Frequently Asked Questions
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Who originated Montessori Education and when?

Dr. Maria Montessori, the first woman to graduate from
medical school in Italy, founded the method of education
around the turn of the century. She observed the
physical and cognitive growth and development of
children all over the world. Her observations led her to
originate a classroom environment that met the needs
and interests of the developing child. The results
academically and emotionally were thought to be
revolutionary in her day, and remain so even now. One
should observe a Montessori class in progress and
compare it to the more traditional environments.

What sort of degree do the Teachers have?

Lead Teachers hold an AMI (Association Montessori
Internationale) or AMS (American Montessori Society)
Diploma. The Diploma can be earned from several private
Teacher Training Institutes throughout the states and
abroad. A bachelor’s degree is the usual requirement for
entry into a Montessori Teacher Training Institute.

What is Montessori’s view of discipline?

Montessori speaks of the truly disciplined child as
achieving inner discipline through activity. Allowed to
choose interesting work, to become absorbed in it, and to
complete it, he develops concentration, habits of order
and work, and self-discipline.

Why have a three-year age range?

A child can learn with older children in one subject, with
younger children in another, and with children his own
age in a third. The three-year age range allows for much
greater flexibility of programming and meeting of individual
needs. Freed of the traditional grouping by grades,
students in the ungraded class can work at whatever
level is appropriate. The younger children learn from
observing the older, who can also help teach them
directly.

Why is Montessori opposed to the use of prizes and
punishments in education?

Said Montessori, “the prize and punishment are incentives
toward unnatural or forced effort, and therefore, we
certainly cannot speak of the natural development of the
child in connection with them.”

Montessori often speaks of ‘work’ in relation to the child. What does she mean?

‘Work’ for the child is positive experience in the
environment promoting his self-development. His “great
work” is the building of a personality. Montessori
distinguishes between the adult’s work, which culminates
in an external product or service, and the child’s work,
which is the process of self-development. The adult has
formed his personality; the child is still in the process of
‘auto-formation.’ The ‘playing’ child is often really working
to develop himself.

What function does repetition serve in the learning
process of the child?

Montessori speaks of the child’s ‘love of repetition,’ and
notes that “to have learned something is for the child a
starting-point; when he has learned, then he begins to
get enjoyment from the repetition of the exercise.” Even
after the child has attained proficiency in a particular
exercise he may continue to practice. “He repeats what
he has learned an indefinite number of times, with evident
satisfaction; he enjoys doing things, because in this he is
developing his power.”

What are Practical Life exercises? What developmental purpose do they serve?

Tasks to teach the child care of himself (grooming,
dressing) and care of the indoor/outdoor environment
(washing, sweeping, table setting, weeding, raking, etc.).
These tasks encourage in the child the growth of independence and a sense of responsibility for order in his
surroundings. Practical Life is the fundamental component
of the Primary curriculum. It fosters concentration,
completion of task, sequencing, mental and physical
order, development of fine and gross motor skills, motor memory, and independence/self-direction--all essential learning traits.

What does Montessori mean by ‘explosion’ in learning?

Prolonged involvement by the child in one type of work
exclusively, sometimes lasting as long as several days.
Said Montessori, “The adult should not become alarmed if
the children give themselves up exclusively for several
days to one kind of work: this is what we call an
‘explosion.’ This continuous application to one kind of
work--provided it is done with intensity, that is to say,
with sincerity-- always produces the best results.”

How important did Montessori consider a child’s
concentration to be?

Montessori refers to concentration as ‘the center of
development,’ adding that ‘the first essential for the
child’s development is concentration. It lays the whole
basis for his character and social behavior. He must find
out how to concentrate, and for this he needs things to
concentrate upon.’

What did Montessori mean by the term ‘normalized child’?

A child who has achieved self-discipline and psychic
stability through work in freedom. Such a child reflects
the harmonious development fostered by creative
experiences in a prepared environment.

What is a ‘deviated child’?

A child whose development has been thwarted or
distorted by negative factors in his environment. Such a
child lacks mastery of himself and his environment.

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