| Maria Montessori believed that in order for the world to | | | | forced to perform the task that the teacher has |
| become a more peaceful and more civilized society | | | | assigned. He would then be deprived of the freedom |
| for people to live in, the new generations must be | | | | to learn or perfect the skill that he desired to during |
| taught to live in harmony and their hidden potential must | | | | that sensitive period. Therefore, Montessori believed |
| be developed to the fullest. She believed that the only | | | | that it is more important for the teacher in the new |
| way to do it was through education. However, there | | | | education system to "discover the potentialities of |
| was a need for the old educational system to be | | | | each of the students and of offering him means and |
| reformed as it was too teacher-centered, so it would | | | | motives which could awaken his latent energies so |
| not be able to maximize the potential in each child. The | | | | that he might continue to use, expand, and coordinate |
| traditional system also did not prepare the child for life | | | | them through proper exercise". (Discovery of the Child, |
| in society as the activities did not teach the child to | | | | Chapter 2, p. 33) She believed that it is more important |
| work in collaboration with others, neither did it teach the | | | | for the teacher to be an observer in the classroom |
| child important skills such as concentration, responsibility | | | | and that the teacher should prepare the lessons and |
| and perseverance. She felt that the teacher's job | | | | materials to suit the learning ability of the individual child. |
| should be that of an observer; alert to the needs of | | | | In this way, the child's self-confidence is built up as the |
| the child and ready to react appropriately as "any form | | | | teacher is neither demoralizing nor judgmental. Similarly, |
| of education must be based on the personality of | | | | if the parents are willing to assist the child by teaching |
| man". (Absorbent Mind, Chapter 1, p. 8) As such, there | | | | him through the use of a method most suited to his |
| arises a 'new education' system which proves to be | | | | learning style instead of forcing him, the child will be |
| effective all around the world even till today. | | | | able to excel in every way. Parents must believe that |
| In addition to imparting knowledge to the children, | | | | every child is capable of learning. |
| Montessori felt that their physical and social | | | | In Montessori's new education, she showed that it is |
| development should also be taken into considerations. It | | | | important that "a school allows a child's activities to |
| is important that the teacher observe the children to | | | | freely develop". (Discovery of the Child, Chapter 1, p. 9) |
| find out what they need and thereby providing them | | | | However, this would be difficult with the use of the rigid |
| with their needs. In other words, the teacher or parent | | | | furniture in the traditional classroom. Besides restricting |
| should understand the learning style of the child and | | | | the students' movements as they were not allowed to |
| thereby pitching the lessons according to the child's | | | | move about to change the materials that they would |
| needs. She also believed that it should be part of | | | | like to work on or to move the furniture around |
| education that a child is taught to be caring and | | | | independently, Montessori felt that these furniture also |
| compassionate towards others, but he must first be | | | | hindered the proper development of the children's |
| showered with care and concern himself. Thus, it is | | | | spinal cord because the children were forced to |
| just as important to care about the hygiene and | | | | remain in the same position at the desk for hours. |
| welfare of the child. | | | | Instead, she advocated the use of child size furniture |
| In this new education, Montessori described the | | | | and floor mats in the Montessori classroom. Such |
| importance of providing a child-centered and conducive | | | | furniture are not so intimidating and the children can |
| learning environment. She stressed that there are | | | | have the freedom to move around independently |
| differences between the learning objectives and | | | | when they need to. |
| methodologies between a child and an adult, thus they | | | | Since the child will not be forced to carry out activities |
| should not be taught in the same way or even use the | | | | against his wishes, Montessori described this new |
| same furniture. An adult is concerned with the end | | | | education to be a system whereby the children will |
| result of the task at hand; therefore, he tends to rush in | | | | learn spontaneously. She had tested out this system in |
| order to finish the job quickly. He would not repeat the | | | | many Montessori schools and even up till today, |
| same task numerous times in order to perfect it. | | | | children in Montessori classrooms enjoy carrying out |
| On the other hand, a child differs from an adult in that | | | | their activities in an orderly, prepared and tranquil |
| he is still developing and constantly learning, thus he | | | | environment. Under this new education, the child learns |
| needs to interact with his environment to absorb | | | | to work quietly and with full concentration as he |
| information for his own development. He has what | | | | focuses on the task at hand. He will not be distracted |
| Montessori describes as an absorbent mind. A child will | | | | by others around him nor will he give up easily as he |
| be able to absorb the specific skills that he needs to | | | | will be able to correct his own mistakes through the |
| learn through repeated activities. He needs to make | | | | use of the specially prepared materials. This is an |
| use of his environment and carry out repeated work | | | | important skill to develop as many children in the |
| to develop his personality, habits and physical being, so | | | | elementary schools are still not able to concentrate |
| he will do a task numerous times in order to perfect it. | | | | and they lack perseverance skills too. She believed |
| Montessori believed that each child is a different | | | | that developing the child's spontaneous interest in |
| individual, so he will have his own sensitive periods to | | | | learning will develop his personality such as kindness, |
| absorb different skills perfectly. This new education | | | | warmth and perseverance which is necessary for |
| allows each child to set his own pace for learning as | | | | peace and civilization in the society. |
| he is free to select the materials that he wishes to | | | | Montessori believed that this new education must start |
| work on. Multi-sensory materials are used in these | | | | from birth in order for its effect to be obvious as the |
| classrooms for the children's hands-on activities and | | | | child, no matter how young, is capable of learning and |
| they get to progress from the simple to abstract | | | | he will absorb what he sees or hears from the |
| concepts without any pressure from the teacher. The | | | | environment around him. She believed that through the |
| child is led to experience a sense of accomplishment | | | | use of appropriate materials at the suitable timing, a |
| as he discovers the skills on his own. | | | | child will be able to learn very easily. As such, the job |
| During each sensitive period, a different skill is learned | | | | of the teacher as an observer is very important. |
| and after the skill is perfected, the child will naturally | | | | Montessori had proven the success of this new |
| drop the activity and proceed on to something else. | | | | education, which probably accounts for its popularity all |
| With the traditional education system, the child is | | | | around the world. |