The Montessori Method – Process Precedes Content
The Montessori Method is fundamentally about instilling a “process” for doing everything. Process precedes content. If a student is given the proper lesson up front on how a job can be done, they will be able to duplicate the steps and experience the satisfaction of using the materials effectively. As Montessori students receive lesson after lesson where the emphasis is on process, they begin to feel the underlying message of “when work is done in this order, in this manner, the greatest experience can be drawn from the materials and the lesson at hand.”
Concentration is a natural byproduct of using a learning format in an intentional and repetitive way. Not only is a technique learned and a greater sense of independence is felt by the student, but an overall sense of peace and wellbeing flows from a mind fully engrossed in their work at hand. It takes a steady awareness on the part of the teacher (and the parent at home) to keep the course and gently, but firmly, redirect the child back to the process and not be swayed by their natural enthusiasm to get to the end results without doing the vital steps in between.
Once the process is secured in the mind of the student, then the variations or extensions of the work can be introduced. At that point, the student has a “place” in their mind where to store the new information. Then when the need arises to recall the steps or retrieve a more abstract fact, the student has a well trodden pathway in their memory upon which to draw upon. Mastery of process then makes mental storage of facts easier and allows the student to participate more fully in the lessons they are learning. An engaged student is one who is building upon their abilities to function effectively in the classroom, to absorb more and more abstract information, and then to eventually be able to synthesize and analyze the data learned.
At every grade level, hands on use of materials is an intricate part of the Montessori learning experience. Each job has its specific form and process for use. Elementary students are far better equipped to handle higher math functions, when they have have used the golden bead and stamp game materials and have a three dimensional impression of what place value really looks like. Similarly, when Montessori language symbols have been used to define parts of speech, there is tactile memory of each part allowing students the extra benefit of visualizing the part of speech in a more concrete manner.
“Free choice is one of the highest of all the mental processes. The child who cannot yet obey an interior guide is not that free being who sets out to follow the long and narrow path toward perfection. He is still a slave to superficial sensations which leave him at the mercy of his environment.”Dr. Montessori observed that students who were clearly guided in the process of using materials began to internalize the proper steps and then in time were able to duplicate those steps independently. A template of learning was being created; and ”manhood is born within him when his soul becomes aware of itself, when he sets himself a task, finds his way and chooses.”*
*”The Absorbent Mind”, Dr. Maria Montessori
You Are Truly Brilliant
We are pulling from our archives today to talk about the theory multiple intelligences.
You may already be familiar with Howard Gardner’s theory of multiple intelligences, which made waves in the fields of education and developmental psychology after it was outlined in his 1983 book Frames of Mind: The Theory of Multiple Intelligence. If not, consider picking up a copy.
Gardner, a renowned developmental psychologist and Harvard professor, maintained that intelligence wasn’t so black and white as traditional school assessments and public opinion would have us believe. A child who struggled through their mathematical exercises could be a brilliant poet; a child who struggled at all traditional subjects altogether may be a brilliant musician or athlete. No intelligence is innately superior to another, and every person likely has some form of all the intelligences, but may excel in one or two.
(Want to know what type of intelligence you have? Click here and here to take two unofficial tests.)
In 1999, Gardner added another intelligence (naturalistic) to his original seven, and has since proposed a ninth. The intelligences are musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal and naturalistic. The ninth, which may or may not be an official addition at this juncture, is moral or existential intelligence. Check out this wonderful infographic by designer Diana Ziv below:
While the Montessori method is not based on Gardner’s theory (Dr. Montessori began developing her philosophy in 1897), it does complement it in that it encourages students to develop their talents, feed their curiosity and learn more about subjects that they are interested in. Gardner is also a fan of student-directed learning and alternative forms of assessment. To learn more about Gardner’s theories and how they relate to education, check out this 1997 interview with Edutopia and visit the official website for information on the Theory of Multiple Intelligences (MI).
Recognizing Developmental Milestones
No one knows a child better than his parent. How your child behaves and the manner in which he communicates offers important information regarding your child’s development.
The American Academy of Pediatrics recommends developmental screenings at ages 9, 18, 24 and/or 30 months. They recommend autism screenings at 18 and 24 months. If you have a concern it is your right to ask for a screening or further evaluation
To assist you in assessing your child’s development, please refer to the CDC’s guidelines on milestones at 2 years, 3 years, 4 years, and 5 years.