The Montessori approach

The Italian pedagogist Maria Montessori, was first a doctor. For 50 years, as a pedagogist, she studied the children with special needs, from disadvantaged social and cultural backgrounds.

Her interest lies mainly in children with “atypical” profiles which will give her the chance to complete her educational method and expand it so it can be used with all the children.

She develops a method of education which rests on scientific, philosophic and educational grounds. She uses the material initially used by professors Jean Itard and Édouard Séguin, while adapting it to the child’s sensitive periods. She sees education in a global, holistic way by defining 4 different development plans according to the child’s age, from birth to his 24th birthday.

Maria Montessori’s key concept is to approach education not as a transfer of knowledge but like a support for the child’s natural development through a prepared and adapted environment for all the characteristics and needs of his age. Her method is intended to be a scientific pedagogy, based on awareness and respect of what is meant to be psychological development for children.

Her pedagogy is said an « open educational method ». This one is based on:

• Observing the children,
• Treating the child as a worthwhile person and especially as the future of society,
• The importance of schooling and education before the age of 6.

” To substitute itself for the child in the accomplishment of his formative actions, with the good intention of helping him, is not what he needs. This substitution, instead of being a help, is on the contrary an obstacle in the child’s development . We have to allow him to act freely, of his own initiative, in an environment which was meant to meet his needs.

We must however be very clear on the meaning of this freedom. Freedom does not mean being free to do everything we want: but rather to say, being able to satisfy our vital needs without relying on the direct help of others.”