Early in the 20th century, Maria Montessori developed a philosophy of education based on her intuitive observations of children. She saw the child as being in a constant state of growth, absorbing almost all of his early learning from his environment.
Dr. Montessori was keenly aware of the great role sensory-motor activities played in the child's learning. The more opportunity a youngster has to feed sensory stimuli into his growing brain, the more he would develop. To foster learning, the environment should be prepared enabling the child to freely choose those learning activities for which he has developed a readiness.
Dr. Montessori did more than recognize the child's developing intellectual needs, however. She recognized his individuality saw his need to develop in accordance with his own inner needs, and afforded children the genuine respect due all individuals. The result of her response to life was a totally new approach to education. Dr. Montessori implemented this philosophy by developing tools and techniques that would foster positive attitudes in the child toward himself and learning. The apparatus is constructed and used in such a way that the child learns through manipulation and movement. Since it is self-correcting, once it has been presented the child can work with it alone or with another child. Although you will frequently find children working together and teaching each other, the learning process is on independent activity. Each works at his own speed with materials that appeal to his interests and level of ability. The child in a Montessori classroom does not compete with any other child. Nor does he experience thwarting or acceleration for the sake of maintaining a group pace He learns to look for satisfaction in his own work and accomplishments.
