Montessori Philosophy
and La Casita

Philosophy
Montessori ground rules
Early childhood learning
The role of the teacher
Taking Montessori home
Recommended readings

PHILOSOPHY

The Montessori method concerns itself solely with the education of young children.  Dr. Maria Montessori was the first woman to receive a medical degree in Italy.  As an educator her philosophy was based upon her observations and research over many years.  She believed that the goal of early childhood education should be to cultivate the child’s own natural desire of learning.

The child from birth to age six is in the period of the “absorbent mind”.  Like a sponge, children indiscriminately absorb everything that surrounds them.  La Casita’s carefully prepared environment is set up to meet the children’s needs.  Child size furniture, individual work, and self-correcting materials are easily accessible and carefully designed to promote independence, freedom of movement and self-motivation.  In a non-competitive atmosphere, the children freely choose their own work.  They may work at their own pace, repeat action as long and as often as they like, until they complete the cycle of work.

They are responsible for their own actions.  If the child uses the materials, the child is expected to take them back to their original place.  If water is spilled, a child-size mop is provided for clean up.  When “ground rules” are respected, there is an atmosphere of harmony and peace.  Self-discipline is acquired gradually through meaningful work.  As the child becomes interested in classroom activity, behavior almost always matures.

MONTESSORI GROUND RULES

A Child’s Rights and Responsibilities

1. RIGHT -The child is free to work with any material displayed in the environment.
RESPONSIBILITY - The child must use the materials respectfully.  That is, the child may not harm the materials, himself or others.  The child may not use materials in a way that disturbs the activities of others in the environment.

2. RIGHT - The child may work at a table or on a rug; whichever is suitable to the work chosen.
RESPONSIBILITY- He may not work at or on a display shelf, as his presence there would obstruct other children’s access to the materials.

3. RIGHT - The child has the freedom to use the room as his needs dictate.
RESPONSIBILITY - The child restores the environment during and after an exercise.  He Is responsible for mopping up his own spills, rolling up his own rug, placing his chair under his place at the table and returning his work to the appropriate spot on the shelf.

4. RIGHT - The child has the right to work unrestricted by others.  He may initiate, complete, or repeat an exercise alone and without a break in his concentration cycle.
RESPONSIBILITY - No child touches the work of another without an invitation to do so.  No child is allowed to interfere with another’s learning cycle.  (This provides security for the child involved in an exercise to continue it to its completion).  If he must leave his work temporarily he can continue later, confident that it will be as he left it when he returns.

5. RIGHT -The child does not need to join a group activity.  He may continue working with an individual exercise during group activities, or he may stand apart from the group as an observer of group activities without becoming an active participant.
RESPONSIBILITY - He is not allowed to interfere or disturb an activity he has chosen not to join; this is his responsibility to the group.

6. RIGHT - The child may work alone.
RESPONSIBILITY - A child is not forced or even encouraged to share work.  Generosity develops from within as a child matures and gains self-security.  With adequate materials and supportive ground rules, sharing comes naturally, in cases where sharing is appropriate or necessary.

7. RIGHT - The child is free to do nothing if he so desires.  He may be learning by observing others; he may be thinking; or he may simply be relaxing.
RESPONSIBILITY - His idleness is not allowed to disturb or distract other’s activities.

EARLY CHILDHOOD LEARNING

Our children learn rapidly and acquire so many diverse skills during their first years of life.  For this reason it is important to take advantage of this sensitive period by providing a prepared environment.  Children in their early years are ready to absorb everything that surrounds them.  This is perfect time to enrich the child’s appreciation of the bigger world through exposure to cultural differences, language, respect for the environment and humanity.  These experiences serve our children well as they mature from childhood onto the adult world.

Essential learning experiences provided at La Casita include the use of Spanish and English and exercises that encourage independence, self-esteem, responsibility, ability to concentrate, sense of order, respect for self, others and the environment and a joy in the learning experience.

THE ROLE OF THE TEACHER

The teacher is primarily an observer, and the role differs considerably from that of a traditional teacher.  She is unobtrusive, but aware of classroom dynamics and maintains order and classroom limits.  She is sensitive to individual children and encourages independence.  She carefully prepares a warm, stimulating and nurturing environment, demonstrates the use of materials and provides assistance when needed.  The teacher respects each child’s unique background.  Our staff is richly experienced and hails from South America, Central America, Asia, Mexico and the United States.  We employ Montessori certified teachers and trained assistants.  Bilingual teachers are an important part of our program.  We hire only individuals who have professional pride, expertise and warmth.

TAKING MONTESSORI HOME

I. Have your children put things away when finished.  A lot of encouragement from your part may be necessary.

II. Encourage your child to dress himself.

III. As much as it is financially possible, gear your child’s room to him and his size.  Prepare a low clothes rack in the closet, drawers geared for a child’s reach, a small chair and table where the child can work, and low shelves for toys, work materials and books.

IV. The proper care and use of books is taught in school, so let your child look at the books in your home.  To continue the school method of handling books, show your child and reinforce again.

V. Give your child time to finish his expression however long it takes and DO listen.  Before giving a command be sure your child has already been shown how to carry it out.  Also, be sure he understands what you are saying and why you are saying it.  Give one command at a time.

VI. Be consistent in your decisions and discipline.

VII. Observe your child and his behavior.  This is the best guide to help his development. Follow your child’s interest and remember that he is receiving a lot of stimulus at school.

VIII. How does the child view the world?

IX. What do I do for my child and what does my child ask me to do for him that he can do for himself?

X. Look at each room and think of ways you can change the environment to encourage independence.  What simple changes can you make?

XI. Do you have an area in your house that belong s exclusively to your child?

XII. Try to find toys that your child can work with alone. Manipulative toys and equipment can be found in toy stores and teacher supply stores.

XIII. Allow your child to have responsibility in the home.

XIV. Remember to set an example. You are the model for your child. The parent is the most important influence in each child’s life.

XV. Give your child choices whenever possible. This encourages and promotes independence.

RECOMMENDED READINGS (more books in the bookstore)

1. The Montessori Method, Maria Montessori
    

2. What You Should Know About Your Child, Maria Montessori

3. The Absorbent Mind, Maria Montessori

4. The Secret of Childhood, Maria Montessori

5. From Childhood to Adolescence, Maria Montessori: Her Life and Work, E.M. Standing

6. Montessori: A Modern Approach, Paula Lillard

7. Teaching Montessori in the Home, Elizabeth G. Hainstock

8. At Home with Montessori, Patricia Oriti

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