Italian doctor and teacher Maria Montessori (1870-1952) became famous throughout the world for its unique method of teaching children. In 1907, she opened her own school, where children studied according to the Montessori method. So, with the help of a series of tasks based on the principle of self-development, mentally retarded children began to actively catch up and even surpass their peers. This amazed Maria Montessori so much that she wrote her famous phrase: “... what should be done with normal children so that they become weaker than my unfortunate ones?”

Montessori Early Development Methodology - principles

The basis of the Montessori method is freedom. The basic principles are a game form of learning and independent exercises. Parents are encouraged to help without interfering. The approach to a child during education is individual. “Help me do it myself” - this is the principle of the Montessori system.

Currently, in many cities there are kindergartens working according to the Montessori method (Montessori kindergartens). According to Montessori, each child develops according to an individual (personal) plan in a specially prepared environment. The manuals provided to the groups take up dozens of pages. The teacher’s task is to help the child organize his activities so that his creative potential receives maximum development. You can also create a Motessori environment at home. Its peculiarity is that it is in it that the child will be able and want to demonstrate his individual abilities.
Using the Montessori method, a child develops thinking (creative and logical), attention, memory, imagination, motor skills, etc.

The Montessori method pays special attention to group games and tasks that help to master communication skills, as well as the development of everyday activities, which contributes to the development of independence.

Montessori materials

Didactic Montessori materials with the help of which learning is carried out are a kind of symbiosis of teaching aids and educational games. Moreover, they must be made from natural materials, and their design has not changed for more than 100 years.

A Montessori classroom does not require children to sit at desks and a teacher (teacher) to sit in front of them.

In a Montessori classroom, everyone is busy with their own work. This class contains different zones:

• real life zone: here the baby learns to dress, wash, clean, mix, cut, paint, etc. on his own. What children learn: to concentrate and develop gross and fine motor skills;
• zone of sensory development: children study the world around them (distinguish between weight, color, height, length of objects, etc.). What children learn: understand and distinguish size, shape and color, learn to follow with their eyes from left to right, which helps them get comfortable with reading;
• zones: linguistic, geographical, mathematical, natural science: mental development of the child.
• movement exercises - basically a line in the form of a circle is drawn on a line (on the carpet or floor), it is necessary for exercises to develop balance and coordination of movements, as well as attention.

The child himself chooses the zone and specific Montessori material he wants to work with. He can work alone or with other children; he usually makes this choice himself. The child works at his own pace; there is no competition in the Montessori method. And the teacher helps the child organize his activities and reveal his potential. He does not sit at the table, but spends time in individual lessons with children. And only when necessary, the teacher comes and helps the child. This is why the Montessori method eliminates boredom in children in the classroom.

Dear parents, if you have tried to use this technique, please share your opinion with others. To do this, leave your comment below the article.

The motto of Maria Montessori’s method is “Help me do it myself.” This means that adults only need to create special conditions in which the child can independently explore the world around him, that is, adults need to:
create a developmental environment by providing objects for study - specially selected toys, materials, tools, manuals, furniture, etc.;
do not interfere with the child’s independent acquisition of knowledge, helping only if necessary, or if the child himself asks for it.

According to experts, M. Montessori’s method awakens and develops the natural desire to learn, to learn new things - to the extent that the child is able to master. He does not just what he wants, but what he is ready for.

So, what do you need to organize a developmental environment at home using this method?

1. Provide the child with free access to all toys, manuals, and creativity kits. To do this, place them at a convenient height for him.

2. Allow the child to participate in family life:
help with washing - depending on age, rinse, put laundry in a basin, help hang it up, or simply wash doll clothes next to them in a toy basin;
help in the kitchen - wash real or toy dishes, wipe the table (you can even give the child a special cloth), play with dishes, with cereals (under supervision);
help with cleaning - dusting, sweeping, vacuuming, sometimes with toy household appliances, sometimes with real ones;
help care for plants, animals, etc.

3. If possible, select and arrange all toys and aids according to development zones - specially designated “thematic” places in the apartment:

Practical development zone. You can organize, for example, a dollhouse in it - put doll furniture, toy household appliances, dishes, etc.

Zone of sensory development. Here you will find toys that develop the baby’s senses, for example:
musical instruments and boxes with different fillings - we develop hearing,
pyramids, nesting dolls, insert frames - we develop the eye, color perception,
sewn balls or bags with different fillings, educational mats - we develop tactile sensations,
bottles containing spices, coffee, cotton swabs with various fragrances - we develop our sense of smell.

Language development zone. In this area you can place a children's library and aids with which you learn to read.

M. Montessori proposed, for example, the following benefits:
Letters cut out of rough paper (velvet or sandpaper) and glued onto cardboard so that the baby can trace them and remember the outlines.
Letters carved from kragis to form words.

Mathematical development zone. It can accommodate the same pyramids, nesting dolls, insert frames, insert games, as well as Nikitin games. That is, toys that teach you to count, compare size, shape, quantity, etc.

Natural science development zone. Here there may be domestic plants and pets that the child cares for, all kinds of maps, a globe, games and manuals on botany, zoology, anatomy, geography and other natural sciences. For example, the “Leaves of Trees” lotto, the “Seasons” calendar clock, the nature observation calendar, etc.

There can be many areas of development, because a child also needs sports, music, creativity, and foreign languages ​​for overall development.

4. How to play.
Let your child choose what to play. If you see that the baby doesn’t know what to do and is bored, invite him to play together, but don’t impose.
Do not rush to help and prompt your child if he is unable to do something on a task. Give him the opportunity to cope on his own - overcoming difficulties develops character and intelligence.
Praise your child when he has completed a task, and encourage him if he fails.
If two children are competing for one toy, teach them to agree on the order.

The following rules apply in Montessori kindergartens and groups:

“If you want to work together, agree on it.”
“You can watch others work without disturbing them.”
“After work, we put the material and workplace in order.”
“When it’s difficult, ask for help and be grateful for it.”

The same rules can be introduced at home. They are mandatory for both children and adults. In this way, internal discipline is cultivated, based on recognition of the rights of another person, on respect for him and his work.

Montessori games are simple and effective. Many Montessori games are designed to work children's fingers, and the development of fine motor skills, as is known, directly affects the development of a child's speech and intelligence.

Montessori materials for children up to one year old
A child under one year old needs a variety of sensory sensations. The main feature of this age is familiarity with the diversity of the surrounding world. Therefore, he needs simple but functional toys - rustling, noisy, changing objects:
- bags with filling. Sensations - tactile and visual. The bags themselves have different textures (smooth and rough, made of rough and soft, bright and plain fabric, with and without a pattern) and the filling is different (cereals, granules, beans and peas, polystyrene foam and pebbles) - then they will be different in appearance, tactile sensations and weight. The only requirement for bags is convenience and safety for the baby.
- jars-boxes with filling. Sensations are auditory. Containers must be tightly closed and not opened. The main goal is to create a range of different sounds. To do this, various fillers (cereals, sand, granules, beans, polystyrene foam, pebbles) are poured into containers of different sizes and materials (jars, bottles, boxes, bottles).
- small items. Many parents notice the interest of a child of six to eight months, and then one and a half to two years, in small objects. This is a completely natural interest, and if it is not suppressed, but developed, the child will later have much less difficulties with the development of speech and fine motor skills - there are many nerve endings associated with the cerebral cortex at the fingertips. Let your baby play under your supervision with small objects: Kinder Surprise toys, beads of different colors and sizes, beans and pasta, transferring them from one dish to another.
Finger grip (with two and three fingers, not with a handful) develops in children precisely in the process of such activities, and will greatly help in preparing the hand for writing and needlework. Children under one year old are interested in the properties of objects, and not the result of actions with them, so the action with an object should be simple and aimed specifically at its study, and not at a completed cycle. And one more detail: remember that objects and toys can be thrown at you or on the floor, can be bitten and chewed by a child, and therefore must be light enough and safe for you, the baby and the environment.

Montessori system for children from one to two years old
A one-year-old child, and especially upon reaching 1.5-2 years of age, already aims at the correct sequence in any work, imitating adults and peers: he understands that a certain sequence of actions leads to a certain result. He is already more independent, able to concentrate on the work process, complete a simple cycle of actions and achieve results for praise from others. The main feature of this age is knowledge of the features of the surrounding world from personal experience, and Montessori materials must correspond to the child’s abilities.
The following Montessori activities will help in the development of these kids:
- “Chest of secrets.” Take a large box and collect all the jars, bottles, and boxes with lids that you don’t need. In each of them, place a surprise of a suitable size - a small toy or object. This way the child will satisfy his interest in opening various containers and develop his fingers and hands.
- “Feeding.” Take an unnecessary plastic toy (it’s good if it’s an animal figure) with a hollow body and cut a small hole in the mouth area - slightly larger than the diameter of the child’s finger (so that the fingers don’t get stuck). The simulator is ready - you can feed your pet small objects - beans or pasta - they are quite difficult to grasp with your fingers, and even more difficult to insert into a small hole. As the child develops the skill, the pet can be replaced with another one - with a smaller mouth, and fed with smaller objects - peas or beads. This activity trains not only the baby’s fine motor skills, but also the eye, attention, and patience.
- “Sensory pelvis”. Pour several types of cereals and pasta into a large bowl or basin, and hide several items in the depths (small toys or key chains, shells, pine cones, chestnuts, etc.). This basin will be the favorite toy of a child aged 9-15 months. True, it is best to do this in the kitchen - where it is easier to clean. And at first, you need to teach your baby to play carefully - not to scatter, but to sort through the contents, and teach him to clean up cereals with a brush and dustpan.
- “Games with cereals.” Sprinkling cereals (preferably peas, small beans) from one container to another using a spoon will definitely captivate your baby. The process of pouring cereal into an ordinary toy mill is interesting; it is better to do this in a large basin.
- “Jar with balls.” Take a jar or any closed container with a hole in the lid. The task is simple - to insert objects of suitable size into the hole (these can be balls, rubber hedgehogs, chestnuts, acorns), the hole should be slightly smaller than the object itself, so that the child needs to make an effort when pushing the object into the jar. To make things more complicated, a regular piggy bank with large and small coins is suitable. In addition to the piggy bank, you can make slits in the lid of the jar for coins of different diameters, or several holes in one lid at different angles.
- Cutting. Children of 14-15 months are already quite capable of cutting with scissors if they are taught this. The peculiarity is that you need to learn to cut them with both hands - this makes it easier to act and understand the method of action. The child is shown several times how to open and close the scissors, then the adult holds a narrow strip of paper, and the child cuts it. One and a half year old kids can do this the second or third time, and it’s very interesting for them to divide an indivisible whole into parts with their own hands.
- Finger paint. Since many children have a negative attitude towards paint on their hands, it is better to use pokes - rolled strips of foam rubber, tied with thread - both convenient and interesting.

- Plasticine. Try together with your child to make simple figures of animals, fruits, vegetables, teach him to roll plasticine balls between his palms, use improvised means to create a finished image (matches, sticks from leaves, apples, pears). Be sure to show your child a sample; for example, you can take a simple toy and, looking at it, sculpt your idea from plasticine.
- Water games. You will need a tray, various cups and jugs, basins, bowls. You can pour water from one container to another, learn to pour water through a funnel into a jar; children are very interested in making foam from a soap solution using a small whisk. Another interesting process is squeezing out small pieces of dish sponges using a garlic press. It also leaves no one indifferent to extracting objects from the bottom of a basin filled with water; these could be, for example, shells or pebbles.
- Applications. Preliminarily draw on paper the basis for the future masterpiece (or print it out on a printer), prepare in advance what the child will have to glue. Together with your child, apply glue to the paper, help him stick what he has planned, and together carefully examine the original and the resulting creation.

Montessori classes for children 2-3 years old
Children 2-3 years old are already able to work independently with little assistance from an adult, if necessary. They are drawn to a group of peers, easily learn from each other and copy the actions of adults. Two-year-olds enjoy the process of working and learning because it leads to results. They already understand that it is necessary and possible to learn something, and they like it. The main feature of this age is creativity, changing the world on our own.
- Design. Provide children with multifunctional objects: pebbles, wooden blocks, fabric, straw, strings - and they will begin to create. Such Montessori materials provide scope for creativity, prepare for role-playing games, and at the same time do not limit the child’s thinking, which is very important.
- Cut-out pictures. These are not puzzles yet, but they look similar. Cut the picture/postcard in half and show your child how to assemble it. At the same time, you can give the baby two or three pictures, cut in half, if he understands the method of action. Then the same or other pictures can be cut into three or four parts and assembled again.
- Items of certain groups. Place objects and toys of different groups into baskets or boxes: domestic and wild animals, a number of objects from large to small, from narrow to wide, from long to short, fruits and vegetables, household items. These can be the objects themselves, their figures or cards, united by a common feature: color, shape, size, method, quantity, etc. Such classes in the Montessori system develop the ability to systematize, the functions of analysis and synthesis, thinking and speech.

Observe your child - what does he like, what doesn’t work? Based on these observations, the Montessori system was created. Based on your observations and using the proposed Montessori materials, you can create a developmental environment for your own child.

The Montessori method is not only about pouring cereals and playing with insert frames, as many imagine. In fact, this is a whole system of education. And it is based primarily on respect for the child and providing him with maximum freedom and independence. The goal of her entire life, Maria Montessori saw the education of free, independent, independently thinking people who knew how to make decisions and take responsibility for them; her system was based on these principles. A teacher or mother who adheres to Montessori principles will never tell a child “Put it down, don’t touch it”, “You’re not old enough for this yet”, but on the contrary, knowing his constant need to explore the world, he will put a lot of interesting materials in his hands and assign simple feasible work .

I became acquainted with Maria Montessori’s early development method when my daughter Taisiya was not yet a year old. I read about the technique and tried to apply some of it in our games. But I really became inspired by the ideas of this wonderful system when Taisiya and I started going to the Montessori development club. Kids enthusiastically using a mop and brush, play materials made from seemingly ordinary things, but so attractive to children - all this inspired me to recreate a developing Montessori environment in our home and introduce the basic principles of the method into raising my daughter.

In this article I will tell you what this early development method is, and read more about how it can be implemented at home here:

Although many Montessori clubs claim that they recruit children from 8 months, I think it is most advisable to use the method from 1 year.

Basic principles of the Montessori method

The essence of Montessori pedagogy is to encourage the child to self-learning and self-development. According to Maria Montessori, a child has a huge internal need to master and recognize the world around him. There is no need to force, persuade, or pester anyone with developmental activities. In order for the baby to develop it is enough only

1. create in time for the child the conditions necessary for development - development environment;
2. provide the child with freedom and independence.

Thanks to this, the child will be able to develop at his own rhythm and pace, according to his individual needs.

What is meant by a developmental environment? In such an environment, firstly, developmental materials are specially selected for the baby by age, and secondly, the space is organized in such a way that all play aids are always available to the baby, he can easily get them himself and practice with them as much as he sees fit.

Montessori's experience has shown that children are most interested in those activities and objects that are connected with the real life of adults. Therefore, most Montessori materials are based on the most ordinary objects: here we learn to wipe dust, play with dishes, all sorts of things, etc. The system attaches great importance, so many Montessori games involve buttons, etc. In the “” section, I write in detail about what toys will be needed at a particular age.

The second key principle in the methodology is “ providing the child with freedom and independence" . And this means that the child himself determines the type of activity and its duration. Nobody forces him to do anything. The baby doesn’t want to cut it now - we don’t force him (although it seems to us that he hasn’t done this for a long time, and it’s time to take up the scissors), he’ll cut it when it’s interesting to him. Now he has other interests and they need to be respected. And so that the child’s hobbies are not limited to just cars or dolls, you need to competently create a developmental environment.

The principle of freedom also implies that we do not snatch anything from a child shouting “Put it down, don’t touch it!” The environment should be organized in such a way that there are no dangerous or especially valuable objects within the baby’s reach. Therefore, remove from the eyes what is forbidden for the child, and allow the baby to use the rest of the objects without any obstacles, but with following a few clear and simple rules (read about this below).

It is necessary to give the child as much independence as possible. This is very important for children. Did your cereal wake up during the game? It doesn’t matter, let your baby sweep everything himself (if your baby is still struggling with a brush and dustpan, hold his hands with yours). Are you cooking, and your baby is walking next to you with a clear desire to participate? Give the child some feasible work (stir something, move something, and you can even cut a banana with a plastic knife!) Of course, this approach requires enormous patience from the mother: it is much easier to do everything yourself, and it will turn out faster and better. But this way you will never teach your child independence or instill in his soul confidence in his own abilities.

Follow simple rules with your baby

An integral element of Montessori pedagogy is the observance of a few simple and clear rules. Here are the main ones:

The child independently prepares for the lesson : give the child the opportunity to get the material from the shelf himself, cover the table with oilcloth before drawing, bring paints, and fill a glass with water. Naturally, you can help the child, especially if he asks for it (hold the child’s hands, help draw water, collect garbage with a brush, etc.), but only help, and not do everything for the child.

After we have worked with the material, we put it back in its place and only after that we begin the game with other aids. This rule is not always easy to follow, but you should try to do it in most cases.

1. If you are in a club or have several children in your family, it is also useful to follow this rule: The one who first took it deals with the material , the rest will have to wait until the game is free. If the lucky owner of the game doesn’t mind, then everyone can play together, but there is no need to insist on this.

Be prepared for the fact that the child will not always unquestioningly follow the established procedures, especially at first. However, it is necessary to constantly remind the child to follow the rules. “Our rules are that if we want to play with something else, we have to put that game away first.” Important: If your child doesn't want to clean up after themselves or follow any other rules, don't force them. Just try to ensure that the toys are always put away after playing: if the baby doesn’t want to put them away himself, offer your help, if he refuses with your help, put the toys away for him but say, “Okay, now mom will help you, and next time you you will clean it yourself" . This way, the child will always see that you yourself follow the rule and cleaning up the toys will soon become a natural end to the game for him.

In general, try to prevent cleaning up toys from becoming a punishment; let it become the final part of the game. Accompany the cleaning with positive emotions, helping your child and cheerfully commenting on what needs to be put where, where to throw away what kind of garbage. Offer to look for where the toy’s house is or say something like “Okay, now let’s send the bear to sleep in its place.”

My daughter and I started going to the Montessori club at the age of 1 year 2 months, a month later we began to introduce the Montessori system at home. My daughter understood all the rules during her first lessons at the club; at first she eagerly followed everything, then, of course, there was a period of denial. Now my daughter is 2.5 years old, she cleans up after herself calmly and without unnecessary resistance, often at my reminder, but lately more and more often on her own initiative. From our experience, I can say that following the rules at home is more difficult than in a club. First of all, because at home it is impossible to constantly monitor whether the child has put everything back in its place. And the presence and example of other children in the club also makes itself felt.

According to Maria Montessori, age from 2 to 4 years is the “golden” period for teaching a child to order and accuracy. During this period, the baby experiences a real passion for maintaining his usual order. For a child, a sense of constancy, a strictly defined way of life, and the presence of each object in its own place are very important. Unfortunately, without your help, the child will not maintain order.

She told me about the main essence of the technique in a nutshell; read more about how to implement the technique at home here:

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Of course, only a children's center or kindergarten can afford to purchase a complete set of Montessori materials - ordinary parents cannot afford it. However, if you like the method, but there is no opportunity to go to a specialized kindergarten, do not worry. The fact is that you can follow the basic principles of this pedagogical system by simply organizing your everyday life.

You will only need to spend some time and effort, but rest assured, all this will later pay off handsomely! So where to start? First of all, remember that all the furniture in your baby’s room should be light and must correspond to his height (you shouldn’t, as many parents like to do, stock up on furniture “to grow”).

You will need a table and a chair that the child can use during homework, as well as a shelf, any part of which will be easy for him to reach and on which he can put materials for work. Don't forget a simple truth: kids often feel in our adult world literally like Lilliputians in the land of giants: many objects of interest are completely inaccessible to them.

Therefore, show respect to your little smart guy - and you will immediately see how important these details, which at first glance seem unprincipled to you, are. Find not only a separate place for an individual toothbrush and a towel (we repeat, it is advisable to place all this in the bathroom at the height of the child), but also a certain corner in the house where a small sponge, dusting cloth, broom and dustpan will lie.

Don’t be afraid to trust your child with various household chores, even if cleaning up after his “work” takes some time - you’ll have to put up with it. A child whose efforts are respected by adults grows up independent and capable of taking initiative.

And now we will give you a few simple exercises for practicing with your child at home, which will require minimal investment and preparation from you.

However, for the success of the business, it is still worth following some simple, but very important rules.

• Before you start studying, choose the same place for the materials, teaching your child to have order.
• During a show or presentation, in scientific “Montessorian” language, use a minimum of words and movements - give the child the opportunity to make discoveries on his own by studying the properties of objects.
• Be patient - because what seems so easy for you is not necessarily so trivial and simple for a 3-year-old child. We must not forget that the main role of the Montessori teacher is observation. It’s quite natural that your first instinct, if your baby doesn’t succeed in something, will be to intervene: “Let me show you how to do it right!” Be patient and let the child complete the exercise.
• Give your child the right to choose certain materials to work with and the duration of classes with them, perform as many repetitions as he likes and finish the work at any time.

However, to develop self-discipline skills, you need to try to explain to the child that the exercise should be completed before taking the materials to their place.

Lesson "Sprinkling rice" (from 2.5 to 5 years)

Objectives of the exercise:

development of muscular coordination, the ability to carefully pour from a jug into a cup, gaining confidence in one’s abilities.

You will need:

a small tray with a glass and a jug half filled with rice; cloth for wiping the table.

Presentation:

• place all the listed items on the table, and then name them and actions with them (“glass”, “jug”, “pour”, etc.);
• Gently grab the jug by the handle with one hand and the glass with the other; Place the jug exactly in the middle above the glass and pour rice into it; Now let the child work on his own - gradually everything will work out.

When your baby has achieved perfection in pouring rice, you can move on to liquid substances, allowing your child to pour milk or juice from a jug into a glass.

Lesson “Shining Shoes” (from 3 to 5 years)

Objectives of the exercise:

teach your child to take care of himself and be sure to complete the work he starts, to develop his coordination and dexterity.

You will need:

newspaper, a pair of shoes, shoe polish, brush and rag.

Presentation:

• spread newspaper on the floor;
• Use a special brush to thoroughly remove dirt from your shoes;
• holding the shoe with your left hand, apply the cream with your right, repeat the same with the other shoe;
• let the cream dry on the boots. At this time, carefully close the lid on the cream;
• Use a rag to polish your boots until they shine; Now give your baby the opportunity to take care of his own shoes.

Lesson “Find the cap by size” (from 2 to 4 years)

Objectives of the exercise:

development of visual and motor coordination.

You will need:

4-6 bottles or jars of various sizes with lids (the lids can be stored in a small container).

Presentation:

• place the bottles on the table in front of the baby;
• slowly remove the caps and screw them back on;
• First put on the caps according to the size of the bottles, then mix the caps. Now let your child choose the right caps for the bottles himself. It's not an easy task, but he can do it!

Lesson "Box with fabric samples" (from 2.5 to 5 years)

Objectives of the exercise:

development and refinement of tactile sensations.

You will need:

a small box in which you need to put in advance a couple of pieces of each fabric of different textures 9 for example, silk, cotton, wool, mohair, jacquard, linen, etc.).

Presentation:

• show your baby three pairs of pieces of fabric that contrast the most in texture;
• quickly mix them and ask your baby to find the pairs by feeling them with his hands (and without peeking!);
• when the baby finally understands the meaning of the exercise. Gradually add other pieces of fabric; encourage your child to do the same blindfolded.

Lesson “Magic Bag” (from 3 to 5 years)

Objectives of the exercise:

acquaintance with objects of different shapes, development of tactile sensations.

You will need:

a bag with 8-10 objects familiar to the child (for example, a comb, a whistle, a cord, etc.).

Presentation:

• Blindfold the baby's eyes or ask them to close them;
• let the child take one object out of the bag and try to identify it by touch; After the child manages to identify all the things in the bag, you can replace them with others, gradually increasing the level of difficulty depending on the age of the baby.

This exercise can also be used with objects that begin with the same letter (for example, if you have already learned the letter “l” with your baby, put a spoon, sheet, eraser, etc. in the bag).

Of course, this is not a complete list of the exercises that you can do with your child within the framework of the Montessori method. You can read more about this in books and manuals written on this topic. The most important thing is that you are ready to devote time to activities with your baby and enjoy joint creativity!

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Maria Montessori’s unique method of early childhood development is chosen by many parents to raise their children. This system of developmental activities is used for the development of children and is suitable for correctional classes. Maria Montessori, one of the best teachers, was able to make a real revolution in education in her time. She called for instilling independence in children and encouraged free education. Her system has worldwide recognition in our time.

Some facts from the life of Maria Montessori

In 1870, on August 31, in the city of Chiarovalle, a girl was born into the family of outstanding famous aristocrats Montessori-Stoppani. The name her parents gave her is Maria. She adopted all the best that her parents had. His father is a civil servant awarded the Order of Italy, his mother grew up in a liberal family.

The parents tried to give their daughter the best education. Maria studied well and had good mathematical abilities. At the age of 12, the girl encountered social inequality when she wanted to enter a technical school where only boys studied. The authority of Maria's father and her teaching abilities did their job, and she was accepted to study. She graduated from school with flying colors, despite the fact that she had to constantly confirm her right to study on equal terms with young people.

Once again she managed to destroy standards in 1890, when she began studying at the University of Rome at the Faculty of Medicine. In 1896, for the first time in the entire period of the development of Italy, a girl doctor appeared, Maria Montessori, who successfully defended her dissertation on psychiatry.

While she was a student, Maria got a part-time job as an assistant at the University hospital. It was then that she first encountered working with children with disabilities. She began to carefully study the literature on the adaptation of such children to life in society. The works of Edouard Seguin and Jean Marc Itard had a huge influence on Maria's work.

Her confidence that the teacher’s competent work with them will have a much greater impact on their development than medications, led her to the idea of ​​creating a methodology based on a developmental environment.

She begins to study various literature on the theory of upbringing and education, pedagogy. In 1896, Maria begins work with children with disabilities, and prepares them for exams in junior secondary schools. The performance demonstrated by its graduates was simply stunning.

In 1898, Maria decided to give birth to a child out of wedlock. During the same period of her life, she became the director of the Orthophrenic Institute for the training of special children. To abandon the work to which she decided to devote her life meant betraying herself, and so she decided to place her son in a foster family.

In 1901 she entered the Faculty of Philosophy. Along with her studies, Maria did not stop working at school. She was amazed by the conditions in which the educational process was conducted, the strict discipline in the classroom, and none of the teachers wanted to strive for all-round personal development. In general, violent methods were very often used in raising special children.

In 1904, Maria became head of the department of anthropology at the University of Rome. As before, she continued to experiment in the educational process of the school and conduct research. And so, in 1907, with the thoughts that society lacks humanity and enlightenment, she opens her own educational institution - the “Children's Home”. She devotes all the remaining years of her life to the development and introduction of her system, the educational process.

In 1909, Montessori began the experience of conducting international educational seminars. Then many teachers from different countries came to see him. During the same period, she published her first publication, in which she talks about the “Children’s Home” and the methods of working with children used at school. Maria was constantly improving her system and conducted courses to train teachers all over the world.

She was able to take her son Mario from a foster family when he turned 15 years old. Since then, Mario became her faithful assistant and took upon himself all the organizational aspects of her work. He was seriously interested in Mary's system and became an excellent successor to his mother.

In 1929, the International Montessori Association was created.

Due to events taking place in the world, Maria and her son were forced to immigrate to India, where they lived for 7 years. In the post-war period, she returned to Europe and continued to develop and implement her system until the end of her life.

Without abandoning his mother's business, Mario passed it on to his daughter, Renilda. It was she who managed to introduce the pedagogy of Maria Montessori to Russia in 1998.

If you are interested in the life of Maria Montessori, watch the following video.

History of the technique

Maria Montessori began introducing her system by working with special children, children who had delayed mental development, children whose adaptation to society was very difficult. Using games based on tactile perception and creating a special developmental environment, Maria sought to develop self-service abilities in these children. She tried to adapt the children to life in society, without setting herself the goal of increasing the level of intellectual development.

However, the results were very unexpected. In just a year of working with them, they found themselves at the same level of intellectual development and even higher than that of their absolutely healthy peers.

Having summarized her knowledge, the theoretical developments of various teachers and psychologists, her own research and experience, Maria built it all into one system, called the Montessori method.

After this, the Montessori method was also tested in the education of healthy children, which did not present any difficulties.

Her system easily adjusted to the level of development, capabilities and needs of any child.

What is the Montessori method

The basic philosophy of the Montessori method can be briefly outlined by saying that the child must be directed to independent actions.

An adult should only help him in his independence and prompt him when asked. At the same time, you cannot force the child to do anything, prove to him that only your idea of ​​\u200b\u200bthe environment is correct, or approach him while resting or observing the child.

• Maria Montessori came to such conclusions based on the ideas that:
• From the moment of birth, a child is unique. He is already a person.
• Every little person has a natural desire to develop and work.
• Parents and teachers should help the child reach his potential, and not be ideals in character and ability.

Adults should only prompt the child in his independent activities, without teaching. They must patiently wait for the baby to show initiative.

The essence of the method

Montessori's main motto in his work was: help the child do it on his own.

Giving the child maximum freedom and organizing an individual approach to each, she skillfully directed children to independent development, not trying to remake them, but recognizing their right to be themselves. This helped the children achieve the highest results on their own, without prompting from adults. Maria Montessori did not allow children to be compared or competitions to be organized between them. Generally accepted evaluation criteria are not allowed in her pedagogy, as well as encouraging children, punishment and coercion.

Her method is based on the fact that every child wants to become an adult as soon as possible, and he can achieve this only by studying and gaining life experience. That is why children themselves will strive to learn as quickly as possible, and the teacher should only observe this process and help as necessary. Children can independently choose the pace and rhythm at which their acquisition of knowledge will be most effective. They can determine for themselves how much time they will need for the lesson and what material to use in training. If there is a need to change the environment, the child may well do so.

The teacher’s task is to use all available means to develop independence, to promote the development of the child’s sensory perception, paying special attention to the sense of touch. The teacher must respect the child’s choice, create an environment in which the child will develop comfortably, and be a neutral observer and assistant when necessary. A teacher should not strive for children to be like him. It is unacceptable for him to interfere in the process of a child acquiring independence.

Principles of the Montessori system:

• A child who makes decisions without the help of adults.
• A developing environment that provides the child with the opportunity to develop.
• A teacher who can intervene in the child’s development process only at his request for help.

Developmental environment

The developmental environment is the main element without which Montessori pedagogy will not function.

All furniture and equipment of the developmental environment must be selected strictly according to the age, height and proportions of the baby.

Children must independently cope with the need to rearrange furniture. They should be able to do this as quietly as possible and try not to disturb others. Such rearrangements, according to Montessori, are excellent for developing motor skills.

The children can choose the place where they will study. The room in which they practice should have plenty of free space, light and access to fresh air. Panoramic glazing of windows is encouraged to provide maximum daylight, and good lighting is thought out. The interior should be aesthetic and elegant. The color palette chosen is calm and does not distract the child’s attention from the activity. Fragile objects should be present in the environment so that children learn to confidently use them and understand their value. They can also decorate the room indoor flowers that a child can easily care for

, they are located at a height accessible to him.

The child must be able to freely use water. To do this, sinks, as well as toilets, must be installed at a height accessible to the child. Teaching aids are located at the baby's eye level so that he can use them without the help of an adult. There must be one copy of all materials provided for use by children. This will help the child learn how to behave in society and teach him to take into account the needs of those around him. Children must learn to negotiate with each other and exchange. Children acquire the skills of caring for their environment without the help of adults.

Areas for developmental activities

The developmental environment is divided into several zones, such as practical, sensory, mathematical, language, space and gymnastic exercise zones. Appropriate activity materials are used for each of these areas. Wooden toys are mainly used because... Maria Montessori always advocated the naturalness of the materials used.

Practical

In another way, it is called an area for practical exercises in everyday life. With the help of materials in this zone, children become accustomed to life at home and in society. They develop practical life skills.

With the help of the exercise materials in this area, children learn:

• take care of yourself (learn to dress, undress, cook);
• take care of everything that is nearby (take care of flora and fauna, tidy up);
• different methods of movement (be able to move calmly, silently, walk along a line, behave quietly);
• acquire communication skills (greeting each other, communicating, rules of behavior in society).

The following materials are used in the practical area:

• bodyboards (wooden frames on which there are various fasteners: buttons of different sizes, buttons, bows, lacing and laces for wrapping around fasteners, Velcro, straps);
• vessels for transfusion of water;
• cleaning agents (for example, metals);
• Natural flowers;
• houseplants;
• various flowerpots for fresh flowers;
• scissors;
• scoops;
• watering cans;
• tablecloths;
• stripes that are glued or drawn on the floor for walking, and objects that need to be carried along them (a glass of liquid, candles);
• Conversations and role-playing games are held.

There are many aids for practicing in everyday life. The most important thing is that in their size, appearance, color combination, and ease of use, they meet the needs of children.

Sensory

Materials that promote the child's sensory development are used here. With the help of these materials, the child also develops fine motor skills; their use prepares the child for familiarization with various subjects of the school curriculum.

The following types of materials are used here:

• blocks with liner cylinders, pink tower, red bars, brown ladder - necessary for developing the ability to determine dimensions;
• color plates teach you to distinguish colors;
• rough tablets, different types of fabrics, keyboard board, touch board - tactile sensitivity;
• bells, noise cylinders - develop hearing;
• sensory bags, geometric bodies, sorters, geometric chest of drawers, biological chest of drawers, constructive triangles - contribute to the baby’s ability to distinguish and name the shapes of objects, including by touch;
• heavy signs - teach you to distinguish weight;
• boxes with smells are needed for the development of the sense of smell;
• taste jars for distinguishing taste properties;
• warm jugs - perception of temperature differences.

Each material develops only one of the senses, which gives the child the opportunity to focus attention on it, isolating others.

Mathematical

The mathematical and sensory areas are closely interconnected. When a child compares objects with each other, measures them, and puts them in order, he is already learning mathematical concepts. Materials such as the pink tower, rods, and cylinders perfectly prepare children for mastering mathematical knowledge. It offers work with specific material, which makes a child’s learning of mathematics much easier.

Here are used:

• number rods, numbers made from rough paper, spindles, numbers and circles are needed to get acquainted with numbers from 0 to 10.
• Gold bead material, number material, and a combination of these materials introduce children to the decimal system.
• A tower of colorful beads, 2 boxes of beads and double boards - introduces the concept of "number" and numbers from 11 to 99.
• Chains of different numbers of beads give an idea of ​​linear numbers.
• Stamps, tables of mathematical operations (addition, subtraction, multiplication, division), game of dots help to get acquainted with mathematical operations.
• A geometric chest of drawers and constructive triangles will introduce your child to the basics of geometry.

Language

This zone also has a close relationship with the sensory one. The materials used in the sensory development area contribute to the child's speech development. Cylinders, sorters, fabrics contribute to the development of fine motor skills, which have a huge impact on the development of speech. Bells and noisy boxes are great for developing hearing. Biological maps and geometric shapes help distinguish shapes. Teachers working according to the Montessori system daily offer speech games and exercises, stimulate the child’s speech development, and monitor the correct pronunciation and correct use of words. Teachers have many options for games for speech development (games for memorizing and recognizing objects, assignment games, descriptions, stories and much more).

Can also be used:

• metal insert figures;
• alphabet made from rough paper;
• movable alphabet;
• cards and boxes with images of various objects;
• frames for shading;
• boxes with figures for the first intuitive reading;
• signatures for objects;
• books.

Space zone

The space zone in Montessori pedagogy is the zone where children gain knowledge about the reality around them. The most important thing that a teacher should take into account is the construction of a lesson from certain concrete actions to abstract ones. Often children are offered clarity with some phenomenon and the opportunity to come to their own conclusions.

In this area you can see:

• a variety of literature to find the necessary information;
• the solar system, continents, landscapes, natural areas - contribute to the development of geographical ideas;
• classification of animals and their habitat give the concept of zoology;
• classification of plants, habitat - introduces botany;
• time lines, calendars - form an idea of ​​history;
• various materials for conducting experiments, four elements - introduce science.

For gymnastic exercises

Space for this zone may not always be allocated. Often this is the space between tables lined up around the perimeter. In this area, sports and recreational activities for children are organized with elements of aerobics, exercises with a fitball, and a stick. Includes outdoor games, walking, running.

From how many months should such developmental classes be conducted?

The Montessori system not only has the name “system”, but that’s exactly what it is. She invites parents to take a more holistic view of children's nature. It is very good when parents become acquainted with the basic principles and essence of the technique even before the birth of their first child. This will help them prepare for the birth of the baby with knowledge of the basic needs of mother and newborn. Indeed, according to Montessori, a child’s education begins precisely with the parents’ readiness for this, since they will be the most important environment for the child.

The first two months of life, the baby and mother are still very dependent on each other, so it is important for the mother to concentrate only on the child. After this, the child begins to show an active interest in the world around him and becomes more active. From this moment on, the mother and baby can already begin attending a Montessori class, which is called nido, if it has a space for the little ones. During this period, this will most likely turn out to be more useful for the mother, allowing her to escape from worries about the baby and diversify her leisure time by spending it with him. There is no need for the child to attend a nido class yet. If desired, the entire development environment and materials used (such as mobiles) can be reproduced at home.

From the moment the baby begins to crawl, attending a nido class can give him much more opportunities for development. It is quite possible to start leaving the baby there without a mother. This is suitable for mothers who need to go to work or for families who do not have the opportunity to provide a lot of free space, create a home environment and purchase materials for large movements of the baby, preparing him for walking.

A variety of large beams, heavy tables and chairs for children, and ladders will be useful for this. With the help of these materials, the baby will learn to stand, walk with support, climb on and off, and sit. When a child begins to walk, he goes to a class called a toddler.

In Russia, the creation of such classes is not yet widespread; this requires special Montessori education. However, for parents who have prepared well, this will not be difficult to do at home. While attending a todler class, the baby is faced with the need to follow the rules of behavior, learns to communicate with his peers, interact with them, and cooperate with the teacher. This will prove to be a good preparation for the baby to attend kindergarten.

It should be borne in mind that up to 3 years old, a long separation of the baby from his mother is very difficult. Therefore, it would be ideal to attend a todler class for only half a day. This will be impossible if mom goes to work and is busy full time. But not every parent will be able to financially afford to attend a private Montessori Toddler class if the mother continues to be a housewife. If the child goes to classes 2-3 times a week, and not every day, then he will need more time to get involved in work. Such visits are suitable as a compromise solution.

We conclude that you can start attending Montessori classes when the child reaches the age of 2 months, if the mother has a need for it. This will become interesting for a child, no earlier than from the moment he crawls. A child's attendance at a Montessori class up to age 3 will provide a good foundation for future visits to kindergarten.

Montessori classes and Montessori lessons

Montessori pedagogy, as already mentioned, is based on the independent development of the child in a specially prepared developmental environment. The educational process is based on this, where children express their needs, and the teacher helps them in their activities, through observations and individual work with each.

Maria Montessori herself always called the learning process precisely activities, not games, despite the age of the children. She called teaching aids made from natural materials educational materials. All materials offered for classes were unique, only 1 copy in the classroom.

In her methodology, Maria Montessori offers 3 types of lessons:

• Individual. The teacher works with only one student, offering him educational material. He shows and explains how to work with it and where to use it. The materials used should arouse the child’s interest, attract him, differ from others in some way, be it thickness, height, width, allow the child to independently check mistakes, see where he performed the action incorrectly. After this, the child begins independent activities.
• Group. The teacher works with children whose level of development is approximately the same. The rest of the children in the class work independently without disturbing the group. The same algorithm of work is followed as in individual lessons.
• Are common. The teacher works with the whole class at once. The lessons are short and condensed. General classes are mainly conducted in music, gymnastics, biology, and history. After the basic information is received by the children, they independently decide to study with special material on the topic or they are not interested in it at the moment. The work continues independently.

In Montessori pedagogy, children are divided into 3 age categories:

1. Children from birth to 6 years. This age period is called construction; the child is capable of developing all functions.
2. The age of the children is 6-12 years. This period is called the exploratory period; the child is interested in the world around him, events and phenomena.
3. Children aged 12-18 years. This last age period is called the scientist. The child sees the relationship between various facts, looks for his place in the world, and creates his own picture of the world.

Montessori schools have multi-age classes, from 6 to 9 years old, and from 9 to 12. A child can move to the next grade only when his needs and capabilities allow him. Using mixed-age classes helps older children become more caring and gives younger children confidence.

There is no clear setting of goals and objectives for the school year in the classroom. The program is designed for 3 years, but at what pace the student will learn it depends only on him. If a fast pace suits him, that’s good; if a child is used to working slowly and thoroughly, then no one will rush him. Having independently chosen an activity area, the child can work there individually or in a group of other children. The most important rule that everyone must follow is don’t interfere with someone else’s work. The child builds his own relationships in the team. Teachers monitor everything that happens in the classroom and provide assistance if necessary.

Watch the following video about the features of the technique.

Pros and cons of the system

Despite the fact that Montessori pedagogy is recognized as one of the best in the world, there are many who criticize it. Therefore, you should carefully study its positive and negative sides.

pros

1. Children in the Montessori system develop without adult intervention or outside pressure.
2. Individual pace of development.
3. Children explore the world by making discoveries. This promotes better assimilation of the material.
4. Montessori pedagogy tends to give children freedom.
5. Students learn to respect the personal space of others.
6. There is no criticism, negativity, or violence towards children.
7. A child's intelligence develops through the senses. Much attention is paid to the development of motor skills, which is important for its development as a whole.
8. Groups of different ages are formed based on the interests of children.
9. Training and assistance are provided not by adults, but by older children, in a language accessible to children. Learning to care for others.
10. Students gain an important skill from a very early age - making decisions independently.
11. Self-service skills are quickly instilled.
12. The ability to interact in society is developed, self-discipline is cultivated: you should not disturb others, make noise, tidy up your workplace, have patience, and much more.
13. Montessori pedagogy involves collaboration with adults.

Minuses

1. Little time is devoted to developing imagination and creativity, and communication skills are not sufficiently developed.
2. In preschool age, play is the leading activity, but Montessori believed that a child does not receive any benefit for practical life from games and toys.
3. Children are little familiar with fairy tales that tell about the confrontation between good and evil and teach ways out of life situations.
4. When entering a traditional school, it is difficult for a student to adapt to a different attitude towards the teacher. In the Montessori system, the teacher is only an observer, but in the school the teacher is the authority.
5. There are times when children have difficulty adapting to a traditional school and its discipline.
6. Children do not make a lot of effort when working with objects; in the future, this may manifest itself in the fact that the child will have difficulty forcing himself to perform active actions.
7. Low amount of physical activity. Basically, classes take place in a calm environment, excluding it.

Commandments for parents

1. Children learn from their surroundings.
2. If you constantly criticize your child, he will learn to judge.
3. Children who are praised often learn to evaluate.
4. By showing your child a hostile attitude, you teach him to fight.
5. A child will learn to be fair if you are honest with him.
6. By ridiculing a child, you instill timidity in him.
7. A child will learn to believe if he lives with a sense of security.
8. The child will constantly feel guilty if you shame him.
9. Approval teaches the child to treat himself well.
10. Forbearance will teach the child to be patient.
11. By frequently encouraging your child, you will help him gain confidence in himself and his abilities.
12. A child will learn to find love if he is surrounded by an atmosphere of friendship and feels needed.
13. You should never speak badly about your baby, either in his presence or in his absence.
14. To ensure that there is no room left for the bad, focus on nurturing the good in him.
15. Always listen to the child who contacts you and answer his questions.
16. Have respect for the child who made a mistake, let him correct it.
17. Help your child search if he needs it, and be invisible if the child has already found everything.
18. To help your child learn new things, use care, restraint, silence and love.
19. Treat your child only in a good manner, give him the best you have.

P. Tyulenev

N. Zhukova

O. Zhukova