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UNIVERSITY OF NIGERIA, NSUKKA

FACULTY OF EDUCATION
DEPARTMENT OF HUMAN KINETICS AND HEALTH EDUCATION

TOPIC:
MARIA MONTESSORI:
1. THEIR VIEW ON EDUCATION
2. CONTRIBUTION TO THE EDUCATION OF THE CHILD, THAT
IS (EARLY CHILDHOOD EDUCATION)

AN ASSIGNMNET SUBMITTED IN PARTIAL FULFILLMENT OF

THE REQUIREMENT FOR THE COURSE: EDU 323 (PRE-SCHOOL
EDUCATION)

BY:
ODO MARY CHINYERE 2023/SD/38283
OZOMADU CHIOMA PEACE 2023/SD/38321

LECTURER: PROF. MRS OBIWELUOZOR

OCTOBER, 2024
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WHO IS MARIA MONTESSORI?

Maria Montessori, born on August 31, 1870, in Chiaravalle, Italy, was an

extraordinary woman whose life journey defied societal expectations for women of her time.
The world she was born into did not encourage women to pursue higher education, let alone a
career in medicine or education, but Montessori would go on to break these barriers,
becoming not only Italy’s first female physician but also one of the most influential
educational reformers of the 20th century (Standing, 2020). Her life and career were driven
by a deep commitment to understanding human development and improving the lives of
children, particularly those whom society had marginalized.

Montessori’s early education reflected the Victorian attitudes toward women.

Although her family was relatively well-off, her father initially discouraged her from
pursuing higher education. However, with the support of her mother, Montessori was able to
overcome these challenges. She enrolled at the University of Rome in 1890, initially studying
engineering—an unheard-of pursuit for a woman in Italy at the time (Kramer, 2017). After
switching her focus to medicine, she faced even greater resistance, as women were not
allowed in many classrooms where anatomy was studied alongside male students. Despite
these obstacles, Montessori earned her medical degree in 1896, becoming one of Italy’s first
female doctors.

Her early career in medicine took a turn toward psychiatry and the treatment of
children with intellectual and developmental disabilities. This experience proved to be
foundational for her future work in education. Montessori’s clinical observations of children
led her to develop a keen understanding of how they learn and develop. Rather than seeing
children with disabilities as “deficient,” she saw untapped potential, and her medical
background gave her the tools to approach education scientifically, observing behaviors,
testing hypotheses, and adjusting her methods based on results (Feez, 2013). These early
experiences in psychiatry laid the groundwork for the Montessori Method, which would
revolutionize the field of education.

Montessori’s first major foray into education came when she was appointed director
of the Orthophrenic School in Rome in 1900. This institution was dedicated to children with
developmental disabilities, and Montessori’s success there was remarkable. Using materials
and methods she had developed herself, many of her students were able to pass the same
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exams as their typically developing peers in mainstream schools (Lillard, 2005). This success
fueled her desire to apply her methods to all children, not just those with disabilities.

In 1907, Montessori was given the opportunity to open a childcare center in the San
Lorenzo district of Rome, a working-class neighborhood rife with poverty and social
problems. The center, known as the Casa dei Bambini (Children’s House), became a
laboratory for Montessori’s educational theories. It was here that she began to implement her
ideas about child-led learning, the importance of a prepared environment, and the role of the
teacher as a guide rather than a director (Kramer, 2017). The success of the Casa dei Bambini
was immediate and widespread. Montessori's students thrived in an environment that allowed
them to explore materials, develop skills at their own pace, and take responsibility for their
learning.

As Montessori's reputation grew, so did interest in her methods. Educators,

scientists, and politicians from around the world visited her schools, and Montessori was
invited to speak at international conferences and establish schools in various countries. By
1913, she had given up her medical practice entirely to focus on education. Her ideas spread
rapidly, especially in Europe and the United States, where she conducted several tours and
established Montessori schools (Standing, 2020).

Throughout her life, Montessori was a tireless advocate for children’s rights,
women’s rights, and social reform through education. Her influence extended far beyond the
classroom; she was nominated for the Nobel Peace Prize three times due to her commitment
to peace education, which she viewed as an essential element in building a better society.
Montessori's later years were marked by exile and hardship during World War II, but she
continued to develop and refine her educational theories until her death in 1952 (Montessori,
1949). Her legacy lives on in the thousands of Montessori schools worldwide, as well as in
the ongoing influence of her ideas in mainstream education.

Montessori’s life story is a testament to her determination, resilience, and

unwavering belief in the potential of children. She challenged the norms of her time, not only
by becoming one of Italy’s first female doctors but also by transforming education for young
children. Her influence extends far beyond the realm of education; her ideas about child
development, peace, and social justice continue to resonate in contemporary discussions
about the future of education and society.
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HER VIEW ON EDUCATION

Maria Montessori’s philosophy of education was shaped by her belief in the innate
potential of children and the importance of allowing them to explore and learn in an
environment that meets their developmental needs. Montessori's views were revolutionary in
a world where education was largely rigid, teacher-centered, and focused on rote
memorization. In contrast, Montessori’s approach was child-centered and focused on the
whole child, emphasizing cognitive, emotional, and social development.

One of the core tenets of Montessori’s educational philosophy was her belief in the
"absorbent mind." According to Montessori, the first six years of life are crucial for human
development because, during this time, children have a natural ability to absorb information
from their environment without conscious effort. This period is marked by what she called
"sensitive periods," during which children are particularly receptive to learning specific skills,
such as language, order, or movement (Montessori, 1949). Montessori argued that traditional
education systems, with their rigid curricula and emphasis on direct instruction, fail to
capitalize on these sensitive periods, resulting in missed opportunities for learning.

Montessori believed that education should be an aid to life, not a mere transmission
of knowledge. She viewed education as a process of self-construction in which the child
actively participates in shaping their own learning. In her view, the role of the teacher is not
to impart knowledge but to create an environment where children can engage in self-directed
learning. This approach places a strong emphasis on the importance of the "prepared
environment," a space designed to meet the developmental needs of children. In a Montessori
classroom, materials are carefully selected to support learning, and the physical environment
is organized to promote independence, concentration, and a sense of order (Lillard, 2005).

Another key aspect of Montessori’s view on education was her belief in the
importance of freedom within limits. Montessori classrooms are characterized by a high
degree of freedom for the children, who are allowed to choose their activities and work at
their own pace. However, this freedom is not unlimited; children are guided by the materials
and the structure of the environment, which provides them with opportunities to develop self-
discipline and responsibility (Montessori, 1967). This balance of freedom and structure is
designed to help children develop intrinsic motivation, a sense of autonomy, and the ability to
regulate their own behavior.
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Montessori’s educational philosophy was also deeply rooted in her belief in the
interconnectedness of cognitive, emotional, and social development. She argued that
education should not only focus on intellectual development but also on fostering emotional
resilience, empathy, and a sense of social responsibility. Montessori believed that children
learn best in environments where they feel respected and valued, and she emphasized the
importance of creating a classroom culture based on mutual respect and collaboration (Feez,
2013).

In addition to her focus on the individual child, Montessori had a broad vision of
education as a tool for social reform. She believed that education has the power to shape the
kind of society we live in, and she saw the classroom as a microcosm of the larger world. In
her later years, Montessori became increasingly focused on the idea of education for peace.
She argued that education, when done right, could help build a more peaceful and just
society. Her famous quote, “Establishing lasting peace is the work of education; all politics
can do is keep us out of war,” reflects her belief that true peace can only be achieved by
changing the way we educate children (Montessori, 1949).

Montessori’s view on education was radical for its time, and it continues to
challenge traditional educational practices today. Her emphasis on the child as an active, self-
directed learner, the importance of a prepared environment, and the role of education in
promoting peace and social justice are principles that resonate with many contemporary
educational theorists and practitioners. Montessori’s philosophy provides a powerful
alternative to more authoritarian models of education, offering a vision of education that
respects the child’s individuality and fosters their innate potential for growth and learning.

HER CONTRIBUTION TO EARLY CHILDHOOD EDUCATION

Maria Montessori’s contributions to early childhood education are vast and have left
an enduring legacy on how young children are educated. Her Montessori Method, developed
through years of scientific observation and experimentation, introduced groundbreaking
concepts that challenged the traditional, teacher-centered models of education prevalent at the
time.

One of Montessori’s most significant contributions to early childhood education was

her emphasis on the importance of the early years in a child’s development. Montessori
believed that the first six years of life were crucial for cognitive, emotional, and social
development. During this period, children are like sponges, absorbing information from their
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surroundings effortlessly and instinctively (Montessori, 1949). Her concept of the "absorbent
mind" has been widely recognized and accepted by modern developmental psychologists,
reinforcing the idea that early childhood is a critical period for learning and development
(Lillard, 2005).

Montessori’s method is grounded in her belief that children learn best through
hands-on, experiential learning. This was a radical departure from the traditional educational
methods of her time, which were focused on rote memorization and passive learning.
Montessori classrooms are designed to be child-centered, with materials and activities that
encourage exploration, discovery, and problem-solving. Montessori’s materials are designed
to be self-correcting, allowing children to learn from their mistakes without the need for
direct instruction from the teacher (Feez, 2013). This approach fosters independence and
confidence, as children learn to trust their own abilities and judgment.

The concept of the "prepared environment" is another key contribution of

Montessori to early childhood education. Montessori believed that the environment plays a
crucial role in a child’s development, and she designed her classrooms to be aesthetically
pleasing, orderly, and rich with materials that stimulate learning. In a Montessori classroom,
everything has a purpose and is designed to support the child’s development. The materials
are arranged in a way that allows children to move freely and choose their activities,
promoting independence and self-regulation (Standing, 2020). This approach contrasts
sharply with traditional classrooms, where children are often confined to desks and have little
control over their learning environment.

Montessori’s approach to the role of the teacher also revolutionized early childhood
education. In a Montessori classroom, the teacher is not the center of attention; instead, they
act as a guide or facilitator, observing the child’s development and providing support when
needed. Montessori believed that teachers should "follow the child" and allow them to learn
at their own pace (Montessori, 1967). This emphasis on individualized learning has had a
profound influence on modern educational practices, particularly in early childhood
education, where there is now widespread recognition of the importance of adapting teaching
methods to meet the unique needs of each child.

Another important contribution of Montessori to early childhood education is her

focus on social development. Montessori believed that education should foster not only
intellectual development but also social and emotional growth. She emphasized the
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importance of creating a classroom community where children learn to work together, resolve
conflicts, and develop empathy and respect for others (Feez, 2013). Montessori classrooms
are multi-age environments, where older children help younger ones, fostering a sense of
responsibility and cooperation. This emphasis on social learning is now a central tenet of
many early childhood education programs.

In addition to her contributions to the structure and content of early childhood

education, Montessori was also a pioneer in advocating for the rights of children. She
believed that children should be treated with respect and dignity, and she advocated for a
child-centered approach to education that recognizes the child’s inherent worth and potential.
Montessori’s work helped to shift societal attitudes toward children, encouraging a greater
appreciation for their capabilities and rights (Kramer, 2017).

Maria Montessori’s contributions to early childhood education have had a lasting

impact on the field, influencing countless educators, schools, and educational systems
worldwide. Her emphasis on the importance of the early years, hands-on learning,
individualized instruction, and social development has become foundational to many
contemporary early childhood education practices. Montessori’s legacy continues to inspire
educators and parents who seek to provide children with an education that nurtures their
natural curiosity, independence, and love of learning.

INFLUENCE OF MONTESSORI’S WORK ON MODERN EDUCATION

The influence of Maria Montessori’s work on modern education is vast, and her
educational philosophy has left an indelible mark on both early childhood education and
broader educational practices. Montessori’s ideas have been incorporated into various
educational approaches, and her influence can be seen in everything from classroom design to
teaching methods and educational policy.

One of the most significant ways in which Montessori’s work has influenced modern
education is through the widespread adoption of child-centered learning. Montessori’s belief
in the importance of individualized instruction and allowing children to take ownership of
their learning has been embraced by many contemporary educational theorists and
practitioners. In modern classrooms, there is a growing recognition that children learn at
different rates and have different learning styles, and teachers are increasingly encouraged to
differentiate their instruction to meet the needs of each student (Lillard, 2005). This shift
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toward personalized learning can be traced back to Montessori’s pioneering work in creating
an educational environment that responds to the individual needs and interests of each child.

Montessori’s influence can also be seen in the increasing emphasis on hands-on,

experiential learning in modern education. In Montessori classrooms, children learn by doing,
using specially designed materials that encourage exploration, problem-solving, and
discovery (Montessori, 1949). This approach has been widely adopted in many educational
settings, particularly in early childhood education, where play-based learning and the use of
manipulatives are now common practice. Montessori’s ideas about the importance of sensory
experiences in learning have also been incorporated into the work of educational theorists
such as Jean Piaget and Lev Vygotsky, whose research on cognitive development has further
validated Montessori’s approach.

Another key influence of Montessori’s work on modern education is the focus on the
development of social and emotional skills. Montessori believed that education should
nurture the whole child, including their emotional and social development, and she
emphasized the importance of creating a classroom environment that promotes cooperation,
respect, and empathy (Feez, 2013). This holistic approach to education has gained
widespread acceptance in modern educational theory, with increasing recognition of the
importance of social-emotional learning (SEL) in fostering academic success and overall
well-being. Many contemporary educational programs now include explicit instruction in
social-emotional skills, and the creation of positive classroom communities has become a
central focus in many schools.

Montessori’s ideas about the role of the teacher have also had a lasting impact on
modern education. In a Montessori classroom, the teacher is not the primary source of
knowledge but rather a guide or facilitator who supports the child’s learning process
(Montessori, 1967). This shift in the role of the teacher has been embraced by many
contemporary educational approaches, including constructivist theories of learning, which
emphasize the importance of the learner’s active engagement in constructing knowledge. In
modern classrooms, teachers are increasingly encouraged to act as facilitators of learning
rather than lecturers, providing opportunities for students to engage in inquiry, collaboration,
and problem-solving (Lillard, 2005).

The Montessori Method’s emphasis on creating a carefully prepared environment

that supports learning has also had a lasting influence on modern educational practices.
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Montessori believed that the physical environment plays a crucial role in a child’s
development, and she designed her classrooms to be aesthetically pleasing, orderly, and rich
with materials that stimulate learning (Standing, 2020). This focus on the importance of the
learning environment has been adopted by many contemporary educational theorists and
architects, who have designed schools and classrooms that are flexible, inviting, and
conducive to exploration and creativity. Montessori’s ideas about the prepared environment
have also influenced the design of early childhood education centers and have contributed to
the growing recognition of the importance of creating spaces that support children’s physical,
emotional, and cognitive development.

Montessori’s influence on modern education extends beyond the classroom to

educational policy and advocacy. Montessori was a strong advocate for the rights of children
and believed that education should be a means of promoting social justice and equality
(Kramer, 2017). Her ideas have inspired many educators and policymakers to work toward
creating more inclusive and equitable educational systems that recognize the dignity and
potential of every child. Montessori’s work has also had a significant impact on the
development of educational programs for children with special needs, as her emphasis on
individualized instruction and hands-on learning has been found to be particularly effective
for children with learning differences.

CONCLUSION

Maria Montessori’s contributions to early childhood education and her influence on

modern educational practices are profound and far-reaching. Her child-centered approach to
learning, emphasis on hands-on, experiential learning, and focus on the holistic development
of the child have shaped the way educators think about teaching and learning. Montessori’s
legacy continues to inspire educators, policymakers, and parents who are committed to
providing children with an education that nurtures their curiosity, independence, and love of
learning. As modern education continues to evolve, Montessori’s ideas remain a source of
inspiration and guidance for those seeking to create learning environments that support the
full potential of every child.
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REFERENCES

Feez, S. (2013). Montessori and early childhood: A guide for students. SAGE Publications.

Kramer, R. (2017). Maria Montessori: A biography. Da Capo Press.

Lillard, A. S. (2005). Montessori: The science behind the genius. Oxford University Press.

Montessori, M. (1949). The absorbent mind. Holt, Rinehart & Winston.

Montessori, M. (1967). The discovery of the child. Ballantine Books.

Standing, E. M. (2020). Maria Montessori: Her life and work. Plume.