Montessori Education

Topics: Montessori method, Pedagogy, Education Pages: 6 (1812 words) Published: July 21, 2013
Research paper on Montessori Education
{Kierre Davis}
(American Public Universty}

Abstract

This research paper intends to explain and describe factors and features of Montessori education and Montessori school. It illustrates the practical implementation of Montessori education. It is an old method of education operating since 100 years. It started from the indigent nursery school in Rome and afterwards, it continued to expand at a larger scale. Approximations specify that over 5000 schools in the U.S.; 300 communal schools and few high schools apply the Montessori curriculum. Montessori program is featured by multi age classrooms, and a special curriculum of instruments (Lillard & Else-Quest, 2006). One of the famous works known as “Maria Montessori” work is well recognized in search of Montessori education. She estimated several modern “child-centered” or “developmentally appropriate” educational exercises and was the supporter for dynamic kid, when it was not trendy and popular (Rathunde, 2001).

Table of Content

Abstractii
Introduction1
Discussion1
Montessori education and traditional school2
Montessori Curriculum3
Role of the teacher in Montessori Schools4
A Case4
Conclusion5
References7

Research paper on Montessori Education

Introduction
Montessori education is a unique schooling philosophy started in 1907 with the foundation of “Maria Montessori.” She was first female physician from Italy. In Montessori education program, students guide their own learning. Designed as an alternative to traditional schooling, this system of education has been around for more than a century. As the Montessori classroom is such a unique environment, the activities that occur within it often differ from those of a traditional, public school. As a result, writing in particular reflects the distinctiveness of the Montessori program (Cossentino, 2008).The history of and philosophy behind Montessori education lends them to the unique writing experience that Montessori students receive. Maria Montessori established two greatly encouraged trips to the U.S. She addressed to sold-out auditoriums and in the course built up an “ardent American” following, which escorted to a swift propagation of Montessori schools and communities of the U.S. (Cossentino, 2008). Discussion

Although the development of Montessori schooling originated overseas, the effects of the movement have had long lasting implications in the United States. Dr. Maria Montessori established the first Montessori institution in Rome, Italy. Dr. Maria observed learning development of young children, eventually concluding that students learn best when actively assisting in the teaching and learning processes. As a result of her research, she founded Montessori education, based on the idea that students who “freely choose from a number of developmentally appropriate activities” remain better engaged in their education (Cossentino, 2008). Montessori education and traditional school

Since the creation of the first casa dei bambini, or children’s house, Montessori education has expanded throughout the world. According to Jim and Susan Stephenson, experts on Montessori education and correspondents to The International Montessori Index, a website devoted to Montessori education worldwide; there are currently 7,000 Montessori schools functioning internationally and approximately 4,000 domestically. Although these institutions function very differently from traditional public schools, they are obligated to meet state requirements. In addition to meeting state requirements, they often receive accreditation from Montessori organizations, most notably of which is the American Montessori Society or Association Montessori Internationale (Martin, 2009). As mentioned, the primary difference that exists between Montessori education and traditional school involves the freedom allowed within the classroom. During the children’s most...

References: Cossentino, J. (2008) “Montessori schools”, in N. Salkind (Ed.), Encyclopedia of educational psychology, pp. 679-682, Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412963848.n181, data retrieved from http://knowledge.sagepub.com.ezproxy.apollolibrary.com/view/educationalpsychology/n181.xml?rskey=ppdDfR&row=8
Lillard, A. & Else-Quest, N. (2006) “The Early Years: Evaluating Montessori Education”, Education Forum, Science, Vol, 313, no. 5795, pp. 1893 – 1894, data retrieved from http://www.themontessorischool.org/classroom/uploads/files/the_early_yeards-evaluating_montessori_education-82809.pdf
Martin, D. (2009) “Montessori schools”, in B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. (pp. 588-589). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412971959.n253, data retrieved from http://knowledge.sagepub.com.ezproxy.apollolibrary.com/view/giftedness/n253.xml?rskey=im8XTl&row=12
Matthews, E., & Jewkes, A. (2009) “Montessori”, in R. Carlisle (Ed.), Encyclopedia of play in today 's society, pp. 397-402, Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412971935.n243, data retrieved from http://knowledge.sagepub.com.ezproxy.apollolibrary.com/view/play/n243.xml?rskey=ppdDfR&row=6
Rathunde, K. (2001) “Montessori Education and the Optimal Experience: A Frame work For New Research”, The NAMTA Journal, Vol. 26, no. 1, pp. 11 – 43.
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