‘The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world…’
Dr Maria Montessori, (1988). The Absorbent Mind. Oxford: Clio Press. p. 167

Dr Maria Montessori’s insight into recognising and responding to the education of the young child’s senses is a remarkable aspect of her method, which continues to inspire me as a practitioner. Montessori identified a period during which the young child is acutely sensitive to the impressions received through their senses. The stimuli received through the experience of taste, touch, sight, smell and sound constructs and guides the child’s understanding of the physical, social, material and natural worlds. In Montessori classrooms throughout the world the sensorial materials will be presented to the child in the manner prescribed by Maria Montessori. The sensorial materials isolate qualities of the stimuli and provide a sensory impression. After the initial presentation, the connections children make as they explore the material and develop their own understanding is unique and special. As an example, I observed a young boy, not yet three years old, feeling the rough and smooth board some days after I had presented it to him. As he ran his fingertips across the surface he said, ‘Me smooth, Campbell smooth, Mummy smooth, Daddy rough.’ He was expressing his understanding of the connection between the stimuli from the touch board to the sensation of the skin texture of his family. In this instance the stimuli of touch offered the opportunity to refine the child’s understanding of physical attributes and the further possibility of exploring the child’s sense of place within the family. Opportunities and possibilities based upon the education of the senses open the way to infinite wisdom.

Janet Du Fall, Hi Jinks Montessori Centre, Rotorua, New Zealand.

‘No one can be free unless he is independent.  Therefore, the first active manifestations of the child’s individual liberty must be so guided that through this activity he may arrive at independence.’
Dr Maria Montessori (2004). The Montessori Method. Lanham, MD: Rowan and Littlefield p.118

One of the outstanding features of the Montessori environment is the importance placed on supporting the child’s quest for independence. Montessori emphasised the exercises of Practical Life as the first lessons that the young child is introduced to in a Montessori 3-6 environment. 

I often find myself explaining to a parent how the simple task of peeling a carrot is a critical part of their child’s education.  For in the process of peeling a carrot, the young child is walking the road to independence by developing concentration, coordination, self esteem, and at the same time learning to take responsibility and contribute to self and others.  Many years ago I was told that it is possible to run a Montessori school with Practical Life activities alone but it would never be possible to run a Montessori School without the exercises of Practical Life.  From my observations over many years, this is something I wholeheartedly believe in.

Climbing up the step ladder and washing the windows, cleaning all the tables at the end of the morning, wheeling the morning tea trolley laden with crockery out to the kitchen; it is such a pleasure to watch pure joy emerge from the children who work with these kinds of practical activities.  I have an image in mind of a little child who comes rushing through the door in the morning without even stopping to remove her backpack.  There is only one thought in mind: ‘If I get there quickly, I will be able to peel and slice the egg!’ For this is what she currently needs in order to set herself free. To support her quest, is to support that famous call of the child, ‘Help me to do it by myself’.

Camilla Browne, Montessori at Otari Preschool, Wilton, Wellington, New Zealand

‘There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.’
Dr Maria Montessori (cited in Elizabeth Hainstock, 1986, p. 81 - The Essential Montessori)

I feel privileged to work in an environment that allows the younger child to experience the daily stimulation of older role models, who in turn flourish through the responsibility of leadership. This cycle is continuous as those being mentored in turn aspire to be the role model.  The Montessori learning environment promotes the understanding that children not only learn ‘with’ each other, but ‘from’ each other thus minimising the need for adult guidance and intervention. From a teaching perspective it enables the teacher to observe, support, assess and evaluate the learning that occurs. This sense of community allows the children to become confident in their environment and in themselves, using the knowledge and skills they acquire to express their own ideas and creativity. It assists them to recognise their value, to respect the creative process of others and develop a willingness to share regardless of the risks.

Only yesterday a young child reinforced for me again that the children’s observations of their peers are just as reliable as their teachers!  After taking off and hanging up her own hat and jacket, Lilliana, 22 months, became aware of her 12-month-old peer, Abby, struggling to do the same. Lilliana quickly turned to help and ably assisted Abby to remove her hat and coat. Children develop social awareness and competency through an understanding of the everyday patterns which exist in their lives and the lives of others. Abby will soon be able to complete the task for herself and eventually will play the role of mentor.

Anne-Marie Love, Montessori Children’s House Wanaka, Wanaka, New Zealand

'An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child’s energies and mental capacities, and leads him to self-mastery.'
Dr Maria Montessori (1995) The Absorbent Mind: Holt & Company pg.207

The success of Montessori in leading the child to self-mastery is evident within a Montessori classroom.  When children are provided with a prepared environment, given the opportunity, the freedom and the choice to work for their own creation and development, self-mastery becomes implicit in the child.  Spontaneous work freely chosen by the child and carried out by the child through the journey of the Montessori work cycle (which means safe from adult intervention) befits a work of creation.

Nature has presented many gifts to a child, not least of which is energy and curiosity!  Unfortunately, such energy is often squashed and seen as a source of irritation in the midst of the busy lives of adults.  So too in primary schools that are required to deliver a curriculum decided upon by those who do not necessarily understand the child’s drive to do, to act independently, to work on their own interests at their own pace.

Montessori early childhood centres and schools recognise the importance of offering children both the time and opportunities to actively explore the environment and pursue activities of their own choice.  As the pressure mounts towards children manipulating letters and numbers and reading at an increasingly younger age it appears this has taken precedence over the worth of affording children the chance to self-mastery across all domains.

Recently I showed the principals of two of our local primary schools around our Montessori early childhood centre.  Their interest was piqued by the children who enter their state primary schools after having attended our Montessori centre.  How satisfying it was to observe our class of children working together side by side, in harmony with one another on work freely chosen.

Our guests were intrigued to see our children at age two and a half display such concentration, persistence, energy and enthusiasm as they poured water from one vessel to another and used a key to open a lock.  They noticed the older children being self-directed in their choices of activities, working purposefully and tirelessly without distraction or intervention from any teacher.

The opportunity to show fellow educators through our Montessori early childhood centre provided the chance to share in practice the wise quote above of Maria Montessori.

Shelagh Powell, Principal, Courtyard Montessori Preschool, Christchurch, New Zealand