Montessori pedagogy: “Bring children’s readiness to learn and perform – also in school!”

Dusseldorf. Montessori pedagogy is more than 100 years old and appears to be on the cusp of flourishing again: the digitization of education is giving rise to new forms of learning strongly based on the doctrine of the reform movement.Help me do it myselfRemember – ‘learning by discovery’, uniqueness and interdisciplinary education and across the years are key words. Appropriately, a new federation was formed with Montessori Germany, which wants to push the movement forward. Its chief mathematician d. Jörg Beuysen elaborates on this topic in the following guest article.

We have to move from the factory of teaching to the factory of learning: Children in a Montessori school. Photo: shutterstock

Society’s biggest investment should be in education, because today’s children and youth are the makers of tomorrow.

Much has already happened in the classical school system with forward teaching, directed at imparting knowledge according to standardized age-appropriate curricula and very early selection based on performance evaluations according to standardized numerical scores. However, it comes from the thinking of the early industrial society and is more like a ‘training factory’. The world has become complicated. When it comes to the future of learning, we must deal with the question of how we as a society shape our future and what skills, abilities and knowledge we want to release to the children and youth of the society.

Ninhuis Montessori

Maria Montessori. Photo: Nienhuis Montessori

Do you know Albert Nienhuis? Dutch carpentry worked closely with Maria Montessori to produce educational materials aligned with her pedagogical vision. In 1929 he founded Nienhuis Montessori, the world’s leading supplier of Montessori materials.

The company has combined craftsmanship and technical prowess for over 85 years. The world of Nienhuis Montessori products allows children to explore their world independently, just as they did in the time of Albert Nienhuis. We use only the best materials, process with care, dedication and an eye for detail – and a deep connection to Maria Montessori’s pedagogy. Nienhuis Montessori has been officially recognized by the Montessori Internationale Association for decades.

Here you can get more information about Nienhuis Montessori.

Therefore the aim of all education must be to promote the optimal development of personality for each child and every young person. All children have a natural curiosity and desire to perform and develop. It is clear and true that children develop differently. It is obvious and logical that the learning environment for children and young people is geared towards this fact. In any case, it is desirable that society provides everything necessary for each child to fully realize his own potential. (I realize that this is not an easy requirement to implement. In any case, I would not like to see the exploitation of educational opportunities reduced to the drawing of lots, as was implemented in Frankfurt this year, for example).

The traditional German educational scene is far from this idea. We have to question this strict conformist approach, this tight corset for every school year. We have to wonder how we prevent failure, often in the form of poor school grades and negative learning experiences, that impairs children and young people’s readiness to perform. Education researchers and neuroscientists prove that school without grades, learning without stress, recognition of the individual and true inclusion create a fear-free learning environment and thus ensure the free development of characters. And from everyday experience, we know that children can be trusted to do a lot.

Today’s zeitgeist is marked by exclusivity, where products, processes and services can be adapted to the individual needs of users at any time – whether it’s playlist, streaming behavior, or artificial intelligence-based suggestions for the Internet. Why isn’t this also possible in the world of education? How modern and sustainable is the traditional form of the school in these times?

Maria Montessori developed her pedagogy over 100 years ago through empirical observation.

It is important to respond individually to children’s age, developmental interests and sensitivities and to adapt the environment in which they spend their daily lives to their physical and psychological needs. We have to move from the training factory to learning factory Come. In this way, children and young adults continue to learn with pleasure. By doing so, they learn to push their limits, overcome obstacles independently, recognize their strengths and respect their weaknesses, and make mistakes in order to grow. Adults often have more inhibitions when it comes to learning.

There are ways to reorganize the learning processes. The main focus is on digitization and artificial intelligence technology. Learning platforms are developed that want to make learning in the form of “games” more palatable to children. However, these new methods are only computationally interactive. Kids need someone to talk to, they want to discuss. where you want Peer group exist and gain recognition. So-called “smart” lessons convey individual mechanism or educational events for self-directed digital competence development – at most – queried knowledge, but they do not tend to promote critical thinking, let alone personality development in all its degrees.

Above all, we must first have a common understanding of which digital media can be used in a way that makes sense in the classroom and how. It is not enough to give each student a tablet or laptop and then hope that everyone can use it purposefully. We have to make educational considerations about how we introduce students to the media so that they understand exactly what the positive and negative things can be achieved with it. They should experience digital media as a tool to use it wisely. Children and young people should also understand that the Internet does not forget anything, that is, they should be aware of the consequences of each post. After all, you must also learn to critically deal with the flow of information. Media literacy is a broad and important field.

But first he must be clear about the child’s development and the principles of learning that underpin it. Maria Montessori developed her pedagogy more than 100 years ago through empirical observation. It starts “from the child” and focuses on the individual teen. It takes into account age- and development-related concerns and sensitivities, which are addressed individually. According to Montessori, the environment in which children and young people spend their daily lives must also be prepared in such a way that it meets their own physical and psychological needs and that children and young people can develop optimally and develop their potential.

The observable findings of disruption in the development of children and adolescents during the pandemic are leading to long-awaited societal discussions about the needs of children and adolescents for healthy and mature development. In the meantime, there have already been one or two measures in the school education sector to counteract the undesirable developments. On the other hand, the age group of 0-6 years is almost ignored. It is hardly realized that this stage of development forms the basis for all other stages of life. There must be an urgent and comprehensive education offensive that ensures comprehensive support for all children.

One of the arguments put forward time and time again in favor of the digitization of classical teaching is that the so-called individuality of teaching is finally guaranteed. However, digitization is only the supposed solution, because as mentioned above, the necessary teaching aids are still missing at the moment. On the other hand, all individual interests and talents of each child are taken into account and encouraged in a Montessori environment. This is why it is not necessary for us as Montessori teachers to rush into digitization just so that we can finally differentiate.

“Strengthening and developing the personality of the individual is the basis of any development.”

The recent past in particular has shown that change must be seen as constant, and that society must become accustomed to disruptive processes. However, interdependence and communication between the world will continue to progress. Everything is connected to everything. This is a comprehensive process that must also be reflected in the pedagogical approach. Only when children grow up to be responsible and independent can they shape social development positively with great self-confidence. Naturally you don’t always know everything, it’s more about students learning how to learn and knowing where to look if they don’t know anything. Children’s desire to learn and perform should be encouraged – in school too.

Author: Jörg Boysen, Head of Montessori Germany. Photo: special

Ultimately, the main objective of Montessori pedagogy is to accompany children on their path from childhood to adolescence and to give them the opportunity to become independent, mature, and independent members of our society. It’s a holistic approach to education about the big picture – Maria Montessori calls it cosmological theorywhich means taking responsibility for our world and society, that is, developing a sense of responsibility.

We cannot anticipate in detail the specific skills and abilities that children and young people will need to deal with the future. However, the history of mankind shows us that the strengthening and development of one’s personality is the basis of any development. It would be interesting to ask young people what they need to shape the future.

We just did this; The results will appear in a postgraduate study titled “You Learn the Things You Really Need” in June of this year by Beltz Verlag.

“Learning with Lots of Joy and Without Fear”: Evaluation of (Slightly Different) Performance in a Montessori School


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