Montessori kindergarten - what does that mean?

Maria Montessori – Founder of the Children's Houses

Even though it may hardly be understandable today, it was not that long ago that education primarily consisted of authority and drill. Maria Montessori, a physician from Italy, developed an educational concept for early childhood that consciously opposed this common practice of disciplining. According to Montessori, education should take place without coercion. Her principles were independence, freedom and the children's autonomy. To this day Montessori pedagogy is widespread and also serves as a basis for newer approaches.

Why are Montessori kindergartens often called children's houses?

Even today Montessori kindergartens are often called children's houses. The origin of this name lies in a children's house ("Casa dei Bambini") founded by Maria Montessori, where disadvantaged children of the lower social class in a poor district of Rome were cared for from 1907. In this children's house Montessori was able to test her ideas of education and upbringing in practice for the first time — and with great success. In Germany the first children's house was founded in 1919. Today there are not only Montessori kindergartens nationwide, but also schools that follow Montessori's guiding principles.

“Help me to do it myself” –

The educational concept of Montessori kindergartens

The goal:

Montessori kindergartens aim to foster children's independence. According to Montessori, this is not achieved through praise and punishment, because authority violates children's dignity and makes them dependent. Instead, children should have the opportunity to learn in a self-directed way.

The environment:

In Montessori kindergartens, the facilities and furniture are adapted to the children's size. Play materials are also within reach at all times. This allows children to move freely and to make decisions independently and without help.

Educators:

The pedagogical professionals in a Montessori kindergarten should take on the role of observer. Through active observation they should draw conclusions about the children's developmental level and needs. In doing so, educators should behave reservedly but attentively. The child should be given freedom in play, but at the same time orientation should be provided through consistency in the daily routine and in personal relationships. They should support the child where necessary, but not impose anything on them.

Practical life exercises:

Not only in school, but also in Montessori kindergartens, children should have the opportunity within the practical life exercises to discover the world and try out things that are relevant in everyday life. This includes, for example, dressing independently, pouring drinks, or lighting a candle.

No punishment:

Educators in a Montessori kindergarten should treat the children with affection. Disruptive children are not punished, but are gently separated from the group with an alternative activity in order to give them the opportunity to regain their composure.

Religion:

Maria Montessori's work is spiritually influenced. As a Catholic she nevertheless remained open to other religions and worldviews. This is also how the educational concept should be understood: religion in education therefore means thinking beyond the visible and questioning the context of the world and the individuals. Human beings are seen as part of a cosmic whole, and each individual participates in this plan. Even today many Montessori kindergartens place importance on religious education. The Christian message is intended to help children in shaping their lives and to educate them to be responsible, tolerant and considerate people. However, the influence of religion today varies from institution to institution.

Materials:

The educational materials developed by Montessori are still used in most institutions today. The materials are intended to stimulate play and learning. The materials are divided into:

Sensorial material that addresses sensory stimuli and trains sensory perception.\r
Mathematics material with which children can explore the natural interest in order and structure.\r
Language material that introduces children to written language.\r
Materials for cosmic education and for practical life exercises.

What's special about the Montessori kindergarten – advantage or disadvantage?

What is special about Montessori kindergartens is the open concept. Each child can freely decide what to occupy themselves with. For many, however, this concept invites criticism. The children could do whatever they want and experience no structure, critics say. As a result, the transition to a structured school or professional life would be difficult or nearly impossible for many.

Supporters argue that this is a misunderstanding: children may choose what to work on, but then they really engage with it, so they merely determine the timing of their learning themselves. Another criticism is that creativity did not play a major role in Montessori's time and is therefore underrepresented in her pedagogy. Most modern institutions, however, make up for this deficit with a complementary approach to creativity.