Montessori Educational Philosophy

Running head: FINAL REFLECTION
Final reflection on Montessori Placement
Name of Student
Name of University
Author Note

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Table of Contents
Introduction..........................................................................................................................2
1. Ways in which Montessori educational philosophy informs pedagogy..........................2
2. Different aspects of Montessori Vision and Values........................................................3
3. Aspects of Own Understanding of Montessori Vision and Values.................................4
4. Evaluation of own Educational practice..........................................................................5
5. Identification of goals for personal and professional development.................................6
6. Continuing Professional Development............................................................................6
7. Continuing Professional Development in identification of future goals.........................7
Conclusion...........................................................................................................................8
References............................................................................................................................9

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Introduction
Reflective practice can be defined as a continuous process that involves lifelong learning.
It enables the practitioners to deepen the understanding of how children learn and develop.
Reflective practice has key importance during the teaching practice as the teaching process does
not involve passively gaining experience; but is an active process that provide an opportunity of
self-awareness (Willis, Dinehart and Bliss 2014).
Montessori education is an education process that is dependent on self-directed activity.
Montessori classrooms allow children to make creative choices on basis of their learning and
hence require high trained teachers to guide the entire process. The aim of this reflective report is
to critically reflect on the ways in which a Montessori educational philosophy inform pedagogy.
Pedagogy can be described as the method of teaching that generally involve certain theoretical
concept (Johns 2017). The report discusses the different aspects of Montessori vision and values
and that could help in further development of an individual. The key areas of personal and
professional development is reflected in this report. The report provides an idea of process in
which the continuing professional development can significantly improve the skills, practice and
subject knowledge. The report further identifies the future goals linked with Montessori
professional development.
1. Ways in which Montessori educational philosophy informs pedagogy
Teaching is my area of interest and I have prepared myself to adopt to different teaching
practices. I always had an interest is working a Montessori educator. The key motivation behind
working as a Montessori educator was the process of self-development. The love for children
was another factor that motivated me to work as a Montessori educator. This method of

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education is child centric educational approach that is mainly based on different scientific
observations. Montessori Method of education is therefore used for over 100 years in different
parts of the world across the globe.
While working as a Montessori educator, I have realized that Montessori educational
philosophy informs pedagogy in several ways. Montessori Method of education is mostly based
on various self-directed activity. Pedagogy on the other hand can be defined as an academic
discipline that is associated with the study of knowledge and skills that are generally imparted in
an educational context. There are a number of ways in which Montessori education relates to
pedagogy. Montessori is an educational philosophy that fosters rigorous and self-motivated
growth in children and therefore, it can be indicated as a method of teaching. Pedagogy is a
method of teaching as well, that considered interactions that take place during learning. Thus, it
can be said that the Montessori educational philosophy informs pedagogy.
While working as a Montessori educator, I noticed that educational Montessori approach
generally combines psychology and philosophy of a child’s growth. I have observed that a child
who is exposed to Montessori environment is more prepared towards future development and
development of intellectual skills. Since pedagogy is an academic discipline of imparting skills
and knowledge, it can be commented that Montessori education informs pedagogy.
2. Different aspects of Montessori Vision and Values
Montessori education was developed by Dr. Maria Montessori over 100 ago (Cascella
2015). The entire educational process is concerned with certain core values. Montessori students
are made to understand that they are a part of caring community. Vision of Montessori education
is to focus more on educating for human development (O'Donnell 2014). While working in this

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field, I have identified that one of the key aspects of Montessori education is to prepare the
children to be self-directed. The children who are undertaking Montessori education are expected
to be more creative. Another key aspect Montessori vision is mainly characterized by providing a
prepared environment for a child to learn about different elements. Therefore, there is a
significant difference between Montessori education and the traditional educational process
(Chișiu 2018). Montessori education provides a holistic approach of education. Montessori
Education aims in exciting the children about world around them and it is one of the key aspects
of Montessori vision and values. Another key aspect of Montessori education is honoring
freedom of choice (Holland 2016). As a Montessori educator, I have understood the importance
of active education in child’s growth. Thus, it can be indicated that Montessori education mainly
promotes self-development and active learning process that enhances the creativity of the
children.
3. Aspects of Own Understanding of Montessori Vision and Values
Working as an educator is my area of interest and working as a Montessori educator have
been quite challenging for me. In all these years, working as a Montessori educator, I have
gained a thorough knowledge and understanding of the core vision and values of Montessori
education. It is the role of a Montessori educator to view children as naturally eager, who are
capable of pursuing a particular learning process and guided by their own interest (Isaacs 2018).
One of the most basic needs of Montessori education is to appoint trained Montessori teachers
who have the needed skills and expertise of implementing high fidelity Montessori.
While working as a Montessori educator I have realized that the core principle of the
vision and values of Montessori education can help me in personal development as well. Since

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the core principle of Montessori education is to focus on individual growth and development, it
has helped me to develop and enhance my teaching and understanding skills (Culclasure et al.
2018). I have understood the importance of working in a collaborative environment and have
acquired the skill of collaborative working (Saylor, McKenzine and Sacco 2018). This will help
me in professional development. Another core principle of Montessori education is to be creative
and compassionate. While working as a Montessori educator I have learnt to be more patient and
this could act as a huge benefit of for further development as an educator. I had a discussion with
my placement mentor regarding the key need of being a good Montessori educator. In this
discussion, I have gathered knowledge about the basic need of being a good Montessori
educator. Patience is a key for being successful as a Montessori educator. I have understood the
importance of continuous growth and development in this education process. My mentor has
guided me to understand the core principles of Montessori education. This understanding will
definitely help me to grow as a professional in future.
4. Evaluation of own Educational practice
Montessori philosophy and educational practice require understanding of the key
Montessori values and vision. I am quite a patient person and good listener. I believe that this
aspect will help me to work in collaborative environment that is one of the key requirements of
Montessori education (Jarvis et al. 2016). The key communication and the understanding skill
that I possess can be further developed to meet the Montessori vision and purpose. Montessori
education mainly involves the use of philosophy and approach which is progressive and have
extreme variations. I need to work on these key requirements of a Montessori educator to further
meet the vision and purpose of a Montessori educator. A Montessori educator’s role is to make a
child self-directed to enhance their creativity (Morrison 2014). The active listening skill that I

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possess will definitely help me to achieve the same. Along with that I need to work on my
communication skill to ensure that I can effectively communicate with a student to arose their
creative mind and make them self-directed (Willis 2015). In this way I can enhance my active
skills to further meet the vision and purpose of Montessori education.
5. Identification of goals for personal and professional development
I have an active interest in working as a Montessori educator and therefore have
delimited certain goals that will help me in my personal and professional development. I have
decided to work on my communication skill which is one of the key requirements of being a
good educator. Communication is an important need for professional development and therefore
I have decided to work on the same.
Reflective Practice is mostly associated with self-development and awareness and
therefore I have to work on developing or acquiring certain skills that are needed for professional
development. I have set a goal to participate in active conversation that will further help me to
work as a Montessori educator. A Montessori educator generally needs to be a good observant
(Isaacs 2018). I will work on this skill to be a good observer. Also, I have decided to undertake
any further training needed to work effectively as a Montessori educator. I shall work to be more
self-reliant so that I can effectively teach the children to be self-directed. Working as a
Montessori educator is highly fulfilling for me as the calm and peaceful nature that I have
acquired while working as a Montessori educator will help me further in my professional
development (Filipe et al. 2014). Montessori classrooms for me is a place that provides a feeling
of wellbeing.
6. Continuing Professional Development

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Continuing professional development is an ongoing process that is associated with
developing and maintaining the professional skills. These skills are essential for working as a
Montessori educator and the skills are formally gained through courses or training (Joyce
Pickering 2017). Continuing professional development (CPD) is mostly used for tracking and
documenting the skills, knowledge and experience. Therefore, the continuing professional
development generally contributes to early years practice. In early years of practice, the CPD has
mostly helped me to understand the skills needed for Montessori process. CPD has helped me to
efficiently track and document the skills, knowledge and experience (Dogru 2015). The skills
gap that I had, was effectively tracked by the CPD and thus, it helped me to work on the same
and develop the skills needed to be an efficient Montessori educator. The continuous personal
development process has further helped me to enhance my skills regarding observation and
listening, which was a must need during my early years of practice (Chișiu 2018). The CPD
process has helped me to take up this challenging role as a Montessori educator. In my early
years of practice, it was of foremost necessary for me to maintain and develop the knowledge
and skills required for effective personal and professional development (Kayılı 2018). I can
certainly say that CPD has helped me to grow as a professional by providing the necessary
guidance in early years of practice.
7. Continuing Professional Development in identification of future goals
CPD has not only helped me in my early years of practice, but also helped me in
identifying and setting my future goals. I wish to continue working as a Montessori educator and
my goal is to excel in this profession. I believe that the CPS process will help me to excel in the
same by maintaining the skills that I possess and enhancing the same in process (Holland 2016).
Engaging in professional development process has helped me to identify the areas in which I

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need to work on and also helped me to identify the skills needed to continue working as a
Montessori educator.
The CPD process has helped me to identify my future goals. I have planned to enhance
my skills to introduce children to the joy of learning. This will further enhance their creativity. I
need to work on my self-confidence to promote the same. Self-confidence will enable student to
hold a positive attitude towards the learning process (Chișiu 2018). My goal is to be a strong and
efficient Montessori educator to build a strong foundation for effective future growth of my
students. I wish to be an efficient Montessori educator, and will put my best effort to educate my
students to be creative and self-directed.
Conclusion
The self-reflective report provides an evidence of the key principles of Montessori
education and pedagogy. The report reflects the different aspects of Montessori education. The
report provides a reflection of the process of personal and professional development and has
further helped in identification of the process in which the continuing professional development
helps in improving ones skills and practice. The Montessori education helps in personal
development as well by enhancing the basic skills needed to excel professionally.

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References
Cascella, M., 2015. Maria Montessori (1870-1952): Women's emancipation, pedagogy and extra
verbal communication. Revista médica de Chile, 143(5), pp.658-662.
Chișiu, C.M., 2018. Montessori Pedagogy, an educational alternative, from Romania. Evolution
from the beginning of the 20 th century until the Second World War contribution. History of
Education & Children's Literature, 13(2).
Culclasure, B., Fleming, D.J., Riga, G. and Sprogis, A., 2018. An evaluation of Montessori
education in South Carolina’s public schools. The Riley Institute at Furman University.
Greenville, SC.
DOGRU, S.S.Y., 2015. Efficacy of Montessori education in attention gathering skill of
children. Educational Research and Reviews, 10(6), p.733.
Filipe, H.P., Silva, E.D., Stulting, A.A. and Golnik, K.C., 2014. Continuing professional
development: Best practices. Middle East African journal of ophthalmology, 21(2), p.134.
Holland, W., 2016. Maria Montessori (1870–1952): scientic pedagogy. In Early Years Pioneers
in Context (pp. 134-152). Routledge.
Isaacs, B., 2018. Understanding the Montessori approach: Early years education in practice.
Routledge.
Jarvis, P., George, J., Holland, W. and Doherty, J., 2016. The Complete Companion for Teaching
and Leading Practice in the Early Years. Routledge.

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Johns, P., 2017. Blended learning opens up Montessori qualifications. Early Years
Educator, 19(4), pp.18-20.
Joyce Pickering, M.A., 2017. Montessori for children with learning differences. Montessori
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children. Early Child Development and Care, 188(3), pp.327-335.
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Saylor, L.L., McKenzine, G.K. and Sacco, C.C., 2018. Teacher-Centered Mentorship as
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Willis, E., 2015. An Extended Validation and Analysis of the Early Childhood Educators'
Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study.
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