Reach. Montessori education for the over fives learning for life and living to learn MONTESSORI S T N I C H O L A S

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1 Reach FURTHER Montessori education for the over fives learning for life and living to learn MONTESSORI S T N I C H O L A S

2 Why Montessori for over fives? The value of Montessori education for young children has been recognised for over a century in the United Kingdom. It is increasingly being recognised as equipping older children for the challenges of the 21st century by promoting free thinking, self motivation and independent learning across the curriculum as well as providing a sound basis for learning in literacy and numeracy. Montessori schools achieve this balance between high levels of achievement and the confidence to be independent learners by enabling children to follow their natural development. What makes the Montessori approach different, and what makes it work so well, is that it is based on a deep understanding of the way children learn through choosing, trying and doing things for themselves. This is achieved in part by developing a close relationship between your child, the teacher and the school environment. This relationship constantly evolves and develops because it is based on close observation of children. The observations are linked to the use of specially developed materials in an environment prepared for your child s current needs. When coupled with the close observation and guidance of a Montessori-trained teacher, this promotes a consistent approach to learning which enables your child to progress at their own pace rather than at a pace determined by other children s capacity to learn. Initially physical manipulation to explore equipment and other materials will be used to develop your child s learning. This will gradually give way to developing the use of abstract thought, reasoning and learning. You can always tell a Montessori child because they ll say Mummy, can I touch that can I smell that? They are used to learning about things by experiencing them. Sarah Rowledge, teacher

3 In a Montessori primary school, the children no longer just choose what to work with, as they did in their Montessori nursery. They are empowered to manage a weekly plan with activities both of which they negotiate with their teacher. They are given weekly tasks in literacy, numeracy and the sciences. Each child can choose when to complete their tasks, and when these are completed, the child has another tutorial discussion with their teacher to plan more work. As in the nursery, this gives each child the opportunity to manage their activities, but as they grow older the management of time and tasks becomes more complex and embraces all curricular activities and subjects. These approaches to learning and teaching are developed from Montessori s view of the primary phase as having three key sensitive periods: imagination, growing moral awareness and socialisation as part of a team. Many Montessori primary schools see significant benefits when children work together in mixed or vertical age groups, such as where 6 to 9 year olds work together or 9 to 11 year olds work together. The combination of individual weekly plans with the example and support of other age groups ensures that learning continues at a good pace. However where state schools have adopted Montessori practices, they tend to work with single age groups. This is also the case in some independent Montessori schools and depends on the number of children in each age group;. How will my child benefit if they stay in a Montessori school after the age of four or five? The benefits can be summed up as: Education based on making the most of your child s individual capabilities; The ability to embrace challenges with curiosity and enthusiasm; Your child will develop the capacity to manage their learning by formulating their own weekly work plan and complete this, following their unique pattern and rhythm of work; A curriculum which fully meets the requirements of the National Curriculum and which goes well beyond this in many subjects;

4 Opportunities to apply and develop mathematical and literacy skills in the context of projects which your child selects and researches in science, culture (history and geography), the arts, information technology and other areas; An education which maximises the use of the classroom environment as well as drawing on outings and learning in the community; Continuity and development of learning experiences and approaches, following on from the nursery classes; No need to get used to different routines, different adults and different environments; Being part of a small team of children working together and sharing ideas; No attempt to work to an externally determined curriculum which is not based on your child s needs; No testing. Continuous observations to evaluate your child s progress, seeking further challenges to encourage new skills and knowledge; The knowledge that children educated in Montessori schools achieve at least as well and often better than children in other schools by the ages of 7 and 11, not only academically, but also socially. Maria Montessori described the child over the age of three as having a growing ability to organise information, experiences and ideas. At the same time the child s awareness of social aspects of life are also refined. Many primary schools tell us that children from Montessori nurseries settle well into the primary school s routines, that they like learning and have high levels of concentration and social skills. But their parents tell us that the children can become bored if their existing reading, writing and numeracy skills are not acknowledged by their new teachers and their social skills not appropriately extended what had been a joy in learning and gathering new knowledge can become constrained by the pre-determined demands of the National Curriculum. In a Montessori primary school, the ideas of Maria Montessori remain in place and this important stage of childhood development is acknowledged. The school provides your child with a calm approach to learning based on their keenness to learn and their eagerness to belong to a group. Your child will develop through periods when moral development is extended and knowledge and skills are gained through a wide range of experiences. These will include literacy, numeracy, the natural sciences, music, history and geography as well as physical development. The teachers will continue to use their skilled observations of your child s progress to provide supportive teaching in an environment which is wellmatched to their needs and which provides exciting and appropriate challenges for learning and practical work. So what is so special about the Montessori classroom? There are five main elements which distinguish it from other classrooms: Equipment is accessible to your child and always available to your child; Your child has freedom of movement indoors and out as well as a choice of what to do for much of the day; Your child will have personal responsibility for their work: this requires an awareness of the needs of others, avoiding dangerous or hurtful actions, keeping the equipment and resources tidy putting things away after using them and, drawing on the adults and older children s role models, developing a true social awareness; Learning from reality and the natural environment: far too much learning in the 21st century can be too abstract at an early age. This flies in the face of experience which clearly shows that practical experiences using equipment or real objects (such as shells, flowers, tree bark and stones) benefit your child s learning far more; Beauty and harmony: this aspect is too often ignored by those who focus too much on the content of learning. Montessori felt strongly that the environment must be pleasing aesthetically to encourage learning and concentration. Too many displays can distract children if they are not properly related to their interests. It reflects the manner in which the Montessori classroom is calm and activities are self-directed. As your child moves through the Reception Year into Years One and Two, you will find that the teachers continue to ensure that the classroom has a hum of activity, not silent, but not loud or chaotic, with children working in small groups, or with a friend or individually. There will be a clear progression in the work provided for your child. They will be encouraged to gain all the knowledge and skills which the National Curriculum seeks to develop, but with major additions concentration, the use of initiative and enquiry, and confidence to investigate and develop their initiative. These skills underpin learning and development in all areas.

5 Benefits The Montessori approach allows children to learn through understanding, rather than through being told. From this understanding your child is able to develop confidence and a joy in learning. By understanding how children learn the teachers can provide your child with tools and opportunities tailored to the way they experience the world around them. At the same time there is a strong physical dimension to many Montessori activities, encouraging dexterity, balance and appreciation of shapes, colours and sizes. What all these elements have in common is that they are providing the building blocks of future learning, hardwiring your child s capacity to engage with new material and information and providing the tools with which to manipulate it. Learning the Montessori way is, literally, learning for life. My daughter loves coming to school, which is my main priority. She seems to be making fantastic progress with her school work, but for me the most important thing she has gained is a quiet confidence in herself and her ability to do any given task... She is treated very much as an individual and I feel that the staff have a lovely relationship with her. (source: Parent, Lincolnshire Montessori) Fast facts The Government s Early Years Foundation Stage has acknowledged that Montessori s approach is at the core of its view of the way children learn however far too few schools follow this, and do not follow the coherent approach which Montessori has developed to support your child s learning. Some state schools have adopted Montessori s approach, working with the St Nicholas charity. The early outcomes show a major rise in attainment by the end of Key Stage 1. Many of Maria Montessori s observations and innovations - ideas such as personalised learning and specifically designed practical equipment are now commonplace in mainstream classrooms. The skills that each child learns at his or her own pace, protected from a high-pressure scheme of official judgement, are skills for life. In particular I would single out an ability to concentrate, to persevere, to break tasks down into logical steps, to complete work, and to understand the underlying principles involved in every case. Dr Timothy Taylor, University of Bradford, writing of his children s experiences at Wharfedale Montessori School, Yorkshire Phonics the approach to teaching reading and writing that focuses on the sounds of letters and syllables - is now advocated as one of the best methods for developing literacy. Montessori schools have been using phonics and achieving remarkable results with it for over 100 years. Discipline, and in particular self-discipline, is central to the Montessori approach. Children in a Montessori school enjoy significant freedom of choice within the prepared environment, both indoors and out. However the focus on learning ensures that freedom of choice is matched with responsibility to learn and respect for others. Only your Montessori primary school will ensure that your child s excellent start at preschool will be sustained into the primary years the approach to learning and development will remain the same, the challenges will be well matched to your child s capabilities and achievement will be maximised. Montessori schools can apply to be accredited by the Montessori Evaluation and Accreditation Board, supported by the Montessori St Nicholas charity. This accreditation, which is made by peer review involving other Montessori practitioners, ensures that the school follows the Montessori approach and is committed to continuing to do so, including staff development and training. Montessori education is practised world wide and is recognised as one of the most successful ways of ensuring that children not only learn but also gain social skills appropriate to the needs of the 21st century. Many Montessori schools in the United Kingdom have links with other Montessori schools abroad. Such contacts provide the children with an awareness of life beyond their own immediate environment and culture.

6 Montessori primary schools Montessori focuses on the individual child, allowing them to develop at their own pace. It offers a broader curriculum than that which is offered by state schools. We find that some parents need reassurance that Montessorieducated children are making satisfactory progress relative to children in other types of school. All Montessori schools are assessed to the same national standards as other schools and they commonly match and often far exceed the standards required across all fronts. The Montessori St Nicholas charity has established a scheme to accredit Montessori schools to ensure that they provide a truly Montessori approach. In the past, some schools have sought to use the name Montessori to provide a cachet for their work, even though it is not truly Montessorian. Your child s school may be accredited by the Montessori Evaluation and Accreditation Board (MEAB), or is seeking that accreditation. Parents should visit their child s potential school to make sure that it meets their expectations for their child s education. The greatest sign of success for a teacher is to be able to say, the children are now working as if I didn t exist. Maria Montessori Maria Montessori Maria Montessori pioneered an approach to education that focuses on children s innate desire to learn and their enormous capacity to do so when provided with the right environment and the appropriate materials under the guidance of a watchful, caring teacher. Born in 1870, she was the first woman to qualify as a medical doctor in Italy and it is her scientific background that underlies the design of the Montessori materials many of which show quite remarkable insight into children s learning patterns - and her belief in the importance of observation. Her work beginning with supposedly unteachable children and the poor in Rome, and later across the world supported by psychologists and educationalists has left a powerful legacy that has touched the lives of countless children and the adults around them.

7 Children Reach their potential Inside the Montessori classroom Developed from Barbara Isaacs Bringing the Montessori approach to your early years practice using quotes Montessori observed children in the classroom working on their own and in small groups, some being quick and others taking time to repeat an activity several times, each following their own rhythm. Good Montessori practice has different age groups in the classroom, especially in the Foundation Stage and in Years One and Two, making a formal timetable inappropriate as it would disturb the natural rhythms of the children s activities. The span of the morning, usually a three hour period, is what Montessori termed the work cycle. During this time the children will engage in a variety of activities, and when allowed to work without interruption from an adultimposed timetable, your child will have time to reveal their natural tendencies to learn and concentrate and their sensitive periods. After coming in at the start of the day, your child will get themselves ready and say goodbye to you or their carer. They select their own piece of work for some it will be something that was started yesterday, for others it will always be the same thing a painting, a puzzle, a book or a writing task. That pattern may continue for a week, perhaps two or even a month before it changes, reflecting your child s growing interests. Whatever it is, the activity will help your child settle into the day. After a while, your child will choose other activities, each following the same pattern of making a conscious choice, taking the activity to a particular place, working with it and then putting it away carefully. This cycle of activity is then repeated with other equipment and materials during the morning. Some activities will involve working alone, others with varying groups of children as one of a pair, in a small group or a larger group. Some will involve close concentration, others will allow time to wander before retuning to more concentrated work periods of what Montessori termed false fatigue whilst you child looks for a new activity which will meet their individual needs. This pattern of the curve of work where concentrated activity is interspersed with times of searching for new work requires careful observation by the teachers. The aim is to ensure that your child can be focussed and settled so that the longer the periods of engagement with activities become, and the shorter the false fatigue is. This is at the core of Montessori classroom practice as the aim is to use your child s interest and engagement in activities to promote their concentration without unnecessary interruption from adult directions. In this way your child s self-control develops and they become aware of other children s needs and views. Our aim is to enable your child to develop self-discipline through experience of the rich environment, the compassion, generosity, trust and respect of the teacher, so that they can develop their own personality within the benefits of being part of a social group. During the work cycle, many activities will relate to subjects of the National Curriculum, although they will not appear as such to your child. Literacy, numeracy, science, history, geography and other subjects will feature in the activities which the teachers provide for the children. Skilled observation and careful guidance by the adults will ensure that over a period of time your child experiences the full range of subjects, using gentle prompting and well-timed suggestions to encourage them to benefit from activities. At times outside the work cycle other subjects may be introduced as whole class activities, such as music, a foreign language or walks in the school grounds or beyond. As your child grows older, the activities will focus more on developing and using literacy and numeracy as the teachers plan work to extend your child s knowledge and skills in these areas. It remains important for the teachers to ensure that your child s concentration and self control continue to be at the core of activities, so that selfmotivation ensures that learning is at its most effective. To do this, staff have to be able to provide materials which are carefully structured to promote a step by step understanding of complex abstract concepts through the use of concrete examples, building on previous experiences such as the physical shape of letters, through to the structure of the decimal system. Fundamental to the whole learning process is the encouragement of your child to take a part in replenishing supplies, correcting their own mistakes, cleaning up after themselves and maintaining the ordered classroom that is the foundation of the Montessori approach.

8 Disclaimer: This publication is a general introduction to Montessori and is not intended to be a comprehensive guide. YOUR LOCAL MONTESSORI SCHOOL IS: Acknowledgements: Produced on behalf of Montessori Schools Association by the Montessori St Nicholas Charity. Thank you to Brighton & Hove Montessori School, Lincolnshire Montessori, Soaring High Montessori Primary School, St Helens Montessori School, The Gower School, and Nadia Nasser for their contributions. The Montessori philosophy Contact MONTESSORI ST NICHOLAS 18 BALDERTON STREET, LONDON W1K 6TG TEL: FAX: centre@montessori.org.uk The Montessori approach starts from a number of fundamental beliefs that all children are unique individuals, that they all have immense potential, that they want to learn and be busy and that, whilst they may want to be like adults, they do not learn or experience life in the same way as adults do. Children are capable of much more than we usually believe. It is generally adults trying to impose their schedules, expectations and ambitions all born out of the best intentions on or of children which lead to disharmony, dissatisfaction, irritability and poor behaviour, both in the classroom and at home. Montessori gives children the freedom to make choices and to pursue them without interruption. It encourages them to respect the choices of those around them, and to take pleasure in their own accomplishments. Ultimately children come to understand that nothing anyone says about what they do is as important as what they themselves feel. The child s early years from birth to six are the period when he or she has the greatest capacity to learn and the greatest appetite for knowledge. It is what we, as adults, do during these critical years that lays the foundations for all their future learning, for their sense of themselves, their confidence, self esteem, respect and interest in the people and world around them truly education for life. When your child attends a Montessori school beyond the age of five, they will have this approach reinforced and developed further. Their developing mind enables them to learn in an increasingly abstract manner. Results in state schools which have begun to introduce the Montessori approach clearly demonstrate that children s attainment is raised, social problems are reduced and that the children both behave and learn more effectively. For children who have attended Montessori nurseries before going into classes in Key Stages One and Two, the benefits of their early experiences not only continue, but are extended through challenging work matched to their individual capabilities and interests. Montessori teachers seek to guide rather than control. They are not there to impart knowledge but to provide opportunities to learn and an environment in which this is most easily achieved. Learning is invited rather than imposed, encouraged rather than enforced. Equally, the emphasis is on giving the child the opportunity to progress at their own speed, rather than driving towards rapid advance, early achievement or any other externally fixed goals. Free from tests, benchmarks and competitive pressures children tend to excel, driven by their own thirst for knowledge. Montessori addresses a range of learning and experience that is far broader than any state-prescribed curriculum. History and ecology are two aspects which are developed at a higher level than in the National Curriculum. Carefully structured activities in these areas, often using specially developed Montessori equipment, make it easier for the child to learn, providing them with a broad platform of skills and knowledge that will support their future learning. Montessori education emphasises that self-discipline is intrinsic with high levels of motivation to learn. For a Montessori child achievement provides its own rewards for learning. These qualities of self-discipline and motivation provide an outstanding basis for secondary education learning for life and living to learn.