therefore, motivation. | Motivation is achieved by a system of reward and punishment. |
| Discipline | Environment and method encourage internal self-discipline. | Teacher acts as the primary enforcer of external discipline. |
| Work Time | Child works as long as they wish on chosen project. | Child generally given specific time limit for work. |
| Schedule | Uninterrupted work cycles. | Block time, period lessons. |
| Age Groups | Mixed age groups. | Same age groups. |
| Social Development | Working and learning matched to the social development of the child. | Working and learning without emphasis on the social development of the child. |
| Developmental Focus | Shared emphasis on intellectual, social, emotional and spiritual development. | Main emphasis on intellectual development. |
| Skill Acquisition | Shared focus on the acquisition of academic, social, practical and life skills. | Main focus on academics. |
10 common Montessori myths
The Montessori Method has captured the imagination of parents, educators and researchers around the world with its innovative educational approach. However, myths and misunderstandings can impact our understanding.
To grasp the essence of the Montessori Method and its impact on children’s development, it is essential to separate fact from fiction. Here, we explore some common misconceptions surrounding Montessori education and provide you with a clearer understanding of the Montessori philosophy and how it benefits children of all ages.
Fact: While many Montessori schools focus on preschool education, the Montessori Method caters for children from birth to 18.
Fact: While the Montessori Method is effective for those with learning difficulties and gifted learners, its primary aim is to ensure success for all children.
Fact: The majority of Montessori schools, including Melbourne Montessori College, are independent of any religious affiliation.
Fact: In the Montessori Method, children are free to choose purposeful activities within a prepared environment guided by a Montessori-certified teacher and following the Australian Curriculum. The teacher provides lessons and models appropriate behaviour, intervening only if a child is being destructive or using materials inappropriately.
Fact: While Montessori students have the freedom to choose activities and explore possibilities on their own, teachers provide lessons to demonstrate the specific purpose of each material and guide students step-by-step.
Fact: Montessori supports children’s creativity through practical experiences that fulfill their inner needs. Fantasy play initiated by the child is encouraged as a healthy and purposeful form of problem-solving. Art and music activities are also integral parts of the Montessori classroom.
Fact: The Montessori philosophy allows each child to develop at their own pace. Montessori teachers never push children towards anything. In Montessori environments, children excel beyond traditional expectations for their age levels.
Fact: While the Montessori curriculum has adapted to include modern elements like computers, the underlying child guidance strategies remain true to Dr Montessori’s insights. Contemporary research and evaluations continue to affirm the effectiveness of the Montessori approach.
Fact: For children aged three-to-six-years-old, their work in the Montessori classroom is their play. They enjoy themselves and interact with others while art, music and drama provide opportunities for creative play.
Fact: In Montessori classrooms, children can choose to work alone or in groups, as long as they are considerate of others. While children aged three to six often prefer independent work, older students frequently collaborate in small groups. The Montessori approach does not discourage cooperation; it aligns with the developmental needs of each age group.
The Montessori Method highlights the inclusive and child-centred nature of Montessori education. If you would like to learn more, please book a tour to see our classrooms in action.