But in what the Montessori method consist of?

The absorbent mind

For Maria Montessori the child from zero to six years absorb in a easy way everything around him trough his senses. For this reason Montessori create a loto f sensorial objects that allow to perform in a material way abstract concept that will be more difficult to elaborate.

The importance of the environment

The child absorb everything around him. If he hears about a language, he will learn it. If he hears two (or more), he will absorb both. If it is free to manipulate the objects he finds, he will learn to do it properly. For this the Montessori suggests creating an environment in our homes "suitable for children". This does not mean, however, that our homes should look like a toy library. It simply means that the child will learn first, best and without frustrations to be independent if the environment permits. He will learn early to drink from a cup if we give him one of a size suitable to his small hands. He could get up and sit alone if the chair will be small and light enough to be moved easily by himself. In rooms designed especially for them, children can move safely and must not stand still and quietly listening passively. They can get up, walk, sit down, discuss with classmates. But, above all, they can work independently (alone or in small groups) and learning through direct experimentation.

Child is competent

"Suitable for children” doesn’t mean “child proof”. In Montessori schools in fact children handle glasses, pots, knives, nails and hammers. Every child is capable of respecting the objects in his environment, provided that this will be taught him. If we give to our children only plastic glasses, they don’t learn to manipulate them to handle care to avoid broking them.

The rhytm of the child

Unlike adults, who act to change the environment (for example they use a mop to clean the floor) children act to perfect themselves. So the baby of four years old will continue to wipe his cup, even if it is already clean. He will continue to do it until he will feel the necessity. Until he won’t appropriated to gestures and skills available for him. In Montessori schools children don’t have to adapt themselves to others rhytms but they will be leave free to play every activities until they feel the necessity. Only then they will actually acquired them.

The classrooms with age classes' mixed

In Montessori schools children are divided in classrooms of 3-6 years, 6-12 years, 12-15 years and so. In this way children interact not only with their coetaneous but also with classmates older or younger. And if the younger are stimulated from the activities that the older play under their eyes, the older can feel themselves useful, helping their younger classmates. It is not all. Having always on available also the materials for the younger, the scholars can return to practice those skills that were not acquired correctly, without the need for failures or exams in September.

No votes

Yes, because in Montessori schools there aren’t votes, there aren’t homeworks, there aren’t failures. Montessorian materials have inside the correction of the mistake. This means that child notices it was wrong and he can try and try again until he will be able to find the correct solution. When a child (this is actually even for adults) realizes what he was working on, he is naturally satisfied and pleased with himself. When it fails to carry out his task, it will live a sense of frustration. These feelings are more than enough to push the child toward success, without the need for external intervention as praise or punishment.

In a Montessori school just this happens:

the teacher transmits to the child the idea that reporting an error is a positive step for the improvement and in no way implies a negative judgment. Notify serenity to children and, with it, pleasure in making and self-confidence

Help me to do it alone

According to Montessori, "Any help is an unnecessary obstacle to the development of the child." All too often, with the best intentions, we will race to help our children by preventing them from practicing in the performance of a given task (bring for them a full glass of water fearing that they can overthrow it, tie their shoes " to do more quickly," etc.). We leave to our children time and space to practice independently. The results will be surprising.