From: jennifer@bcarh24f.bnr.ca (Jennifer Robinson)
Subject: Montessori Summary
Organization: Bell-Northern Research Ltd.
Date: Mon, 25 Jan 1993 17:01:31 GMT

Thanks for your interest in the topic of Montessori schools. Since several 
people requested information, I'll attempt to provide some. This is strictly
from my own perspective as a parent, as I don't represent any Montessori school
or organization. In addition, as far as I know, Montessori is not intended for
children with special needs, such as ADD. 

>Interpretations of Montessori's theories can vary from school to school
>(rather like different interpretations of the Bible).  It's important to
>check the particular school you are considering, and to speak to people 
>who have had direct experience with that particular school.
>  Susan Todhunter
>Internet: uvmark!susan@merk.com, UUCP: uunet!merk!uvmark!susan

In general I'm quite positive about Montessori. One striking difference is the
sense of calm and quiet in the classroom, as opposed to the chaos and noise
of most preschools and kindergardens. The reason for the calm atmosphere is that
the children are directing their energies toward learning. They are totally 
absorbed and learn eagerly and easily.

For the 3-5 year old, the Montessori program develops independence, coordin-
ation, concentration, and confidence. The children work with specially-
designed materials that are sensorial (employing one or more senses), self-
paced, and self-correcting. I liked Andrew Daviel's description:

>We have one daughter aged 5 in Montessori kindergarden. I guess I was sold on
>the program; some of it sounded rather like the "Year 2000" program that the
>local government is trying to implement, except the Montessori schools
>already have the training and equipment to do it properly. There are sets of
>traditional Montessori equipment - counting sticks, shapes, beads, etc. There
>is emphasis on "gross motor activity" - walking round the room - and "fine
>motor activity" - threading beads, sewing, etc. The material attempts to get
>the same message across using several senses at once - there are letters cut
>out of sandpaper that the child can trace with a finger while saying the
>sound over and over. I think the premise is that young children are naturally
>inquisitive and will use the materials, proudly show the teacher what they've
>done, etc. Our daughter is happy in the school and she seems to learn a few
>things; her previous kindergarden mostly sang songs and did paper crafts.
>Andrew Daviel, Vancouver, Canada

Criticisms of Montessori seem to involve two aspects: the lack of art and drama,
and the paradox of structure and independence. 

While it's true that the Montessori curriculum doesn't include art and drama,
my 4-year-old daughter's school has after-class art and dance sessions, and two
concerts a year give the children experience with performing on stage. She also
attends a music class once a week. Her creativity has blossomed since she 
started Montessori; she makes all sorts of interesting things out of her craft 
supplies, and composes poems, stories, songs, and dances. All this seems to flow
from her supreme self-confidence.

The paradox of structure and independence is that some parents and educators
feel that the program is too structured (the materials must be used in spec-
ified ways) while others feel that it is not structured enough (the children 
choose their own activities and set their own pace). Personally, I've observed
and read that most children need some structure (e.g. daily bedtime routines)
and that part of what they need and want to learn is how things are structured.
Also, most of the materials can be used at many levels, so the structure is not
confining. Each child works at her own pace and level, which has many
advantages. Personally, I have not observed any obsession with structure or 
correctness or any regimentation. 

As parents, we want our children to learn to be independent, and this
is a quality that will serve them well as adults, yet it doesn't always sit well
with elementary and junior high school teachers who want them to conform and not
rock the boat. Perhaps a pre-teen child of 10-12 years old could make the
transition to a conventional classroom while retaining a spirit of independent 
learning.

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Jennifer A. Robinson                        | phone:    (613) 765-2050
Bell-Northern Research, Ltd.                | fax:      (613) 763-3283
P.O. Box 3511, Station C                    | internet: jennifer@bnr.ca
Ottawa, Ontario, Canada K1Y 4H7             | "She's a prisoner of public
The opinions expressed are my own.          |  television"
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