The core idea of the Montessori philosophy of education is that every child carries within, the wo/man they will become.
“Children are not empty vessels, they are rich in potential and are co-constructors of knowledge.” – Maria Montessori
The Montessori Pedagogy of education has three key components:
- The child
- The favourable environment
- The teacher
Each child has the following needs and tendencies:
- The need to communicate and use language
- The need to organise and classify
- The need for independence and activity
- The drive for purposeful and constructive work
- The need for social relationships
Many leading educational specialists agree that education is an interaction between the ‘child’ and his/her environment, human interaction and knowledge itself.
At Generation Schools we have created the optimal learning environment for all children, where each student can understand what they are learning by working first hand with specially designed didactic material and equipment.
Education occurs in everyday context when children engage in activities of everyday living which is important to them. It is vital for us at Generation Schools to include and involve children in their own learning and to make it a real and meaningful experience. This is how you encapsulate the attention of each learner.
Given the freedom and support to question, to probe deeply, and to make connections, Montessori students become confident, enthusiastic, self-directed learners. They are able to think critically, work collaboratively, and act boldly – a vital skill set for the 21st century.
|The educator has an unobtrusive role in the classroom – teaching is collaborative.||The educator is the centre of the classroom as a controller – teaching is controlled by a fixed curriculum.|
|Environment and method encourage self- discipline.||The educator acts as the primary enforcer of discipline.|
|Mixed age grouping which encourages children to teach and help each other.||Same age grouping where most of the teaching is done by the educator.|
|Children set their own learning pace||Instruction pace is usually set by the group norm – based on a set curriculum.|
|Children work in a three year cycle.||Instruction pace is usually set by the group norm – based on a set curriculum.|
|Children discover concepts through self-directed materials and activities – usually on their own.||Children are taught concepts by the educator – usually in a group.|
|Children spot their own errors from feedback from the materials.||Errors are corrected by the educator.|
|Children reinforce their own learning by repetition of work.||Learning is reinforced externally by rewards and punishments.|
|Group participation is encouraged but never forced.||Group participation is often compulsory.|
|Physical, social, emotional, language and intellectual needs are equally important.||Emphasis falls on intellectual development.|
|All children are treated equally and have the same privileges.||Some children are placed above others and have more privileges (e.g. prefects).|
|Multi-sensory materials are available for physical exploration.||Fewer materials are available for sensory development.|
|Children can work where they choose, move around and talk at will (without disturbing).||Children are usually assigned their own chair/desk.|