Montessori Information
The History of Montessori
Maria Montessori
Maria Montessori is often referred to as "ahead of her time". Born in Italy in 1870, Maria Montessori moved to Rome with her parents in 1875 at the age of five. Although her father Alessandro embraced traditional views of female education, it was the more liberal approach of her mother, Renilde Montessori, that encouraged Maria Montessori to explore her natural inclination to learn, regardless of the social restrictions placed on women in the male-dominated society of the day. In so doing, Renilde played an active role in her daughter's upbringing, and indeed, the whole philosophy behind what is now known as the "Montessori Method."
Studies
in math, physics, natural sciences, biology and medicine led Maria
Montessori to apply to the College of Medicine at the University of
Rome, and she became the first female certified physician in Italy
in 1896, graduating at the top of her class. In addition to her
duties as a doctor, Maria Montessori conducted research work in
psychiatric medicine and continued her education in philosophy,
psychology and education. She was appointed professor of
anthropology at the University of Rome in 1904.
Throughout, her interest in the development of children grew - first from her experience with disabled children and the deplorable state of their care at the time, then further with mentally-challenged children in her care. As she learned from the work of others already accomplished in the area of early childhood education, her own theories evolved, embracing elements, ideas and methods of all disciplines she had studied.
In 1906, at the age of 36, Maria Montessori founded the first Casa dei Bambini, or "Children's House" for children of the industrial revolution's working-class in one of the city's worst slum districts. With some 60 children in her care, Maria Montessori began their education by instructing the older children on how to help out with everyday chores. Sense materials that she had developed previously were introduced, and to her surprise, Montessori discovered how naturally young children adapted and enjoyed learning everyday tasks. The structure of work and constructive activity gave the children a sense of self-worth that they had never before experienced.
One
of Dr. Maria Montessori's first major hurdles to improve the lives
of these children was accomplished by encouraging parents to
recognize that their children were special and of great value.
From this reverence for the individual beauty and potential grew the
Montessori Method. Critical periods of early childhood
development were identified through her observations, and the
methodology evolved to address these periods with age-appropriate
learning tools and activities. Further development of the
methodology embraced what Montessori described as the "cosmic
education" - where children would be given the environment and
guidance to become the peacemakers of the future, existing in
harmony with all living beings in a sustainable world.
From this time to her death in 1952, Maria Montessori continued her work, which became widely recognized and embraced throughout the United States, Europe, and India. She conducted and founded training courses on these continents, established a research institute in Spain, and developed Montessori Training Centers in the Netherlands and London.
Maria Montessori was a three-time nominee for the Nobel Peace Prize- in 1949, 1950, and 1951.
Montessori Research
In the fall, some parents read in the CMS (Chesapeake Montessori School) newsletter a report about the results of a new study measuring the impact of a Montessori Primary/Elementary education. For those parents who missed it, the report follows.
This well-designed study compares the academic achievement of two groups of students (about 200 students in each group) who graduated from high schools of the Milwaukee Public Schools between 1997 and 2001.
One group consisted of students who attended Montessori schools through the 5th grade. The comparison group did not attend Montessori schools, but was a carefully matched sample, consisting of students similar to those in the Montessori group in terms of gender, race/ethnicity, socio-economic status, and the quality of the high school attended (which included a college preparatory high school, and International Baccalaureate school, and a school for those talented in the arts).
Test scores and grade point averages (GPA's) for both groups of high school students were compared. Tests used were the ACT (similar to the SAT), the WKCE (Wisconsin Knowledge and Concepts Examination). The students who attended Montessori schools from ages 3 to 11 significantly outperformed the comparison group on Math/Science scores. The Montessori group had a higher GPA than the comparison group in all subjects. Thus, the study supports the hypothesis that Montessori education has a positive long-term impact.
Chesapeake Montessori School. (2004). Montessori Research Study. Retrieved from the World Wide Web,
October, 10, 2004. http://www.chesapeake-montessori.com
Additional Montessori Information
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