Montessori's Character Analysis

As Montessori said “Since the child now learns to move rather than to sit still, he prepares himself not for the school, but for life; for he becomes able, through habit and through practice, to perform easily and correctly the simple acts of social or community life. The discipline to which the child habituates himself here is, in its character, not limited to the school environment but extends to society” (Montessori, 1965) With respect to Montessori, knowledge is life. It results from the experience that we get from our environment and interpreting our senses to gain more knowledge about the world surrounding us and to become productive members of society. . (Cooney & Jones, 2011) Hence, Montessori’s curriculum requires students to experiment real life in order to understand the world. It included three essential types of experiences and activities; sensory, practical, and formal skills and studies.

And in order to develop sensory and muscular coordination children must repeat these exercises. Moreover, learning the alphabet was fun with respect to children because they learned it by tracing moveable sandpaper letters. They first learned to write then to read. They also used rods of various colours and sizes to learn counting and different sizes of cups to learn measuring. (Onstein, Levine, & Gutek, 2011). Montessori developed five main principles fairly and accurately represents how her educators implement her method in several kinds of programs in the United States. These principles include: (1) respect for the child, (2) the absorbent mind, (3) sensitive periods, (4) the prepared environment, and (5) auto education. (Morrison, Bacon, & Hall,