Maria Montessori Philosophy

Student’s Name
Professor’s Name
Course
Date
Maria Montessori’s philosophy Theory
Introduction
The theory of education by Maria appears to be one of the most inspiring arguments which capture the attention of the reader. Montessori schools tend to differ from other schools because they offer a prepared environment where children have an opportunity to develop and grow both emotionally and intellectually (Donahoe & Marta 17). Montessori theory’s main ideas and elements reveal the reason behind the method of operation in a Montessori’s environment. Some of the fundamental aspects that made up Montessori approach were; ensuring a follow up of the child’s actions, observation, teaching them to stand on their own, correcting the child’s mistakes, enhancing an absorbent mind, and a provision of a prepared environment for the child’s learning.
Maria’s Bibliography
Maria Montessori was born in Chiaravalle, Italy in 1870 and was an Italian educator and physician recognized for her educational method that focused on natural ways of learning in children. She was the first female physician in 1896 after her graduation. She was appointed as the new training institute co-director for teachers in special needs in the year 1900. In 1904, she was appointed as an anthropology professor at the University of Rome, though she later gave up on the chair and started working on children’s education.
Principles of Montessori Education
The first principle is movement and cognition whereby she says that movement enhances thinking.

The second principle is choice. In her opinion, having control of our lives improves our learning and wellbeing. Interest is the primary principle because; the only way to understand is to have interest in what we are learning. The fourth one is avoiding extrinsic motivation because motivation is lowered when the rewards are withdrawn. The fifth principle has learning collaborations with peers, to enhance and improve learning. It is also essential to learn in meaningful context, which promotes more profound education than in ideal settings. The seventh concept is the application of teacher and child ways which breeds better child outcomes. Finally, it is vital to ensure order in the mind and learning environment because it is beneficial to children.
Role of a Montessori Teacher
The teacher is accountable for observing and evaluating, being supportive, facilitating communication and modeling a desirable behavior for the child. Other vital roles include acting as peace educators by solving conflicts in the learning environment and interpreting their children’s progress to the parents, staff and the community. They are also required to present compelling, clear and relevant topics to the children.
Planes of Development
The four development planes formed a framework which built Maria’s vision of developmental psychology. The first plane is early childhood which is the age of birth to 6 years. It is the essential part of the child is creating his personality and laying a foundation. The second plane is childhood, which ranges between six to twelve years. This is where the child is building her conscience and intelligence. Thirdly is the adolescence stage between 12 and 18 years where the child is working on achieving a stable social state of himself. The last step is maturity which is between 18 and 24 years. The new adult is now trying to figure out what he can offer to the world and achieve a self-understanding.
Key Elements of Montessori Theory
Independence
Maria discourages the aspect of helping a child handle a task which they can quickly accomplish on their own. The ultimate objective of Montessori education is to make a child be independent and can do things on her own (Donahoe & Marta 21). To achieve this, the schools give children the opportunity dress and move on their own, decide what they want to do and when they are free, they can assist adults to perform various tasks.
Observation
Observation involves the process where parents watch their children as they perform various tasks. The aspect of view has been applied for a long time in Montessori and has been useful in facilitating the development of Montessori child development theories (Murray& Angela 46). From the various observations that she made on children, she was able to identify what materials were required by the children and what they would be interested in.
Following the Child
From the observations made through the actions of the child, it is easy to follow the child in need of what needs to be done. By following the child, you get to understand what area gives them a challenge and give a solution to the problem. Following them also means that you provide them with the freedom to choose what they want to do on their own and avoid being overprotective.
Correcting the Child
It is essential to avoid raising your voice when correcting the child, but instead, take your time to identify the mistake and suggest a possible solution to the child (Murray& Angela 49). The best way to shape the character of a child is not by blatantly pointing out his mistake but approaching him in a way that makes them realize that they made a mistake.
Prepared Environment
Montessori believes that a child’s development is dependent on the environment in which they are learning in. The situation should be prepared in a way that the child can move freely, beautiful to invite the children to work and safe from all external risks (Lillard & Angeline 257). For Montessori, the prepared environment is a significant link between children and adults.
Absorbent Mind
Through observing how children learned the language on their own, Montessori came up with the idea of the absorbent mind. Children below three years can experience something from the environment and absorb it without necessarily being taught, and, therefore, it is vital to set up a particular context (Lillard &Angeline 257). For instance, children will pick the language of the adults in the environment which they are living in.
Conclusion
Montessori’s theory of education forms a basis of what right training is. Knowledge in the real sense should not be based upon just reading books but rather the process of teaching children as well as giving them the freedom to learn things on their own and provide them with guidance on how to apply them in various life situations.
Works Cited
Donahoe, Marta. “Best Practices in Montessori Secondary Programs.” Montessori Life: A Publication of the American Montessori Society 25.2 (2013): 16-24.
Lillard, Angeline S. “Playful learning and Montessori education.” American journal of play 5.2 (2013): 157.
Murray, Angela. “Montessori Education.” Montessori Life (2012).