Montessori Approach

The Montessori Approach was introduced by Maria Montessori and is practised in thousands of schools worldwide. Montessori was a key pioneer of early childhood education and has given us a greater understanding of children.
Montessori’s theory is that children are active learners, who need choice and independence whilst being guided by a teacher whom facilitates their learning. It was Montessori’s ideal that these children then grow into secure adults who are keen to continue in their learning and life.
Isaacs (2012) says how
                                          ‘Montessori’s approach has been considered scientific because she used her medical, anthropological and pedagogical knowledge to assess children’s development and learning.’
                                                                                                                                              (P.13)
In her early life Montessori was a physician, and following her studies at a Psychiatric Clinic she developed the opinion that individuals needed a more suitable education rather than medical treatment. Montessori looked at human development, and then created an educational approach based on that model. Montessori drew up a list of human tendencies, things in which she saw as an ingredient into every stage of development.

Montessori’s education method introduced a ‘prepared environment’. This environment is tailored to children’s individual educational needs and characteristics. The environment gives children the independence to develop in different areas, and offers the chance to use materials to facilitate learning.
Montessori observed three development stages  in Human Development.
The first is aimed at children from birth to six years. During this period it is observed that children change both physically and mentally. Children in the first place are seen as concrete explorers who are engaged in their learning and forming independence. Montessori introduced several concepts to the first plane, Absorbent mind, Sensitive Periods and Normalisation.
The second, childhood, is for children aged between 6 and 12 years. She observed the changes in the children and developed a classroom, lessons and materials to respond to these developments. It was established that in the second plane meant the configuration of intellectual independence and social movements.
 The third is adolescence for children aged 12 to 18. Montessori looked at the physiological changes that occur whilst going through adolescence as well as the difficulty older children tend to have in concentrating. Montessori sees this as the building of the adult self.

Montessori links the development of the child with the learning environment. Pre-school children are put into two groups of birth-three and three-six. Older children are again divided into two classes, one for children aged six-nine and the other for children aged nine-twelve. As the children become teenagers they are encouraged to take ‘individual paths of study’ which include both academic and practical work.
Montessori calls the teacher a ‘director’ and herself said
                                                                                                                   ‘the teacher teaches little and observes much. It’s her function to direct the phsic activity of the children and their physiological development. For this I have changed the name into that of directress’
                                                                                                            (Montessori, 1965)

The Montessori approach sees the child as the centre of the learning process. The teachers are there to guide the learning process, and provide children with the learning environment and its resources. As the learning is organised to accommodate children’s personal requirements, it allows children to control their own learning and take responsibility for their actions. 

The work of Montessori gains a mixed opinion. Some think Montessori’s work is good it focuses on children as an individual, and allows the child to direct their own learning at their own pace. However others see the approach as too relaxed and lacking any structure, some children can deal with structure others cannot.. Montessori’s approach can be seen to be ‘killing’ children’s creativity and imagination as children who attend Montessori schools tend not to use role play, instead using real-life experiences and objects.
I believe the Montessori Approach has its good and its bad points, as it does depend on the needs of the child. I think it's good how children use materials to learn, which specialise in the subject. Children are free to explore with their learning and are given that responsibility to develop their learning, with the 'director' their as a facilitator.