Some parents turn to alternative educational philosophy
Gaining popularity within the past few years, Montessori education is an approach that emphasizes independence, freedom within limits and respect for a child’s natural psychological development.
Some features of the Montessori environment inside the classroom include mixed ages, student choice of activity within a range of options, discovery models that encourage students to learn hands-on from working with materials rather than by verbal instruction and uninterrupted blocks of work time. Christianne Wojcik Hosier, a Shreveport native, sends her daughter to the Montessori School for Shreveport. “We love the multi-age classrooms that let children progress at their own pace,” Hosier said. “If they master a concept quickly, they can move on to more challenging items while staying within their own classroom and social setting. There’s no ‘pull out’ for enrichment – everything happens in the primary classroom, where their teachers [at a 1-to-12 ratio] work individually with each child.”
The idea behind this form of education was developed by Maria Montessori, an Italian physician who began her theories in education from observing her own son, with fellow collaborator Mario Montessori, in 1957. Together, they deducted several consistent “human” tendencies, such as selfpreservation, orientation to environment, order, exploration, communication, work, manipulation of the environment, exactness, repetition, abstraction and the “mathematical mind.”
She also observed four distinct periods or “planes” in human development, extending from birth to 6 years, then from 6 to 12, from 12 to 18, and nally from 18 to 24-years-old. Each plane carried different characteristics, learning modes and developmental imperatives, and therefore called for speci c educational approaches for each period.
The rst plane extends from birth to 6 years of age, where the child undergoes intense physical and psychological development. This plane features an absorbent mind and is also a period of time in which the child is sensitive to learning, especially in the areas of order, sensory re nement, interest in small objects and social behavior.
The second plane consists of development from the age of 6 to 12-years old, where children especially respond to new characteristics in the classroom. Montessori also believes this plane consists of the formation of intellectual independence, moral sense and social organization.
The third plane of development occurs from 12 to 18 years and contains the period of adolescence. This involves puberty as well as psychological changes. There’s an emphasis in this stage on instability and dif culties in concentration, as well as a seeking for self worth.
Lastly, the fourth plane extends from 18 years of age to 24 years of age. While this plane doesn’t receive an educational program, Montessori envisions this plane as the period where these young adults are ready to fully embrace culture and science and make their place in the world.
Local Montessori schools include The Montessori School for Shreveport and Christian Center Montessori Shreveport. According to Hosier of the Christian Center School, a Montessori school is not a play school but rather an intensely busy place, where children are allowed to experience the excitement of learning.
Like with most important things in life, the Montessori method of learning is controversial to some and has pros and cons when compared to the more traditional style of learning in the public system.
One common con from parents is that sometimes it seems as if the children don’t get time to play just for the sake of playing, rather than playing while learning. Other parents, however, see that as a positive element. Other complaints include the lingo, which refers to play time and learning time as “work.” Still, other parents remain cautious of starting their child in a Montessori environment when they know that eventually, their child will be put into the public system in later grades and potentially be shocked or out of their element.
However, there are many bene ts to Montessori learning, such as the independence that is taught and the academic bene t of moving from level to level as individuals instead of in the learning curve of a classroom.
Another bene t to the Montessori school is the community environment. Hosier enjoys the commitment she sees from fellow parents.
She also appreciates how her daughter stays with the same teachers and classmates for several years. One con to the Montessori school is the lack of sports programs and extracurricular activities. But for Hosier, that’s a minor trade for what her child receives in return.
“Our child has shown noticeable growth,” Hosier said. “She’s academically gifted, but as an only child and only grandchild she is very independent, yet she needed time to develop social skills. She is constantly challenged. There is never down time; she is growing socially in a very supportive environment that is attentive to her to skills, needs and interests.”
– Betsy St. Amant
