University Placement: Developing Montessori Practice in Transition

This report delves into the challenges children face during transitions, particularly from home to a Montessori nursery setting. It examines the critical role of the key person in providing support and care, emphasizing the importance of communication and the application of attachment theory. The rep...Read More

Running head: DEVELOPING MONTESSORI PRACTICE
DEVELOPING MONTESSORI PRACTICE IN PROFESSIONAL PLACEMENT
Name of the Student:
Name of the University:
Author’s Note:

1DEVELOPING MONTESSORI PRACTICE
Many situations, it is overestimated that young children have the ability to cope with
transition and settle effectively in a new environment. One of the most challenging
experiences among children belonging to the age group of 0 to 5 years is settling process and
transition from home to Montessori nursery. The paper aims to understand the effect of
transition on a child name, Jim and the support and care required to effectively mix and adapt
to the environment as soon as possible.
The practical life exercises used in Montessori are similar to that of the home such as
hand washing, watering plants, identification of colours, self-care and basic activities. This
help in the alignment of both the environment and thus, Jim feels at home. This helps them in
learning things that work in the classroom as per the cycle of activity and learn to manage
them by own self. According to Odhiambo, Omoke and Aloka (2017), these activities are
stated to be purposive in nature that involve performing for shellfish and social ends. By
working in this way, the level of independence can be boasted and the child will understand
the benefits of such action in day-to-day life. Along with practical lessons, pro-social
behaviour is taught in Maria Montessori School, Notting Hill that includes Grace and
Courtesy. This help in monitoring the body and moving in a graceful manner. The use of
courtesies such as ‘please’ and ‘thank you’ involve distinguished manners. Bienen (2017)
stated that the ideal Montessori classroom establishes conditions that include the
manifestation of natural development inclinations among children. From the research, it can
be seen that by developing a close relationship with Jim, personality development can be
done. The sense of gratitude, respect and trust need to be developed that will help him orient
to the outside world (Revell 2020).
The key person plays an important role in supporting the transition and helping the
child to feel confident and secure in the school is the teacher or trainer. According to Elliott
and Davies (2016), the role is essential for both the child and parent and thus, key person

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approach is set out in the framework of the Early Years Foundations Stage (EYFS). The
practitioner needs to respond to the needs and demands of the child and offer an environment
and care to settle down. In this case, communication is the dominant factor that needs to be
developed between the key person and parent as it allows the extraction of vital information
about the child. The attachment theory can be applied in the case of Jim to assess the
interpersonal relationship between carer and child. It specifically addresses the issue when
the child is happy, sad or angry and develops strategies to address the situation accordingly
(Fearon and Roisman 2017). The engagement of carer involves motivating Jim to participate
and plan the activities on a daily basis, promotion of positive relationship by creating a bond,
conduction of evaluation process quarterly and providing feedback to initiate the process.
The age when a child goes to Montessori is stated to be critical as it reflects on the
later life. Therefore, it is vital to support Jim in a sensitive manner during the transition by
careful planning and development of a clear understanding of the social, intellectual and
emotional needs of the child. The new environment can have an unsettling and discouraging
impact on any child; therefore, a key person needs to include exciting action to attract the
child and mitigate any negative feelings. Bernal et al. (2019) opined that communication is
critical in such scenario, and thus, the carer need to give opportunities to express the concern
and resolve any query of the child. From experience, it can be seen that the child fear
insignificant issues that need not be ignored by adults; thus, sensitive handling of the child is
vital using the Montessori approach. Lillard (2018) stated that the Montessori approach
involves education using self-directed activities, collaborative playtime and hands-on-
learning process. It offers creative options in the educational prospect and appropriately
handling child as per their age.
The potential effects of transition can be positive or negative and have a significant
influence on the development phases of the children. The positive impacts of the transition

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from home to nursery involve personality development, enhanced communication skills and
others that will be reflected in the later stages of a child’s life (Gilmer et al. 2016). However,
the negative impact of the transition can have a detrimental influence. The shaping of
personality occur during this stage and hamper in such phases may lead to emotional distress,
socially isolated and behavioural issues. The Montessori school have specifically addressed
the issue that may have unfavourable outcomes.
It can be concluded by stating that Jim initially had issues during transition from
home to Montessori setting, however, with appropriate strategies adopted by the key persons
of Maria Montessori School addressed the issue and establishment of various good
characteristic for future growth.

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References
Bernal, R., Attanasio, O., Peña, X. and Vera-Hernández, M., 2019. The effects of the
transition from home-based childcare to childcare centers on children’s health and
development in Colombia. Early childhood research quarterly, 47, pp.418-431.
Bienen, H., 2017. The Montessori Method. Routledge.
Elliott, H. and Davies, H., 2016. The continuing quest for balance: the position of the Key
person in managing the duality of assessment purpose in the Early Years Foundation Stage in
England.
Fearon, R.P. and Roisman, G.I., 2017. Attachment theory: progress and future
directions. Current Opinion in Psychology, 15, pp.131-136.
Gilmer, C., Buchan, J.L., Letourneau, N., Bennett, C.T., Shanker, S.G., Fenwick, A. and
Smith-Chant, B., 2016. Parent education interventions designed to support the transition to
parenthood: A realist review. International Journal of Nursing Studies, 59, pp.118-133.
Lillard, A.S., 2018. Rethinking education: Montessori’s approach. Current Directions in
Psychological Science, 27(6), pp.395-400.
Odhiambo, J.A., Omoke, C. and Aloka, P.J., 2017. Influence of age difference in response to
motor skill training on the performance of activities of daily living by pupils with cerebral
palsy in Kisumu Kenya. Researchers World, 8(1), p.182.
Revell, M.D., 2020. Culturally Restorative Instruction: Technique (s) That Embed
Restorative Practices “Within” Teaching and Learning. In Sociological Perspectives on
Educating Children in Contemporary Society (pp. 229-258). IGI Global.