Effects of suppressing childhood spontaneity on intellectual development

Dr. Maria Montessori

"We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in its entire intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the Sun which appears at dawn one flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life."

Dr. Maria Montessori

Maria Montessori was an Italian doctor who worked among the socially and intellectually handicapped children in Rome at the start of 20th century (Kramer 1988, p.1-418). From close observation of the children in her Children's House (the name she gave to her nursery schools), she concluded that children pass through sensitive periods of development when certain skills and competencies are learned more easily. Montessori's stages covered the ages from zero to six years, six to twelve years and twelve to eighteen years. For her, the purpose of education was to aid young children to develop their fullest potential through their own efforts (Standing 1998, p.1-384).

Discussion

According to Montessori, "Children, as adults, also have different ways of tackling problems and dealing with challenging situations (Montessori, 1984, 1-384)." It seems that some of us are more analytical in our approach whereas others take a more holistic view to tackling a problem. It has been argued that an extreme global style involves field dependence, intuitive and emotional thinking, which involves a simultaneous processing of many aspects of experience and a tendency towards their spontaneity (Montessori, 1986, 1-352). The young child learns through observation, movement and exploration and for this reason must not be educated in the same way as the older child. Montessori also believed that children have an intrinsic love of order and expected each one to take responsibility for taking and replacing materials and equipment in good order (Montessori 2008, p.1-244). We can observed from the above mentioned quote that Maria Montessori believes that the relationships between adults and children can lead to a society which tend for war fare (Montessori 1982, p.1-240). She said "the adult does not understand the child (Montessori 2008, p.1-244)." Parents unconsciously battle with their children rather than helping them in their divine mission. Fathers and sons do not understand each other. An abyss yawns between them from the day the child is born. "And this lack of understanding is mans undoing; it leads him astray, sickens his spirit, impoverishes him, and makes him fail to realize his potential (Montessori 1988, p.1-416)."

From our conception, we all have a different set of experiences and interaction (Montessori, 2008, 1-244). They influence the content of what we know and we can put this knowledge in our own way. We also learn in different ways, some adults and children are very curious and motivated and participate in Active experimentation, while others are more. Learning styles, we highlight some of the other training opportunities; we all have some strengths and some weak areas. Montessori agrees that "development is influenced by the interaction of congenital and environmental factors, but so far discussed the relative importance of each (Montessori, 1984, 1-384)." Child's environment has an enormous impact on how "wired" brain circuits (Montessori, 1986, 1-352).

Dr. Montessori did not impose restrictions on the learning environment, but instead created thinking about children; learning environment should be easy and comfortable as per children's needs and likings. Rooms should be created as a house, then the revolutionary ideas of average children's furniture (Montessori, 2008, 1-244). Tables and chairs were child medium size and materials were placed on lower shelves for easily accessible by students. In addition many techniques were used to teach children to become more independent and do things themselves.

The Montessori system involves "seeing children as they really are and creating an environment that fosters fulfillment of their highest potential spiritual, emotional, physical, and intellectual as members of a family, the world community and the Cosmos (Montessori, 1986, 1-352)." In a Montessori school there is a defined awareness of sensitive periods of development, which informs the focus of class work. Lessons are appropriate, stimulating, and motivating to the child. Children are viewed as competent beings that can make decisions, both large and small. They are expected to choose what they want to learn about from the variety of learning materials that are provided. Ongoing curriculum development evolves on the basis of observing the individual child in the environment and presenting materials that help the child's skill development (Montessori, 2008, 1-244). The school uses child-sized furniture and a child-sized environment so that children can run their world themselves. Young children are seen as limitlessly motivated to learn. They have "absorbent minds" and are able to perfect their skills and understandings in a natural way within each sensitive period. Maria Montessori was an Italian doctor who worked among the socially and intellectually handicapped children in Rome at the beginning of the twentieth century. From close observation of the children in her Children's House (the name she gave to her nursery schools), she concluded that children pass through sensitive periods of development when certain skills and competencies are learned more easily. "Montessori's stages covered the ages from zero to six years, six to twelve years and twelve to eighteen years (Montessori, 1984, 1-384)." For her, the purpose of education was to aid young children to develop their fullest potential through their own efforts.

The young child learns through observation, movement and exploration and for this reason must not be educated in the same way as the older child. Montessori also believed that children have an intrinsic love of order and expected each one to take responsibility for taking and replacing materials and equipment in good order (Montessori, 1986, 1-352). Montessori's didactic materials are highly structured and designed to move from the simple to the complex. The child must always wait to be shown how to use new equipment correctly by the teacher and, if unable to use it properly, it is taken away and produced again later when the time is felt to be appropriate. Montessori believed that the child needs love, security and affection and a protected environment (Montessori, 2008, 1-244). The teacher, whom Montessori called a directress, is not there to direct the child but, where possible, the direction and correction for the young child should be inherent in the structure of the self-correcting exercises and apparatus. The teacher acts as a guide and facilitator rather than a dictator or a director. In this environment children are free to explore, touch, and learn without fear. The role of the teacher is to prepare a proper teaching and learning environment by:

Preparing herself (or himself)

Preparing the environment and provide a stimulating and challenging environment that will help children by creating a spontaneous learning situation

Acting as a link between the child and the materials. This is done by demonstrations and examples

Observing each child and note its interests and how the child works (Montessori, 1984, 1-384)

These observations are used to decide what next should be represented to the child, how it is presented and when. Just as some adults are more effective in the morning and others work better in the evening, so parents recognize early that their children have different biological rhythms. Montessori's didactic materials are highly structured and designed to move from the simple to the complex. Montessori believed that the child needs love, security and affection and a protected environment (Montessori 1982, p.1-240). The teacher, whom Montessori called a directress, is not there to direct the child but, where possible, the direction and correction for the young child should be inherent in the formation of self- correcting exercises as well as apparatus.

Maria Montessori is saying that if a child and their care usually don't have a strong, good relationship because the parent does not understand the child. Because of this, the child develops a lack of sensitivity (Kramer 1988, p.1-418). When a child has a lack of sensitivity and criminality, they have a better chance of wanting to engage in war. This, I think, is a really good reason to have Montessori schools. Not only do Montessori schools provide growth and understanding of academics, it also provides social and emotional growth.

The child must always wait to be shown how to use new equipment correctly by the teacher and, if unable to use it properly, it is taken away and produced again later when the time is felt to be appropriate (Montessori, 1984, 1-384). One big thing about Montessori is that the teachers have good relationships with the student as well as the student having good relationships with his or her peers. I think this is a great way to promote peace through understanding as well as education. In a traditional school, you wouldn't have that kind of relationship with a teacher or peers, and this will lead to the exact thing Maria was explaining (Standing 1998, p.1-384).

In being in a Montessori school, if the parents and child don't communicate or understand each other, they will at least have the teachers and peers to fill that part (Montessori 1988, p.1-416). I'm not sure if there really is any solution between a parent and child not understanding each other to the fullest, because that's life. But I do think that Montessori students have a better understanding because they learn to communicate and be respectful with not only their teachers, but with every one they come in contact with (e.g., parents, students, and really, anyone outside the community).

I completely agree with Montessori, for the most part, allow children to grow at their own pace. Therefore, allowing them to grow up with a happy and healthy soul. Montessori also gives the child the necessary tools to go through life, that my not otherwise be learned in traditional schools (Montessori 2008, p.1-244). When I say tools, I don't mean a hammer and nail, but instead a love of learning, sense of responsibility and respect, it allows you to prepare for the real world, and really allows you to live your life being your own self, not live your life by being part of the "in crowd." (Montessori 1982, p.1-240)

I believe that if a child grows up with a healthy soul, enjoying the full development of clear intellect, they will live their life through love and understanding, instead of hate and destructive behavior. I think that if we all lived like this, we would be able to put an end to war. We would think of war to be a barbaric state, not a victorious and heroic state. We would really be able to see war for what it really is, unpretty, unnecessary and unrewarding. Each one of the early years educators has played a vital role in setting foundations that is the basis of main curriculum's and foundation frameworks in schools today (Kramer 1988, p.1-418).

Maria Montessori was the one who developed the Montessori method, which focuses on the development of the intellect through the exploration of materials (Standing 1998, p.1-384), believed in independence in childcare and that children should be taught to use their senses first rather than just educating their intellect with subjects such as math and science. Children's educations main focus within Montessori centers is to develop observational skills through the environment and learning outdoors, and to provide the children with carefully organized preparatory activities rather than repetition as a means of developing competence in skills (Montessori 1988, p.1-416).

Montessori believed children should be encouraged to get dependability for their own learning, enabling them to turn out to be more independent. A typical Montessori Nursery has a general atmosphere of children doing things for themselves, carefully and efficiently; (Montessori 2008, p.1-244) some of this practice is reflected through the children's play such as tidying away independently at the end of activities and being responsible for making sure toys are put away before a new activity is begun, children are encouraged to pour their own drinks and are given small jobs such as handing out the lunchboxes and folders. These are just a few ways that the children are encouraged to be independent within the school day as well as managing their own hygiene by washing their own hands independently (Montessori 1982, p.1-240).

Here we can take the example of Friedrich Froebel's 'kindergarten' is the modern day nursery, playgroup or parent and toddlers group. He would like parents to be fully involved in the education of their children and to play an active role in their children's education. This was an important feature of Froebel's vision and can be seen in current practices through parent/teacher meetings and the various reports and progress write ups that are sent home to parents from early years settings (Kramer 1988, p.1-418).

We can further take example from Froebel to support our argument that he also believed the role of the mother was to recognize their child's capacity for learning and wanted to encourage the parents to support the children with this, (Standing 1998, p.1-384) the current approaches to this in early year's settings his work has helped to develop the thoughtful of the value of the function of children's family in their learning and nurturing. This is now very much reflected in the governments recent every parent matters agenda (Montessori, 1986, 1-352).

Froebel also believed children learn through structured play, in an organized and prepared learning environment. This is similar to the guidelines of the curriculum's and frameworks we use today as children are taught through structured activities that are carried out in stimulating environments (Montessori 1988, p.1-416).

Similarly, Jean Piaget's theories also emphasize on children learning through experimentation, and construct their own knowledge and understanding through adaptation to the environment (Montessori 2008, p.1-244). Piaget's theory includes play in the early childhood curriculum, describing children as moving through four stages of intellectual development, concluding that time and experience were needed for maturation; further suggesting that children need ample time and plenty of manipulative materials as they interact and move through these stages (Montessori 1982, p.1-240).

The definition of the Montessori Method is "an educational approach, including defined principles and practices, named for the founder (Kramer 1988, p.1-418)." The basic principle of the method is for the student to achieve self-discipline through his/her own activity, to prepare the child for life. This method consists of activities and materials designed to enable the child to teach him/her. It also encourages the students to make choices and to be free to learn and respect him/her and others (Montessori, 2008, 1-244).

Once Montessori was invited by the "director general of Roman Association for Good Building" to establish "infant schools in its model tenements (Montessori 2008, p.1-244)." She saw this as an opportunity to help young children and test her ideas. This is where she further developed the Montessori Method. Montessori labored to point out that the human personality should be the focal point. She clears up this point in the following, "One would like to know in a few clear words what this Montessori Method really is.We must consider the human personality and not a method of education (Montessori 1988, p.1-416)."

For the term "method" we can surrogate somewhat like this: "help given in order that the human personality may achieve its independence, or means offered to deliver the human personality from the oppression of the age old prejudices regarding education (Montessori 2008, p.1-244)." Until her death on May 6, 1952 Montessori labored on behalf of the young child. She lectured trained, funded schools and was an enormous figure in education. This shows her passion for world peace. She delivered lectures on peace in Geneva, Brussels and Copenhagen, she also received and Honorary Doctorate of letters by the University of Durham, and Honorary Fellow from the Educational Institute of Scotland in Edinburgh (Montessori 1982, p.1-240).

The Montessori Method became an integral part of American education since it was reintroduced in the U.S. By Nancy McCormick Ram Busch in the late 1950's. Now there are more than 3000 Montessori schools in America. Parents send their children to Montessori schools so they can have a head start on school (Kramer 1988, p.1-418). The cost of these schools varies on the length of the day. Some differences from the Montessori environment and the traditional classroom vary (Montessori, 1984, 1-384).

After students have left the Montessori schools for public schools, the teachers report that the Montessori children are independent, curious, have good work habits and are nice to others (Standing 1998, p.1-384). I have to say that I agree totally with Maria Montessori. She was a great educator and she contributed a lot to the subject of education. I have the same feeling towards Special Education as she did. She believed that these children are capable of learning and should be taught the essential of life. These people are human beings too (Montessori 1988, p.1-416). They should just be thrown in insane asylum like they were when Montessori was alive. I believe that students learn more when they use hands on projects and this is what is being done in the Montessori schools. Also, I believe that students learn more when they hear it from one of their peers. This is also being done in the Montessori schools. I also don't really believe that an adult teacher should stand up in front of the class and deliver information for hours at a time to children.