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The Studio school founded by the late Kim Simpson is now closed. These pages are left here as a legacy and reference.
The special materials used in the Montessori schools were developed in her attempt to fill the needs of children as she saw and interpreted them. She also discovered that in the child, there are what she called sensitive periods for development, which are universal. By combining a knowledge of these stages and an age-appropriate use of the materials, Montessori schools have introduced to very young children huge areas of learning usually believed unavailable to them.
The Montessori Method is not a method of education as such, but an integral way of life. There is no formal dogma or theory. The fundamental concept is that children have a passionate love of playful learning, a natural love of order and self-discipline, all of which can become permanent if allowed to happen as naturally as possible. Young children also love to work and imitating what happens in their homes is often enthusiastically imitated, enabling them to feel valued and useful. All of the ideas of Dr. Montessori were a result of her direct observation of children themselves.
Maria Montessori (1870-1952) was born in Italy. Unlike most women of her day, she studied mathematics, physics and natural science. She planned to become an engineer. She became so interested in biology, she decided to study medicine. Medical school was a constant struggle, but in 1896, ranking in the top of her class, she became the first woman to graduate from the University School of Medicine. She became interested in children left to waste away in mental institutions. She began to work with these children, and eventually they were able to pass the State Elementary School Exams. It was said she had performed a miracle! Dr. Montessori felt this was certainly no miracle. If these children were capable of attaining this level of achievement, what then would be the level of work that healthy and normal children could achieve if given the proper environment? So began her years of work and study with normal children which evolved into the philosophy of education now called the Montessori Method.
Montessori found order to be an integral part of liberty. The concept of liberty in the Montessori school is often misunderstood. While liberty is essential for the children, it must never be allowed to become license. It is a point of arrival rather than a point of departure. The children are made to understand what they must not do. But because they are free, they learn to make choices. The order of progression is from controlled freedom to concentration to self discipline. The child works, not to know, but to grow.
The children learn to take great pride in caring for their environment themselves, and being responsible for it. With a place for everything and everything in its place, the child becomes part of an ordered environment, often helping with daily sweeping, dusting and cleaning.
The children are free to make these achievements because they are given an environment established and geared to their needs. This is what Montessori meant by the prepared environment. All the materials are housed on low shelves, within easy reach and, in this way, the environment belongs to the child. Most materials have a control of error built in so that the child can correct him or herself without any unnecessary interference by the teacher. However, the teacher through her careful observation will be both a willing supporter and a skilful guide. The tables and chairs are all lightweight so that they are easily managed by the children, thus encouraging grace of movement and the ability to care for the environment.
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