Montessori Kindergarten - What does that mean?

Maria Montessori – Founder of the Children's Houses

Although it may seem hardly imaginable today, it was not so long ago that education consisted primarily 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 be without coercion. Her principles were independence, freedom, and the children's self-reliance. To this day, Montessori pedagogy is widespread and also serves as a foundation for more recent approaches.

Why are Montessori kindergartens often called children's houses?

Even today, Montessori kindergartens are often referred to as children's houses. The origin of this name lies in a children's house founded by Maria Montessori ("Casa dei Bambini"), where disadvantaged children from the lower social class in a poor neighborhood in Rome were cared for starting in 1907. In this children's house, Montessori was able to test her ideas about 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 pedagogical concept of Montessori kindergartens

The goal:

Montessori kindergartens aim to foster children's independence. According to Montessori, this cannot be 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 setting:

In Montessori kindergartens, the fixtures and furnishings are adapted to the size of the children. 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 are meant to assume the role of observers. Through active observation, conclusions should be drawn about the developmental level and needs of the children. In doing so, educators should be reserved but attentive. Children should be given freedom in play, while at the same time orientation should be provided through reliability in the daily routine and in personal relationships. They should support the child where necessary, but not force anything upon them.

Exercises of daily life:

Not only in schools but also in Montessori kindergartens, children should have the opportunity, as part of the exercises of daily life, to discover the world and try out things that are relevant in everyday life. This includes, for example, dressing themselves, pouring drinks, or lighting a candle.

No punishment:

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

Religion:

Maria Montessori's work is spiritually shaped. As a Catholic Christian, however, she always remained open to other religions and worldviews. The pedagogical concept should be understood accordingly: religion in education therefore means thinking beyond the visible and questioning the context of the world and individuals. Human beings are seen as part of a cosmic whole, and each individual contributes to 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 teaching materials developed by Montessori are still used in most institutions today. The materials are intended to encourage play and learning. The materials are divided into:

Sensorial material that addresses sensory stimuli and trains sensory perception.
Mathematics materials with which children can explore their natural interest in order and structure.
Language materials that introduce children to written language.
Materials for cosmic education and the exercises of daily life.

What is special about the Montessori kindergarten – advantage or disadvantage?

The hallmark of Montessori kindergartens is the open concept. Each child can freely decide what to engage in. However, this concept often invites criticism. Critics argue that children could do whatever they want and would not experience structure. As a result, the transition to a structured school or working life could be difficult or nearly impossible for many.

Proponents counter that this reflects a misunderstanding: while children can choose what to engage in, they actually immerse themselves in it, meaning they only determine the timing of their learning. Another criticism is that in Montessori's time creativity did not play a major role and is underemphasized in her pedagogy. Most modern institutions, however, compensate for this deficit with a supplementary concept for creativity.