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Montessori: A Modern Approach
Montessori: A Modern Approach has been called the single best book for anyone - educator, childcare professional, and especially parent - seeking answers to the questions: What is Montessori method? Are its revolutionary ideas about early childhood education relevant to today's world? And most important, especially for today's dual-career couples, is a Montessori education right for my child?
174 pages, Paperback
First published January 1, 1973
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Displaying 1 - 30 of 63 reviews
November 9, 2013
Piaget stages:
- symbolic thought
- concrete operations
- formal thought
5 Periods of growth:
Birth to 3 years - sensitive periods and absorted mind
3 to 6 years - bringing unconscious knowledge to a conscious level
6 to 9 years - academic and artistic skills to fit in his culture
9 to 12 years - open to knowledge of the universe itself
12 to 18 years - explore more concentrated areas of interest, choosing paths of endeavor he will follow for life.
5 Sensitive Periods:
1st. Need for order in the environment;
2nd. Use of hand and tongue;
3rd. The development of walking;
4th. A fascination with minute and detailed objects;
5th. Intense social interest.
On the sensitive periods the child is absorbed with one characteristic of this environment to the exclusion of others (very great opportunity to learn).
Children work for the sake of process, adults work to achieve an end result
6 Basic components of the Montessori classroom:
- Freedom
- Structure and order
- Reality and nature
- Beauty and atmosphere
- The Montessori materials
- Development of community life
The error control reside on the Montessori materials and not on the teacher.
Three Period Lesson:
1. Associate the name of an object with the abstract idea the name represents ("rough", "smooth"...)
2. Teacher tests to see if the name is still associated in the child's mind with the object (no correction if the child does not succeed)
3. asking the child to pronounce the appropriate vocabulary itself
Montessori Materials:
- daily-life exercises
- sensorial
- academic
- cultural
- artistic
. Children learn freely at their own rhythm
. Freedom: self development and self realization
. Not interfere when something is easy and the child takes a long time to accomplish it
. Children are extremely satisfied to accomplish things their age that brings in hard work and concentration
. I didn't know I could do this" and to others "look what I can do"
Learning how to read and write:
1. Sounds "mmmm" - "mommy"
2. Sand Letters
3. Blue Insets
4. Movable Alphabet (The teacher forms words and asks "I wonder if you can find one of these for me" - be careful not to say "I wonder if you could read this)
5. Forming 3 letter words
6. Being able to read books by himself
Central focus of the Montessori material:
- Potential for creativity;
- Independence;
- Inner discipline;
- Self confidence
simple to complex and concrete to abstract
The first real beginning is to seek the answer's to the child's education and life out of his experiences and not out of our own. As such, they represent one excellent foundation on which to build the education of the future.
- symbolic thought
- concrete operations
- formal thought
5 Periods of growth:
Birth to 3 years - sensitive periods and absorted mind
3 to 6 years - bringing unconscious knowledge to a conscious level
6 to 9 years - academic and artistic skills to fit in his culture
9 to 12 years - open to knowledge of the universe itself
12 to 18 years - explore more concentrated areas of interest, choosing paths of endeavor he will follow for life.
5 Sensitive Periods:
1st. Need for order in the environment;
2nd. Use of hand and tongue;
3rd. The development of walking;
4th. A fascination with minute and detailed objects;
5th. Intense social interest.
On the sensitive periods the child is absorbed with one characteristic of this environment to the exclusion of others (very great opportunity to learn).
Children work for the sake of process, adults work to achieve an end result
6 Basic components of the Montessori classroom:
- Freedom
- Structure and order
- Reality and nature
- Beauty and atmosphere
- The Montessori materials
- Development of community life
The error control reside on the Montessori materials and not on the teacher.
Three Period Lesson:
1. Associate the name of an object with the abstract idea the name represents ("rough", "smooth"...)
2. Teacher tests to see if the name is still associated in the child's mind with the object (no correction if the child does not succeed)
3. asking the child to pronounce the appropriate vocabulary itself
Montessori Materials:
- daily-life exercises
- sensorial
- academic
- cultural
- artistic
. Children learn freely at their own rhythm
. Freedom: self development and self realization
. Not interfere when something is easy and the child takes a long time to accomplish it
. Children are extremely satisfied to accomplish things their age that brings in hard work and concentration
. I didn't know I could do this" and to others "look what I can do"
Learning how to read and write:
1. Sounds "mmmm" - "mommy"
2. Sand Letters
3. Blue Insets
4. Movable Alphabet (The teacher forms words and asks "I wonder if you can find one of these for me" - be careful not to say "I wonder if you could read this)
5. Forming 3 letter words
6. Being able to read books by himself
Central focus of the Montessori material:
- Potential for creativity;
- Independence;
- Inner discipline;
- Self confidence
simple to complex and concrete to abstract
The first real beginning is to seek the answer's to the child's education and life out of his experiences and not out of our own. As such, they represent one excellent foundation on which to build the education of the future.
June 15, 2015
As someone taking the training, this is the most poignant quote in this book, for me:
"...Montessori decided her teachers must each write their own textbook based on their own understanding of Montessori education... her own personal guidebook to refer to, revise, and add to throughout her teaching career.
...By writing her own guidebook, the Montessori teacher is forced to think through her personal approach to the materials and the children on a deeper level than if she were merely handed someone else's answers. This policy of asking each teacher to state her own understanding of Montessori philosophy is consistent with a philosophy and method of education that asks children to discover their own answers, instead of expecting to appropriate and substitute someone else's experiences for their own."
"...Montessori decided her teachers must each write their own textbook based on their own understanding of Montessori education... her own personal guidebook to refer to, revise, and add to throughout her teaching career.
...By writing her own guidebook, the Montessori teacher is forced to think through her personal approach to the materials and the children on a deeper level than if she were merely handed someone else's answers. This policy of asking each teacher to state her own understanding of Montessori philosophy is consistent with a philosophy and method of education that asks children to discover their own answers, instead of expecting to appropriate and substitute someone else's experiences for their own."
August 5, 2017
I have heard and read that reading Dr. Montessori's books are difficult to comprehend/follow and literally hard to read because many copies of her books are xeroxed forms so some words get cut off. Lillard comes from an objective point of view to summarize the key points of Dr. Montessori's philosophy, with plenty of reference passages to her original writings. It does get a little repetitive at times, but its a much easier read than other books. This book is also not very practical. For example, it will tell you the names of the Montessori materials used in classrooms, but not exactly how to display it or use it. I have seen other books that have picture illustrations for more practicality. If you simply want to learn the Montessori method and understand a little more of the background behind it, this book does very well for that.
December 13, 2019
Very brief introduction to Montessori method and a very good summary of its principles and philosophy. It also gives useful insights into why this method is still one of the bests for child education after so many years of its debut. The only thing I would have changed if I was the author is the categorization of topics. Some important subjects in chapters could have used a simple headline to make it more accessible for the reader for later references.
May 22, 2018
If you read this book, make sure you get the “newer” 1988 version. I ordered it from ebay and got an original 1972 version. It is a decent overview of the method. But I think you can learn just as much by going to the American Montessori Society page and other Montessori web sites, so I’d just do that. Nevertheless, I enjoyed the overview, and here are some interesting quotations:
p. 69—“Most of the toys and materials given to the child are so narrow in scope, design, and purpose that he literally can go nowhere with them. He has to attempt to make them into something else because what is there is totally unsatisfying. He needs no introduction to such materials because there is basically nothing to introduce, nothing waiting there to be discovered. In his search for something of value in them, the child takes the apart, and because of their flimsy construction, he inadvertently destroys them. The Montessori materials, on the contrary, are carefully designed and constructed with definite purposes in mind. Their continued impact on and interest for children over a period of fifty years is sufficient testimony to their creative possibilities.”
p. 106—quotations from Montessori about the importance of birth-3 and of mother/child bonding in infancy
p. 109-110—quotations from Montessori about not interrupting a child’s slow learning efforts/not hurrying or pushing the child; also about preparing the home for the child’s development
p. 115—“The whole trend of our culture toward less and less work for ourselves alarmed Montessori. For her, to be alive is to be active…Montessori felt that the adult in our culture is unprepared to recognize and accept the young child’s desire for work, and therefore, is not only amazed when it appears, but refuses to allow its expression. He instead tries to force the child to play continuously. Adults must learn to recognize the child’s instinct for work and cooperate with it.”
p. 118—quotation from Montessori: “One test of the correctness of educational procedure is the happiness of the child.”
p. 138—“It becomes increasingly obvious that traditional education, based as it is upon handing to the student the answers of another era, is no longer sufficient. If young people are to meet the challenge of survival that faces them today, it is imperative that their educations develop to the fullest extent possible their potential for creativity, initiative, independence, inner discipline, and self-confidence. This is the central focus of Montessori education.”
p. 140—on work vs. play: “Montessori philosophy can serve as a balancing influence. It takes into account the child’s instinct and legitimate need for purposeful activity, but, because this activity is constructed on the basis of the child’s own desires and needs, it does not permit the exploiting of the child’s talents by the adult.”
p. 146—This reminded me of my education book club’s selection, Our Kids: “Parents of inner-city children often tend to punish their young children for accidents or exploratory behavior with a severity not usually seen in middle-class homes. They train their children for passivity, unaware they are preventing growth of their intelligence. Through his experienc in the classroom and interaction with the teacher, the parent may become more aware and more tolerant of the young child’s need to explore his world and try to do things for himself.”
p. 154—“Montessori philosophy and method…deserve credit as a beginning…to seeking the answers to the child’s education and life out of his experiences and not out of our own. As such, they represent an excellent foundation on which to build the education of the future.”
p. 69—“Most of the toys and materials given to the child are so narrow in scope, design, and purpose that he literally can go nowhere with them. He has to attempt to make them into something else because what is there is totally unsatisfying. He needs no introduction to such materials because there is basically nothing to introduce, nothing waiting there to be discovered. In his search for something of value in them, the child takes the apart, and because of their flimsy construction, he inadvertently destroys them. The Montessori materials, on the contrary, are carefully designed and constructed with definite purposes in mind. Their continued impact on and interest for children over a period of fifty years is sufficient testimony to their creative possibilities.”
p. 106—quotations from Montessori about the importance of birth-3 and of mother/child bonding in infancy
p. 109-110—quotations from Montessori about not interrupting a child’s slow learning efforts/not hurrying or pushing the child; also about preparing the home for the child’s development
p. 115—“The whole trend of our culture toward less and less work for ourselves alarmed Montessori. For her, to be alive is to be active…Montessori felt that the adult in our culture is unprepared to recognize and accept the young child’s desire for work, and therefore, is not only amazed when it appears, but refuses to allow its expression. He instead tries to force the child to play continuously. Adults must learn to recognize the child’s instinct for work and cooperate with it.”
p. 118—quotation from Montessori: “One test of the correctness of educational procedure is the happiness of the child.”
p. 138—“It becomes increasingly obvious that traditional education, based as it is upon handing to the student the answers of another era, is no longer sufficient. If young people are to meet the challenge of survival that faces them today, it is imperative that their educations develop to the fullest extent possible their potential for creativity, initiative, independence, inner discipline, and self-confidence. This is the central focus of Montessori education.”
p. 140—on work vs. play: “Montessori philosophy can serve as a balancing influence. It takes into account the child’s instinct and legitimate need for purposeful activity, but, because this activity is constructed on the basis of the child’s own desires and needs, it does not permit the exploiting of the child’s talents by the adult.”
p. 146—This reminded me of my education book club’s selection, Our Kids: “Parents of inner-city children often tend to punish their young children for accidents or exploratory behavior with a severity not usually seen in middle-class homes. They train their children for passivity, unaware they are preventing growth of their intelligence. Through his experienc in the classroom and interaction with the teacher, the parent may become more aware and more tolerant of the young child’s need to explore his world and try to do things for himself.”
p. 154—“Montessori philosophy and method…deserve credit as a beginning…to seeking the answers to the child’s education and life out of his experiences and not out of our own. As such, they represent an excellent foundation on which to build the education of the future.”
October 24, 2024
I own this book so I indulged in the luxury of folding the corners of every page with a good quote. The thickening of the book due to folds quickly told me I deemed every page to be quotable.
I read this book because it was recommended to me by my esteemed superiors within a Montessori School Administration. One of whom was on the board of the American Montessori Society. Together, they both accredited numerous Montessori schools, started their own, and served as Guides and Heads of Schools. I asked them which book they would recommend to someone completely new to Montessori. They recommended this book and it did not disappoint.
Here are some quotes that resonated with me or quotes I wanted to share:
"Education should no longer be mostly imparting knowledge, but just take a new path, seeking the release of human potentialities....Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specifically prepared environment, and then refraining from obtrusive interference... Doing so, they will be witness to the unfolding of the human soul and to the rising of a New Man who will not be the victim of events, but will have the clarity of vision to direct and shape the future of human society." P.49
"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." p.53
"The control of error guides the child in his use of the materials and permits him to recognize his own mistakes." P.63
"A sixth component of the Montessori method is the development of community life...this development is aided by seegek key elements in the Montessori method.none of these is the sense of ownership and responsibility the children develop towards the classroom environment...the children are the key source of maintaining the daily order and care of the classroom. It is they who return the materials to the shelves, who polish the tiles and care for the plants and animals." P.74
"It is obvious that the work of the child is very unlike the work of the adult. Children use the environment to improve themselves; adults use themselves to improve the environment. Children work for the sake of process; adults work to achieve and end. "It is the adult's task to build an environment superimposed in nature, an outward work calling for activity and intelligent effort; it is what we call productive work, and is by its nature social, collective and organized." He must, therefore, follow a law of exerting minimum effort to attain maximum productivity. He will look both for gain and for assistance. The child needs no assistance in his work. He must accomplish it by himself. Because of the social nature of his life, which is neither adaptive nor productive to adult society, the contemporary child is largely removed from it. He is exiled in a school where too often his capacity for constructive growth and self realization is repressed...the complexity of modern life is making it increasingly difficult for the adult to suspend his own activities "to follow the child, adapting himself to the child's rhythm and the psychological needs of his growth." P.39
"The phenomenon of obedience is perhaps the most difficult aspect of Montessori philosophy for Americans today to understand or accept. The suggest that children might naturally develop obedience toward their teacher stirs fear that they might become dependent slaves to the adult world and status quo. This occurs in part because Western thought customarily considers will and obedience as two separate values or powers. This is the result of educational practices of the past, which involved suppressing the child's will in order that it might be substituted by the teacher's will. Unquestioning obedience was this sought through a process of breaking the child's will." P.41
"This discussion has shown that Montessori philosophy and method are very much in step with the latest psychological and educational theories. The importance of early environmental conditions in the child's mental development, the role of sensory perception, the intrinsic motivation of the child, the sensitive periods in the child's development, and the role of cognitive development in the establishment of the social and creative powers of the child are all now recognized." P.28
"One last and crucial area dealing with the acceptance of Montessori in America today remains: reception by teachers...the type of person who has gone into teaching in the past has too often been one who has a need to control other human beings. Such a person will feel threatened by the Montessori approach, which puts the child in control of his own learning. The fate of Montessori education in America will largely depend on the ability of young men and women, whether already teachers or not, to develop the humility, wisdom, and flexibility required for the indirect teaching approach of Montessori." p.28
Other quotes:
"When periods of disruptive behavior occur, it is because the child is trying to tell us that some great need of his is not being met. The reaction is often violent because he is literally fighting for his life. She found this type of behavior disappeared when the child began to concentrate on his work and, thereby, developed self-confidence and self-acceptance through the discovery of himself and his capacities." p.20
"Rudolf Arnheim finds fault with our educational system which has separated the development of reason and sense perfection. In education the child studies numbers and words; the arts are presented to him as entertainment and mental release. Arnheim believed the arts have been neglected because they are based on sensory perception." P.27
"My contention is that the cognitive operations called thinking are not the privilege of mental processes above and beyond perfection, but the essential ingredients of perception itself." - Rudolf Arnheim p.27
I read this book because it was recommended to me by my esteemed superiors within a Montessori School Administration. One of whom was on the board of the American Montessori Society. Together, they both accredited numerous Montessori schools, started their own, and served as Guides and Heads of Schools. I asked them which book they would recommend to someone completely new to Montessori. They recommended this book and it did not disappoint.
Here are some quotes that resonated with me or quotes I wanted to share:
"Education should no longer be mostly imparting knowledge, but just take a new path, seeking the release of human potentialities....Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specifically prepared environment, and then refraining from obtrusive interference... Doing so, they will be witness to the unfolding of the human soul and to the rising of a New Man who will not be the victim of events, but will have the clarity of vision to direct and shape the future of human society." P.49
"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." p.53
"The control of error guides the child in his use of the materials and permits him to recognize his own mistakes." P.63
"A sixth component of the Montessori method is the development of community life...this development is aided by seegek key elements in the Montessori method.none of these is the sense of ownership and responsibility the children develop towards the classroom environment...the children are the key source of maintaining the daily order and care of the classroom. It is they who return the materials to the shelves, who polish the tiles and care for the plants and animals." P.74
"It is obvious that the work of the child is very unlike the work of the adult. Children use the environment to improve themselves; adults use themselves to improve the environment. Children work for the sake of process; adults work to achieve and end. "It is the adult's task to build an environment superimposed in nature, an outward work calling for activity and intelligent effort; it is what we call productive work, and is by its nature social, collective and organized." He must, therefore, follow a law of exerting minimum effort to attain maximum productivity. He will look both for gain and for assistance. The child needs no assistance in his work. He must accomplish it by himself. Because of the social nature of his life, which is neither adaptive nor productive to adult society, the contemporary child is largely removed from it. He is exiled in a school where too often his capacity for constructive growth and self realization is repressed...the complexity of modern life is making it increasingly difficult for the adult to suspend his own activities "to follow the child, adapting himself to the child's rhythm and the psychological needs of his growth." P.39
"The phenomenon of obedience is perhaps the most difficult aspect of Montessori philosophy for Americans today to understand or accept. The suggest that children might naturally develop obedience toward their teacher stirs fear that they might become dependent slaves to the adult world and status quo. This occurs in part because Western thought customarily considers will and obedience as two separate values or powers. This is the result of educational practices of the past, which involved suppressing the child's will in order that it might be substituted by the teacher's will. Unquestioning obedience was this sought through a process of breaking the child's will." P.41
"This discussion has shown that Montessori philosophy and method are very much in step with the latest psychological and educational theories. The importance of early environmental conditions in the child's mental development, the role of sensory perception, the intrinsic motivation of the child, the sensitive periods in the child's development, and the role of cognitive development in the establishment of the social and creative powers of the child are all now recognized." P.28
"One last and crucial area dealing with the acceptance of Montessori in America today remains: reception by teachers...the type of person who has gone into teaching in the past has too often been one who has a need to control other human beings. Such a person will feel threatened by the Montessori approach, which puts the child in control of his own learning. The fate of Montessori education in America will largely depend on the ability of young men and women, whether already teachers or not, to develop the humility, wisdom, and flexibility required for the indirect teaching approach of Montessori." p.28
Other quotes:
"When periods of disruptive behavior occur, it is because the child is trying to tell us that some great need of his is not being met. The reaction is often violent because he is literally fighting for his life. She found this type of behavior disappeared when the child began to concentrate on his work and, thereby, developed self-confidence and self-acceptance through the discovery of himself and his capacities." p.20
"Rudolf Arnheim finds fault with our educational system which has separated the development of reason and sense perfection. In education the child studies numbers and words; the arts are presented to him as entertainment and mental release. Arnheim believed the arts have been neglected because they are based on sensory perception." P.27
"My contention is that the cognitive operations called thinking are not the privilege of mental processes above and beyond perfection, but the essential ingredients of perception itself." - Rudolf Arnheim p.27
July 23, 2020
I am in agreement with several Montessori ideas presented in this book. However, the author’s sanctimony and condescension block the book’s usefulness. Find a less judgmental source if you’re interested in Montessori.
October 9, 2018
The Montessori Method has been effectively used for many years thanks to the work Maria Montessori began with her children's house and her new way to teach focusing on preserving the children's internal and external liberty. In this outline to the Method, Lillard charts its history and its implementation with extensive quotes from Montessori.
The book itself was first published in the 1970s, but there is little that needs amending. The Montessori Method has a general timeless quality to it and applies itself successfully in any age or setting. There is a lot of useful information regarding the didactic materials and the prepared environment, on the importance of family in the Method, but there is a definite lack of pictures or additional images that could explain some of the materials (I am only familiar with some because of my own experience in a Montessori classroom).
This books provides a more accessible entry point to Montessori than say, Montessori's own book: it's shorter, more easily understood, and has been edited appropriately.
The book itself was first published in the 1970s, but there is little that needs amending. The Montessori Method has a general timeless quality to it and applies itself successfully in any age or setting. There is a lot of useful information regarding the didactic materials and the prepared environment, on the importance of family in the Method, but there is a definite lack of pictures or additional images that could explain some of the materials (I am only familiar with some because of my own experience in a Montessori classroom).
This books provides a more accessible entry point to Montessori than say, Montessori's own book: it's shorter, more easily understood, and has been edited appropriately.
March 12, 2020
It was a good overview, but was written in the 70s so it was dated. I got a good feel of what Montessori believes and her overall approach. It seemed way too hard to implement, personally, based off of what I read here. The book taught me enough to appreciate the Montessori method, though it does seem complex. It's very different, in a good way, from how most schools teach children today. I also had a hard time picturing how a Montessori classroom would work for adolescents as opposed to young children. I would've liked to hear more about how the Montessori method can be implemented and supported in the home.
April 19, 2020
2.5 stars. This was very outdated and written in sexist language, which was jarring. Definitely do not read this book if you don't want to feel like a poor parent or teacher of children. The language is incredibly harsh, often directly attacking typical ways of raising children. This is more than an explanation of the Montessori system, but also includes a critique of American education and parenting. I did learn a lot about the Montessori approach and I was better able to incorporate Montessori principles in my COVID-19 homeschooling attempt. It was on okay basic introduction, but not ideal for much beyond broad strokes of the system and critiques of other systems.
January 13, 2022
Definitely a dated book in language and concern. Treatment of special needs and low-income students is a little time capsule from the 70's.
However, the essentials of Montessori have a timeless quality and Lillard gives detailed description of classroom materials, works, practices and theory.
As a parent of Montessori kids, I found much resonance and familiarity in her look at the benefits of the multi age classroom, the function and role of the teacher and the outcomes of independence and interdependence these create.
However, the essentials of Montessori have a timeless quality and Lillard gives detailed description of classroom materials, works, practices and theory.
As a parent of Montessori kids, I found much resonance and familiarity in her look at the benefits of the multi age classroom, the function and role of the teacher and the outcomes of independence and interdependence these create.
January 24, 2024
interesting summation of Montessori
This book provided a good background on how the Montessori method was developed. However, I do find some sections contradict themselves a little bit in the sense that the nuances are very slight. For example, a child shouldn’t receive any direction, but needs a little bit of direction or they shouldn’t be shown how to do anything but they need to be guided somehow, I think the philosophy is very good and I enjoyed learning about how Montessori method provide self realization for kids to become confident and intelligent adults
This book provided a good background on how the Montessori method was developed. However, I do find some sections contradict themselves a little bit in the sense that the nuances are very slight. For example, a child shouldn’t receive any direction, but needs a little bit of direction or they shouldn’t be shown how to do anything but they need to be guided somehow, I think the philosophy is very good and I enjoyed learning about how Montessori method provide self realization for kids to become confident and intelligent adults
March 21, 2017
I personally didn't find this any different than any other book I've read on Montessori. Like the majority of the books I've previously read about Montessori this one is basically a repeat of the same information -
1. Historical Introduction to Montessori
2. The Montessori Philosophy
3.The Montessori Method
4. Discovery of the Child
5. The Absorbent Mind
6. The Secret of Childhood
So if you've already read Maria Montessori's books or an actually Modern Montessori book(say one that's less than a decade old) don't bother with this one. As for Being Called A Modern Approach, that title is a little misleading and hard to swallow as this book is actually a year older than me. Good Reads has this book as first being published January 1st 1973, my copy states that it was first published in 1972. A minute point I know, perhaps I'm becoming bitter towards purchasing book after book that read exactly the same
1. Historical Introduction to Montessori
2. The Montessori Philosophy
3.The Montessori Method
4. Discovery of the Child
5. The Absorbent Mind
6. The Secret of Childhood
So if you've already read Maria Montessori's books or an actually Modern Montessori book(say one that's less than a decade old) don't bother with this one. As for Being Called A Modern Approach, that title is a little misleading and hard to swallow as this book is actually a year older than me. Good Reads has this book as first being published January 1st 1973, my copy states that it was first published in 1972. A minute point I know, perhaps I'm becoming bitter towards purchasing book after book that read exactly the same
November 19, 2017
I've been meaning to read on Montessori approach for quite a while. Wasn't disappointed. Fun fact: she was born in 1870. Let that sink in. Now, even though I've read only limited number of books on education, I let out a chuckle every time I see conferences with ambitious titles proclaiming innovation in education and something along those lines. Ironically we can't even utilise properly what has been around for a century.
January 17, 2019
this book is a perfect introduction to the complex Montessori system which goes against every notion of good education we all cultivate. This books easily introduces us to the brilliance of Maria Montessori and her system, and to our misconceptions in education. This was the first book that I read in education and I am so lucky I did. Reading Maria's authored books which are more complex become so easy after this book. Do read!
June 28, 2021
A very good introduction to the Montessori method of teaching. More pictures and descriptions of Montessori instruments would have been helpful, especially earlier on in the book. Also, this text mostly seemed very purposeful in persuading the reader of the superiority of the Montessori method rather than including pros and cons of this approach versus others. Still, I felt that I learned from the text and it was very revealing.
January 20, 2022
Having first read Dr. Montessori's own handbooks, Polk's text comes as a much needed aid in better understanding the underlying teaching philosophy. In starting from the concepts before mentioning exercises and activities, she facilitates adapting the educational method to the needs of a child at hand, and different cultural context. The limitations of the method she highlights in the last few pages serve as hedge against its abuse.
September 4, 2022
Nice. Included history, criticism, why the high ideals and practicality of this "indirect" teaching method are so important for this ever- faster changing world. There is a lot of detail about how to get kids to write and read via this approach. (Didn't happen like that for my kids who only had 1.5 years of Montessori, but I see that the way my kids are learning in a good public school is like trying to trick a horse into drinking the water in front of him.)
January 2, 2023
Some of y’all know that I help out at a #Montessori School 🏫 and I have learned so much about #Education from them. I would love the opportunity to research how to incorporate Montessori techniques into teaching Algebra and Spanish (whichever one I chose after finishing my Masters). This book helped explain the methodology behind Maria Montessori’s observations and work. I find it amazing and wish all my children could have a Montessori education.
August 21, 2018
Intriguing and gives hunger for more.
Autonomy and Order. Come to community. Ex Extrinsic motivators. Exercise of silence and the environment. Individual thus emphatic. Integral environment. Isolate to focus. Observe, Prepare, Facilitate. Precise and determined. Put wings. Self-construct. Sharpen and load all sensors. Stay real, be specific. Unfold and unleash, not transfer and impart.
Autonomy and Order. Come to community. Ex Extrinsic motivators. Exercise of silence and the environment. Individual thus emphatic. Integral environment. Isolate to focus. Observe, Prepare, Facilitate. Precise and determined. Put wings. Self-construct. Sharpen and load all sensors. Stay real, be specific. Unfold and unleash, not transfer and impart.
February 5, 2019
This was my first contact with Montessori. The beginning of the book was a little bit boring, but everything else was good. The author does not have an amazing talent of great authors to catch your attention, but the reading is interesting and it is worth.
I am fascinated by Montessori work and definitely will read other books to dive deeper into this methodology.
I am fascinated by Montessori work and definitely will read other books to dive deeper into this methodology.
March 26, 2021
I knew nothing about Montessori, and I felt like this gave me a decent overview of Montessori herself, the educational philosophy, and a vague idea of how it’s implemented in practice. I am glad I read hybrid before trying to read any of the Montessori-authored texts - this book has plenty of quotes and seems like a much more approachable summary.
May 26, 2017
This is a very good overview of the Montessori system. It doesn't go into a lot of depth, but it's short and accessibly written. I would recommend it for people who are looking for a general introduction to Montessori's philosophy and what it looks like in the classroom.
August 15, 2017
Highly recommend this book for parents or anyone interested in Montessori methodology. This is a classic and worth reading.
December 28, 2018
I enjoyed it. It is a great summery of the amazing philosophy and practice. I wish it was more organized though.
January 8, 2019
Quite simple book fot those who want to understand how Montessori works and what to expect if you choose it for your kids. I find it lacking critisism and description of downsides.
June 22, 2019
Good, not great
Was expecting something else, a bit more practical so it was somewhat disappointing. The most detailed part was regarding writing and reading.
Was expecting something else, a bit more practical so it was somewhat disappointing. The most detailed part was regarding writing and reading.
September 3, 2019
A little dated clearly with its language but still was a good introduction to the thinking and model of Montessori education and philosophy.
September 14, 2019
Love Montessori
The book is great because I love the subject matter. Very thankful for montessori in our lives. Good read overall
The book is great because I love the subject matter. Very thankful for montessori in our lives. Good read overall
December 14, 2019
A very good reference for Montessori's Method.
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