Montessori Method: Education and Beyond

This assignment delves into the Montessori method's impact on preschool children's preparedness for primary education, as examined by Kayili & Ari (2011). It also explores the application of this method to enhance eating ability in institutionalized residents with dementia, as studied by Lin et al. (2011). Additionally, it covers the philosophical interpretations of Montessori education, drawing from works like Ross (2012), Weinberg (2011), and Rambusch (2010). The assignment also discusses the implementation of Montessori instruction in inclusive classrooms, as per McKenzie & Zascavage (2012), and imaginary play in Montessori classrooms, based on Soundy (2012). Moreover, it examines the gap between educational research and practice, referring to Vanderlinde & Braak (2010). The assignment title 'Montessori Method: Education and Beyond' encapsulates its broad scope.

Essay
Examining Research-
Educational Leader

Table of Contents
INTRODUCTION...........................................................................................................................3
Montessori Method.................................................................................................................3
The problems, difficulties or skills it aims to improve...........................................................3
The theoretical rationale.........................................................................................................4
Factors involved.....................................................................................................................5
Are there any risks/possible adverse effect?..........................................................................5
The research literature/evidence say......................................................................................6
Effectiveness of Montessori Method......................................................................................6
The research evidence base....................................................................................................7
The overall recommendation..................................................................................................7
The impact on child development and learning.....................................................................8
The in-depth knowledge and critically evaluation of the research.........................................8
REFERENCES..............................................................................................................................10

INTRODUCTION
This essay will examine Montessori methods which were launched by Dr Maria to
provide the best learning experience to children. The writing will analyse various resources and
problems which are focused under this method. Besides, the essay will evaluate several risks and
adverse impact of this program with the help of evidence. Further, the report will review key
concept and approach or program implied under Montessori Method. Hence, essay will enhance
the opportunities and capabilities of adopting this method in educational institutions.
Montessori Method
It is the method which assist the educational institution in self directing activity,
enhancing learning abilities and collaborative play. Implementing Montessori in the educational
institutions aims at effective and creative learning techniques according to the age of children.
Moreover, this makes easy for teachers to understand the psychology of mentally challenged
children as they demand extra attention and care. Moreover, this method enables various
activities for kids like exploring knowledge of world and further letting them work in groups,
helps teachers to groom the up to their maximum potential. Hence, this method was tested for
100 years and then was implemented in 1929. In this process, the classrooms were modified and
crafted in order to meet the psychological needs of children which aims at deeper understanding
of language, science, music, communication etc. (Montessori Philosophy. n.d.). Montessori aims
at providing various benefits like,
 Each child is valued as a unique individual to the institution.
 In start toddlers and minors are taught the ways to coordinate, concentrate and
independence.
 Children's are taught to seek knowledge and information.
 Lastly self-correction and assessment are majorly focused under this program.
Problems, difficulties or skills it aims to improve
The Montessori methods aims at developing various skills and difficulties faced by kids
of different age groups like, Minors, adolescence, toddler and primary. Further, the Montessori
method helps these children to overcome their shortcomings by taking part in activities like Craft
and innovation which comprises:
Functional languages which helps them to improve their communication and interaction.
Montessori activities assist kids to boost their confidence and morale.

Henceforth, the ultimate goal of method is to enhance the sense of joy and wonder among the
mentally challenged kids. The doctor discovered that the children faced most difficulties in
solving problems of mathematics and geometry, names of states and continents therefore to make
it easy Doctor Maria launched this scientific concept “Metamorphosis” in which Minors will
learn these shapes and problems with the help of activities such as, music, drama and history
(Soundy 2012). Moreover, the goal of the program was to assist each child in overcoming their
weakness in all areas of life and for that the concept aims at three major factors which includes,
appropriate training of teachers, comfortable environment and grouping of kids of various age
groups from Toddlers to minors.
The theoretical rationale
The Montessori Method aims at giving different types of environment to various age
groups such as:
Toddler or Infant: This includes children's from the birth to 3 years, Montessori aims at
giving safe, engaged and motherly environment. Further, it provides opportunities to gain
individual working ability.
Primary: This includes Kids of age three to six years. For this age group, the methods
aim at providing task persistence, self-regulation and ability to work individually. Besides, the
Montessori provides children's the opportunity of learning creativity, innovation, self-expression
and building self-confident.
Elementary: This comprises minors of age group six to twelve years. Therefore, for such
kids the process aims at developing understanding among the children's about their role in
community and society. It also focuses on enhancing their knowledge about their culture and
nature of the world. Hence, it provides them the opportunity for collaborative intellectual
exploration in which the minors can enhance their skills and knowledge according to their
interests (Al, Sari & Kahya 2012).
Adolescence: It includes youngsters from age group twelve to fifteen years. It aims at
developing self-confidence, expression, self-reliance and interaction skills (Donahoe 2013).
Besides, Dr. Montessori died before planning more for this theory but still the age group is
supported by relating all the environmental aspects of the Montessori method.

Factors involved
The program aims at developing and improving all the factors which can assist the
institution in providing comfortable and safe environment to children's. Therefore, factor consist
of various characteristics which are friendly to kids like,
Freedom: The program ensures that the child should be free to explore the natural
environment in the premises. The method aims at giving kids the freedom of environment,
freedom of movement, exploration and interact with each other (Huxel 2013).
Beauty: It states that the environment provided by educational institution under
Montessori programs should be beautiful, simple and well maintained.
Structure and Order: It is important to maintain the structure and order of Montessori
classroom as it denotes the reflection of universe to kids which motivate them to learn new
things about the external world and universe. Besides, it is also important for the institution to
design the structure simple so that it becomes for students to understand the direction and
positioning of their study material (Weinberg 2011).
Nature and Reality: Doctor Maria believed that the nature motivates the children that is
why the teachers are trained to make regular and safe visit to natural environment which consist
of real woods, bamboos, metal, cotton etc. She believed that Minors should be taken out of the
class room to understand the real beauty of the universe.
Intellectual Environment: Montessori class rooms have the intellectual environment
where kids are allowed to talk to each other which assist them in learning various types of
communication skills (Larson 2010).
Qualified and Friendly staff: The program ensures that the institution which is
implementing the method should have qualified and friendly staff as these kids need to be treated
with extra care and attention.
Montessori Materials: The classrooms under this program should have colourful
extensions, study material, crayons, drawing books, and individualized teachers for every child.
Risks/possible adverse
Handling mentally challenged kids is the riskiest thing ever that is why the teachers under
this program are trained to handle minors. Not only the mentally sick children but all minors are
very fickle minded and jolly and no one understand their psychology easily therefore its becomes
hard for the institution to handle them. Moreover, there are many possible situations which turns

risky for both kids and management. The lack of positive classroom environment decreases the
level of safety for every child. (Ervin Wash & Mecca 2010).
For instance, if the teacher is engaged in handling some other student or doing some
personal thing it can be risky if the kid changes his or her mind and moves out of the place like
to water or electricity. Besides, because of any reason if the classrooms are not clean and the
minor touches or eat things which are left on the floor can adversely impact on his or her health.
The research literature/evidence
According to McKenzie & Zascavage (2012) the program aims at understanding the
psychology of physically challenged children in order to provide them the natural and healthy
environment to study and explore. It states that, the Doctor believed in letting children educate
themselves by interacting with the kids of similar age group that is why in this method minors
are allowed to communicate and create things and picture according to their level of knowledge.
In contrary, Certini (2012) has stated that, the program is for good minors but still is
difficult for educational institutions to understand the needs and wants of every kids and
sometimes children are left neglected, hungry etc. and parents are unaware. Therefore, process
should ensure proper monitoring by management in order to provide better educational services
to the kids and their parents.
Effectiveness of Montessori Method
The program offers various facilities to enhance traditional education in institutions to
establish organised education system for mentally disabled kids in United States, America.
Moreover, there are at least 4000 to 5000 Montessori programs implemented in US. Besides,
there are 500 Montessori public schools only in US. Further, the effectiveness of the method can
also be analysed by the behaviours of the teachers towards the minors in the institutions where
key feature denotes that the staff is trained to make children the centre of learning, encourage
kids to learn, respect each child, and introduce learning material to the children in very friendly
manner (Rambusch 2010). Furthermore, it has its own value and pace which aims at providing
various leaning tactics to the kids (Lin and et.al., 2011).
Hence, the development of programs in public and private schools of America are evident
that the method is offering effective services to children's. The enhanced learning abilities of the
kids are proof that the method is effective for the minors as they need to be treated with care.
Moreover, the training and development session for the teachers in front of parents of the minors

which will provide them the security that their kids are in safe hands. Henceforth, evidence of
effectiveness is the belief of the doctor Maria who states that as soon as the minors find
something interesting they earn stability and learn to concentrate. Effectiveness of the Program is
judged by its feature which are as follows:
 It focuses on giving family life to the kids at schools.
 Minors are learned to discover their needs.
 Teachers helps children in building self-image with the use of real work and art.
 Kid gets connected to nature so that he or she can see importance of it.
 The programs enable the activities which will motivate the child to work according to
instincts.
According to the evidence, the research concluded that among total 1082 kids studying in
Montessori, 549 children are basically from the Montessori background and rest 533 minors
were from traditional education back ground. Further the total number of female and male
members in the program were 287 and 262.
The research evidence base
In this research, the various policies and methods are evaluated which are
followed under the Montessori program. The research and the evidence base is recent but it also
focuses on the old strategies followed by the educational institution to provide healthy and safe
environment to the kids under this program. Further, the research also analyses the several risks
which affect the image of the Montessori like some time the imagination of the kids are
neglected, lack of suitable staff and teachers, and most importantly it is very expensive process
of establishment. Besides, all the negative influence according to the research of 2016 and 2017
the growth and development of Montessori is continuously increasing in US. Therefore, it can be
said that the base of report is wrong as the data and information is based on real concepts
followed under the program.
The overall recommendation
In accordance to the report, it can be recommended that the program can improve its
public image and services by following some more measure like, the institution should establish
camera in every classroom to monitor and review the performance of teachers and students (Ross
2012). Further, the adoption of this technology will ensure the secure environment for the
children's and their parents. Besides, it can also be recommended that institution should lower the

admission fees in order to attract more people and also it will help the ever disable to enhance
their learning skills. Henceforth, programmers of Montessori should aim at recruiting skilled
teachers and employees which can handle the kids with care. Furthermore, it is important for
teachers under this program to understand the needs and wants of mentally disable kids (Kayili
& Ari 2011).
The impact on child development and learning
Education by Monasteries impact the growth of child as it provides various methods of
development in different fields. The growth of the child between 3 to 8 years is Primary where
the program aims at providing task persistence, self-regulation and ability to work individually.
These are the crucial years for a child’s learning that is why the Montessori provides children's
the opportunity for learning creativity, innovation, self-expression and building self-confidence
(Lodico Spaulding & Voegtle 2010). The growth of child depends on the 4 factors which are
even considered under the program such as:
Physical: The method aims at organising various activities like dance, music, games
which help the kids to improve their physical abilities. Moreover, the Montessori ensures that all
the kids are playing together and someone is there all the time to monitor over their activities.
Social and emotion: The teachers at the institutions are trained to understand the feelings
of every child as they are unable to express their thirst, anger, hunger etc. Therefore, the methods
aim at understanding their psychology and providing them all the necessities which will motivate
them to play and learn.
Cognitive: All the people involved with the program understand that it is necessary to
establish early cognitive development in order to develop their perceptual skills, language and
learning. Further, it is improved by providing them freedom to communicate with every kid of
their level. This strategy of improving interaction skills enables them to learn several tactics to
make other people understand about their feelings and emotions (Hallinger 2011).
Language: Further, for improving language skills of minors, the teachers use various
methods like role activities, music, dance, symbols. Developing language skills in the minors is
important because it helps them to share their feeling with their friends, family, and teachers.
The in-depth knowledge and critically evaluation of the research.
According to the Montessori approach which is developed in the United States. The
public and private institutions aims at providing the best educational environment to the mentally

challenged minors. Further, Badiei and Sulaiman (2014) has stated that the Montessori programs
are highly valued in terms of providing cognitive, language and social emotional development to
the kids. In contrast, as the view of the self-learning techniques are essential for the children's to
evaluate and overcome their shortcomings in all the areas of life.
In accordance, Vanderlinde & Braak (2010) has stated that the child development
program by Doctor Maria is enhancing the skills of many mentally disabled kids of America by
providing them the healthy environment to explore and learn with all kind of preschool children.
Furthermore, according to the research and evidence, the Montessori programs are adopted by
major educational institution of US and had given effective results in enhancing the abilities of
disabled child.
Hence, from the findings it can be concluded that there is major difference between the
students of Montessori and traditional background. Moreover, it is found out that the kids from
the Montessori programmes had very clear self-concept and learning skills in comparison to
Tradition ones. Henceforth, looking at the systems and activities of Montessori it is very difficult
for other educational institutions to match up the level of performance. Henceforth, the essay
summarized that program focuses on giving a child liberty is not to abandon hi m to himself.
Moreover, Montessori approach states that “Never help a child with a task at which he or she
feels they can succeed”.

REFERENCES
Books and Journals
Al, S., Sari, R. M., & Kahya, N. C. (2012). A different perspective on education: Montessori and
Montessori school architecture. Procedia-Social and Behavioural Sciences. 46. 1866-
1871.
Certini, R. (2012). The intelligent search: Some considerations on the Montessori Method. Study
sulla formazione. 15(2). 7.
Donahoe, M. (2013). Best Practices in Montessori Secondary Programs. Montessori Life: A
Publication of the American Montessori Society. 25(2). 16-24.
Ervin, B., Wash, P. D., & Mecca, M. E. (2010). A 3-Year Study of Self-Regulation in
Montessori and Non-Montessori Classrooms. Montessori Life: A Publication of the
American Montessori Society. 22(2). 22-31.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research.
Journal of educational administration. 49(2). 125-142.
Huxel, A. C. (2013). Authentic Montessori: The Teacher Makes the Difference. Montessori Life:
A Publication of the American Montessori Society. 25(2). 32-34.
Kayili, G., & Ari, R. (2011). Examination of the Effects of the Montessori Method on Preschool
Children's Readiness to Primary Education. Educational Sciences: Theory and Practice.
11(4). 2104-2109.
Larson, H. (2010). The Montessori method: educating children for a lifetime of learning and
happiness. Object Stand. 5(2). 41.
Lin, L. C., and et.al., (2011). Using a Montessori method to increase eating ability for
institutionalised residents with dementia: a crossover design. Journal of clinical
nursing. 20(21‐22). 3092-3101.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research:
From theory to practice. John Wiley & Sons. (Vol. 28).
McKenzie, G. K., & Zascavage, V. S. (2012). Montessori Instruction: A Model for Inclusion in
Early Childhood Classrooms and beyond. Montessori Life: A Publication of the
American Montessori Society. 24(1). 32-38.

Rambusch, N. M. (2010). Freedom, Order, and the Child: Self-Control and Mastery of the World
Mark the Dynamic Montessori Method. Montessori life: A publication of the American
Montessori Society. 22(1). 38-43.
Ross, S. (2012). The Montessori method: The development of a healthy pattern of desire in early
childhood. Contagion: Journal of Violence, Mimesis, and Culture. 19(1). 87-122.
Soundy, C. S. (2012). Imaginary Play in Montessori Classrooms: Considerations for a Position
Statement. Montessori Life: A Publication of the American Montessori Society. 24(4).
28-35.
Vanderlinde, R., & Braak, J. (2010). The gap between educational research and practice: views
of teachers, school leaders, intermediaries and researchers. British Educational
Research Journal. 36(2). 299-316.
Weinberg, D. R. (2011). Montessori, Maslow, and Self-Actualization. Montessori Life: A
Publication of the American Montessori Society. 23(4). 16-21.
Online
- [ONLINE]. Available through <http://www.montessorisos.com/montessori-philosophy>.
[Accessed on 22nd August 2017].