Montessori: a sensory and play-based approach to learning
Up to the age of 6: a crucial period for a child’s development!
The absorbent mind: learning effortlessly
Up to the age of about 6, children have the ability to absorb the elements that make up their immediate environment (socio-cultural, family, educational, etc.) without making any conscious effort to learn them.
This is how they acquire their mother tongue, the culture of their family and their country, and so on, and how they build their identity and the values that will guide them throughout their lives.
The mother tongue: the prime example
The ‘absorbent mind’ is perfectly illustrated by the acquisition of one’s mother tongue or tongues. The child makes no effort, yet comes to speak their mother tongue quite naturally.
The benefits of bilingualism: this highlights the benefits of learning another language before the age of 6, as we know that after that age, learning a foreign language will require a great deal of effort and time.
Sensory approach: discovering through the senses
Children love to touch, experiment, taste and smell… they use their senses to discover the world. The Montessori approach draws on this natural inclination to develop each of the five senses and facilitate the acquisition of knowledge.
Maths: a sensory approach – unlike traditional methods
Montessori maths materials are concrete, consisting of rods and beads; children can see them, touch them and hold them. They use their bodies to explore quantities, numbers and arithmetic operations. This initial stage makes it easier for them to move on to a more abstract approach, such as that taught by traditional methods.
Independence: to build self-confidence
At this age, children want to become independent and learn to do everyday tasks by themselves. In the Montessori environment, everything is set up so that they can develop this independence in an engaging and safe way. This meets their need: ‘Help me to do it myself!’
With independence comes self-confidence, a fundamental pillar of a fulfilled individual.
IS THE MONTESSORI METHOD EFFECTIVE?
What Scientific Research Tells Us
“The results of this meta-analysis show that the Montessori approach has positive and significant effects on social skills and academic achievement...pupils achieve better academic results in maths, reading, writing, etc.
This benefit is thought to be linked to the multi-sensory and self-correcting materials available in the classroom, as well as the absence of punishments and rewards, which encourages the child’s intrinsic motivation.”
Source: Meta-analysis by the University of Lorraine, France, 2023. Authors: Claudia Lorenzo Rubiera, PhD in Developmental and Educational Psychology – Youssef Tazouti, University Professor of Educational Psychology
The fundamental principles of pedagogy
Concentration
Young children are able to concentrate for long periods on activities that interest them. This concentration leaves them in a calm state, inclined to show respect and cooperate with their peers. This instils in them a love of work, a desire to progress and an openness towards others.
Imitation: the adult as a role model
Children learn by copying others, particularly adults or older children. By observing, they learn gestures and sometimes entire activities. Adults act as role models and take great care to fulfil this important role.
Sensitive periods
Children are able to learn fundamental skills – such as walking, languages and following instructions – easily at specific stages. They learn effortlessly and naturally, as in the case of their mother tongue. Once this period has passed, learning requires much greater effort and takes longer, as is the case with a foreign language.
Development plans
Every child follows a unique developmental path through the stages leading up to adulthood: from 0 to 6 years, from 6 to 12 years, from 12 to 18 years and from 18 to 24 years.
Discipline and freedom
The teacher provides a prepared environment in which clear boundaries are set. Within this framework, the child is free to explore and exercise their freedom of choice, provided that this leads to constructive development. When the child goes beyond these boundaries, the teacher reminds them of the rules until they have internalised them.
‘It is not a question of leaving the child to their own devices to do as they please, but of providing them with an environment in which they can act freely’
Maria MontessoriAdaptation & Creation
Children learn to observe the world around them, to find solutions and to adapt to it. Creativity: building on what they already know, children are encouraged to create new things and to think more creatively about how to use everyday objects.
“Let us not bring up our children for today’s world. By the time they grow up, that world will have changed. We must therefore, as a matter of priority, help children to develop their capacity for creativity and adaptability.”
Maria MontessoriIndividual support for each child, tailored to their interests
Children choose their activities based on their interests, as it is when they are interested in a subject that they are best placed to understand and absorb it. Where necessary, the teacher stimulates their interest to ensure that they take on board all the concepts presented.
Collaboration
A mixed-age class, for children aged 3 to 6, enables the older children to help the younger ones and the youngest to learn from the older ones. This fosters a sense of mutual support and recreates, on a small scale, the social interactions found in adult society.
Self-correcting materials
Montessori materials enable children to recognise and correct their own mistakes, without external judgement, which boosts their self-confidence. As they become increasingly independent, children develop their self-confidence
Rehearsal
Repetition is encouraged in a Montessori classroom, as it helps children to acquire and refine their skills. A child is therefore not interrupted whilst repeating an activity. Teachers know that the child will find the activity engaging until they feel they have mastered it and are ready to move on to more complex activities.
5 main areas of activity
The prepared environment: the classroom is carefully prepared by the teachers so that each activity is presented to the children in an engaging way. The space is organised in such a way that children can move about freely, whilst respecting clearly defined boundaries.
Materials: Designed for children, these materials are readily available to them. There is only one copy of each activity available.
The teacher: shows the child how to use the materials. The child can then do the activity alone or with others.
5 areas of activity: Activities are grouped into 5 main areas, along with related activities.
Practical life
Activities similar to those done at home are the first ones offered to children. They help develop hand-eye coordination, fine motor skills, concentration, determination, balance, and a sense of direction, and prepare children for writing...
Sensory Life
Activities that sharpen the five senses: sight, hearing, smell, taste, and touch. Each activity focuses on one sense. Through various games, children learn to classify, compare, and rank objects. They expand their vocabulary...
Mathematics
Children approach mathematics through sensory experiences. The materials represent quantities. They learn numbers (up to a million), sequences (the decimal system), operations (addition, subtraction, multiplication, division), and the basics of fractions...
Language
Children expand their vocabulary through spoken and written language. Learning the letters is a sensory experience. They learn to write, to read (whole-word reading), and the basics of grammar...
Culture
Activities that introduce basic concepts in: Geography (maps, landforms) — History (time) — Botany (plants, leaves) — Zoology (animals) — Arts (music, singing, crafts)
Other
Outdoor activities: walks, nature, games, field trips, explorations. Environmental projects. Movement activities...
French-English Bilingual School
Children aged 3 to 6 are in a particularly favorable stage for learning a language other than their native language. In fact, until about age 6, children have an “absorbent mind” that enables them to effortlessly absorb all elements of their environment, such as language. Later on, this ability fades, and learning a language becomes more difficult.
Learning multiple languages is a great asset for children, as it exposes them to different cultures and enhances their skills for their future adult and professional lives. Both languages are constantly present in the classroom, so children are immersed in a multilingual environment.
French
The children are welcomed by a French-speaking teacher who speaks French with them at all times. As a result, the children are immersed in the French language. They also discover and absorb cultural elements through school lunches, stories, books, and activities related to the language.
English
Children are welcomed by an English-speaking teacher who speaks English with them at all times. As a result, the children are immersed in the English language. They also discover and absorb cultural elements through school meals, stories, books, and activities related to the language.
An Introduction to Montessori Education
Inside Montessori Schools
Dr Steve Hughes: Montessori and the Future of Education
Parents testimony
How to Carry a Chair - Clip 3 from the filming of the movie *The Master Is the Child*
This video shows a 3-year-old child's interest in everyday tasks and his ability to learn through observation and imitation.
What is the Montessori method?
An introduction to the fundamental principles, by Ms. Patricia Spinelli, Director of the Institut Supérieur Maria Montessori in Paris:
Source: YouTube La Croix, 2017, 2:08 min.
Parent Testimonials
Hear what parents have to say about their child's education in a Montessori classroom in the Paris area.
Testimonials collected by Céline Alvarez, 2015
Source: YouTube Céline Alvarez, 2015, 6:04 min.
Testimonials from Parents at L'Etincelle
We were delighted with our experience at L’Étincelle – a wonderful step forward for our daughter.
We look forward to her little sister joining you when she turns 3, so she can enjoy the same experience as her sister.
Our son has just completed two and a half years at the L'Etincelle Montessori School (he attended from the age of 3½ to 6). He loved his time there: he really thrived in the Montessori environment, which allowed him to develop his interests (reading, maths, geography, animals, arts and crafts, amongst others). His mother tongue is French, but we are a trilingual family, so we asked for him to be taught to read in English, and by the time he left the school, he was speaking it fluently. The teachers are wonderful, and we were very grateful for their flexibility regarding holidays and other special events. The school also organised classes in music, yoga and gymnastics, amongst other things. We also loved the after-school club, where the children did different activities every day.
The school has a lovely, well-equipped classroom with a view of the lake, as well as a garden where the children play. There is a car park for dropping off and picking up children, which makes life easier.
Thank you to the whole team for making our son so happy over the last few years!
Our daughter is doing great, and her first day back at school is going very well: she was so well prepared at Montessori l’Etincelle!
Our son has been attending the L'Etincelle Montessori School in Coppet (VD) for two years.
We are extremely satisfied and can recommend this school without hesitation. The teachers are wonderful, knowledgeable, and patient; they maintain excellent communication with parents, organize regular meetings to discuss our child’s progress, and are able to fully meet our child’s specific needs.
He has grown a great deal thanks to them; he has become more confident, has made excellent progress in maths and geography, his French has improved considerably, and he is now ready to embark on a new chapter in his life.
We also really appreciated the after-school activities, as well as the music and PE lessons. Everything is well organised.
A big thank you to the headteacher, Corine Devanthéry, and to all the teachers for the two wonderful years they spent with us and our son!
MARIA MONTESSORI
‘A child is not a vessel to be filled, but a spring to be allowed to flow!’
Maria Montessori
Italian doctor, anthropologist and educator
Nominated for the Nobel Peace Prize
Founder of the International Montessori Association
Maria Montessori (1870, Italy – 1952, the Netherlands)
At the age of 26, Maria Montessori became one of the first women in Italy to qualify as a doctor. She supplemented her training with studies in biology, philosophy and psychology, and in 1904 became a lecturer in anthropology at the Royal University of Rome.
She founded her first school in Rome in 1907, the House of Children (Casa dei Bambini), where she developed her educational approach through intensive observation of children and a scientific methodology. Watch the video on the Casa dei Bambini (1907)
She also leads a busy public life, dedicated to improving the lives of children and women and promoting peace around the world.
She has thus been nominated three times for the Nobel Peace Prize.
Today, the movement she founded remains very active in developing her educational approach and is organised under the umbrella of the International Montessori Association, based in Amsterdam.
Who was Maria Montessori?
Maria Montessori on children’s independence
Source: YouTube, France Culture, 2020, 3.26 mins.
FAQ on the Montessori approach to education
What is the Montessori method?
The Montessori approach is based, in particular, on independence, concentration, sensitive periods, the absorbent mind, a prepared environment and individual support for each child, tailored to their interests and stage of development.
At what age can the Montessori method be introduced?
Maria Montessori describes several stages of development: from 0 to 6 years, from 6 to 12 years, from 12 to 18 years and from 18 to 24 years. Montessori l’Etincelle welcomes children aged 3 to 6.
What is absorbent mind?
Up to around the age of 6, children have a special ability to absorb elements of their environment. This period plays a particularly important role in language acquisition and development.
What are sensitive periods in Montessori education?
Sensitive periods are times during which a child can learn certain fundamental skills, such as walking, language or order, naturally and more easily.
What role does independence play in the Montessori approach to education?
Independence meets a child’s need to do things for themselves. It helps to build their self-confidence and sense of responsibility.
Do Montessori classes accommodate children of different ages?
Yes, Montessori classes are mixed-age! In a class of children aged 3 to 6, the older children can help the younger ones, and the younger ones can learn from the older ones. This structure particularly encourages mutual support and collaboration.
Who was Maria Montessori?
Maria Montessori was one of the first female doctors in Italy. Having become an anthropologist and educationalist, she founded her first ‘Children’s House’, the Casa dei Bambini, in Rome in 1907, where she developed her educational approach based on observing children. Watch the video on the Casa dei Bambini (1907) She led a busy public life championing the rights of children and women. She was also nominated several times for the Nobel Peace Prize for the development of her educational approach to peace.
Where is the École Montessori l’Etincelle located?
Montessori l’Etincelle is located in Coppet, in the canton of Vaud, and welcomes children aged 3 to 6 into a bilingual French-English Montessori environment.
What are the benefits of keeping my child in a Montessori school until age 6?
The Montessori program designed for children ages 3 to 6 provides a coherent approach to learning to read and write, mathematics, and the development of individual and social skills. It enables children to build a solid foundation for the rest of their lives.
Are children really free to do whatever they want in a Montessori classroom?
No. They develop independence within a structured environment with rules. Once they have learned these rules, they are free to choose and carry out activities based on their interests. But this “freedom” is something that must be learned; it is rarely innate in children.
What is the educational value of freedom of movement?
Physical activity is scientifically recognized as an essential component of health and highly beneficial for the development of children aged 3 to 6. In our classrooms, children can move around as they please, unlike in traditional classrooms where they must remain seated in the same spot for long periods of time.