Montessori method: how to apply it in early childhood education and in the classroom

Educating children is far from being just a technical task, based on applying a series of steps to follow that are very clear from the beginning and that no one disputes. Quite the contrary: the way we educate says a lot about how we see the world, and even which one. It is our philosophy of life and way of understanding what is the human mind, childhood, and the learning.

Taking this into account, Montessori Pedagogy has established itself as one of the alternative proposals to the educational model. more critical of the idea that in every class there should be a teacher who teaches a subject and some children who memorize and they obey. Through the Montessori method, a way of educating that emphasizes the ability of the little ones is proposed. when actively involved in their own maturational development and psychological enrichment and cultural.

In this article we will see what they are the key ideas from which the Montessori method can be applied both in schools and at home.

The keys to the application of the Montessori method

One of the principles on which Montessori Pedagogy is based is that there are no predefined learning "packs" that, Due to the fact that they are applied to any situation in which there are students, it allows them to be educated in the way optimal. Precisely, what it points out is that adapting in real time to the needs and characteristics of the students should be the norm, and not the exception. For this reason, the ideas that you will find below should not be understood as elements of a manual of instructions, but rather general indications that give an idea of ​​the philosophy behind the method Montessori.

1. Education must be understood as an interaction, not a transmission of information

Maria Montessori harshly criticized the approach according to which the task of school teachers is to "manage" the information that makes up the educational curriculumLike someone who broadcasts the news. Educating is not transmitting data, but establishing a dialogue between the two parties, a link that by its very nature forces all the people involved to readjust their beliefs, their expectations, and their way of intervening in the conversation. The student cannot be a passive subject that "stores" knowledge from abroad, and the educator must also learn from his students if he wants to do his job well.

2. The environment must be physically transformed according to the interests and concerns of the student

The educational context does not have to be limited to the world of words; The classroom can be a place where there are several material resources that are accessible and have potential as a means to educate. Now, the simple fact of offering many electronic objects or devices to a boy, a girl or an adolescent does not have to be positive, and in fact, can be a distracting factor. All educational material must be justified, and limitations can also help you think creatively.

3. Do not interrupt the flow of autonomous learning

A fluid class is one in which the boys and girls do not see their attempts to learn constantly interrupted due to the methodological limitations of the teaching team. This means, for example, that breaks do not have to be unilaterally imposed, since otherwise the involvement of students in those learning experiences that are so motivating and stimulating that they get lost in them is not rewarded.

4. The rules and limitations must always have a clear justification

In many respects, the conventional model of education applies rules simply to demonstrate the authority of teachers. It is true that it would be impossible (and negligent) to educate without applying any kind of rules, but these must be required for really structural and necessary reasons.

5. Avoid the bombardment of stimuli

As we mentioned earlier, the educational space must allow students to immerse themselves in the subjects they are learning, which is incompatible with classrooms. full of distractions or even with the idea that in order not to offer boring lectures, a school must be something similar to a bad toy library managed.

6. The indications must go hand in hand with the possibility of exploring

It is not necessary to give things half solved, nor to adopt a passive role to see how children educate themselves. In Montessori Pedagogy educators do not have a more or less important role than in “normal” schools, they simply start from a qualitatively different approach, without this implying that they hardly have to do anything.

Are you interested in training in Montessori Pedagogy?

If you want to go beyond theory and apply the strategies and principles of the Montessori method to your work, the Master in Montessori Pedagogy offered by Instituto SERCA is for you.

This post-university specialization program can be done online and is worth 60 ECTS credits; upon completion, you will obtain an Own Title from the Universidad San Jorge de Zaragoza. During the course of this, you will learn about topics as interesting as mastering the teaching-learning process, psychological development during childhood and adolescence, the conceptualization of the game, the learning styles, the application of the Montessori method both in the centers educational as in home education, the origins and objectives of Montessori Pedagogy, coordination between the family and educational centers, and further. You will find more information about the Master in Montessori Pedagogy of the SERCA Institute at this page.