The Advantage That Lasts A Lifetime
Montessori Education
As a parent, you want the best possible education for your children. A Montessori education takes a holistic approach to education; it combines the learning experiences of a regular school with the caring and individualized focus growing children need.
Why choose a CCMA school
Parents who choose a CCMA Accredited Member school are joining those who want the best possible education for their children based on authentic Montessori philosophy.
Because the Montessori name is in the public domain, any school can call itself a Montessori school even if it offers education that differs from Montessori philosophy and standards of practice.
CCMA sets standards to protect the Montessori name. Accreditation by CCMA is a way to help schools be accountable to each other, parents, and the larger community. It also helps establish a consistency of standards and the preservation of the Montessori philosophy of education. For parents, CCMA provides information and education to help make good choices and support their children in Montessori schools.
A CCMA School offers your child:
- A carefully prepared child-centred environment
- Mixed age (family groupings) per classroom
- An opportunity to progress at his/her own pace
- Activity-based learning
- Freedom and responsibility
- Co-operation, collaboration, not competition
A CCMA School offers you as a parent:
- Ongoing feedback on your child’s progress
- An invitation to participate in many aspects of school life
- An environment where parents and teachers support each other with the desire to help your child be successful
What is Montessori education?
Montessori is an individualized approach to education for children from toddler through high school that helps each child reach full potential in all areas of life. It is a student-centered approach that encourages creativity and curiosity and leads children to ask questions, explore, investigate and think for themselves as they acquire skills.
A Montessori environment focuses more on a student’s learning than on a teacher’s teaching. Specially trained Montessori teachers guide, coach and facilitate each child’s learning through continuous observation and assessment.
“Our aim is not merely to make children understand, and still less to force them to memorize, but so to touch their imaginations as to enthuse them to their innermost core.”
How to choose a Montessori school for your child
Montessori schools are based on the philosophy that a child learns best within a social environment that supports each individual’s unique development.
The family is considered an integral part of the individual’s total development and Montessori schools are eager to partner with parents to prepare children for life. The following steps are offered as a guide to finding the right Montessori school for your child.
#1. Familiarize yourself with the Montessori philosophy. Information is available on
this Canadian Council of Montessori Administrators website and on
a number of other Internet sites including school websites.
#2. When looking at an individual school consider the following:
Location
Licensing, accreditations, and affiliations
Size of the school
History of the school
Programmes offered: Preschool, JK/SK (ages 3 – 6),
Grades 1 – 6 (ages 6 – 12), and in some cases
Grades 7, 8 and high school
Tuition fees
Type of ownership
#3. Arrange to visit the school while the children are in session. Every Montessori
school has its own culture and focus and will thus have a unique atmosphere.
#4. Observe the Classrooms.
Are there three ages in each class – 3 to 6 years, 6 to 9 years, 9 to 12 years,
and 15 to 18 years?
Is there a 2 – 3 hour uninterrupted work period in the Montessori environment?
Is there a diverse set of Montessori materials that are in good repair,
clean, and accessible?
#5. Observe the Children in their Classroom.
Is there a variety of activities available?
Do the children work independently and are they engaged in meaningful
activities?
Is there evidence of children interacting with each other?
Is there an atmosphere of enjoyment?
#6. Observe the Staff.
Is there an atmosphere of respect when interacting with the children?
Is staff approachable and responsive to the children?
When Your Child Graduates from a Montessori School
Montessori children are usually adaptive. They have learned to work independently and in groups. Since they’ve been encouraged to make decisions from an early age, these children are problem-solvers who can make choices and manage their time well.
They have also been encouraged to exchange ideas and to discuss their work freely with others, and good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a strong sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self-images and the confidence to face challenges and change with optimism.
Benefits of Montessori education
Montessori students develop creativity and confidence, critical thinking and problem solving skills, and a positive, collaborative attitude — all key attributes that stay with them throughout their education and life. CCMA accredited Montessori schools have demonstrated their ability to give their students all the benefits of a true Montessori education.
Look for the CCMA symbol and be confident in your child’s future.
1. The “Whole Child” Approach
The primary goal of a Montessori program is to help each child reach full potential in all areas of life. Activities promote the development of social skills, emotional growth, and physical coordination as well as cognitive skills. Under the direction of a specially trained teacher, the holistic curriculum allows the child to experience the joy of learning, gives the child time to enjoy the process, ensures the development of self-esteem, and provides the experiences from which children create their knowledge.
2. The “Responsive, Prepared, Adaptive Environment”
In order for self-directed learning to take place, the whole learning environment – facilities, room, materials, social climate, and experiences – must be supportive of the learner. The teacher provides necessary resources, including opportunities for children to function in a safe and positive climate.
An atmosphere of support and trust enables the children to explore and discover confidently.
3. Mixed Age Groupings
The multi-age grouping in each class provides a family-like setting where learning can take place naturally. More experienced children share what they have learned while reinforcing their own knowledge and skills. The multi-age community interaction is intrinsic to Montessori. This encourages rich language experiences, and opportunities for the development of empathy and social learning.
In order to respond to the diversity of individual children’s developmental needs, classes in the Casa and Elementary programmes group children across a three-year age span. Toddler programmes may have a one year age span in order to comply with Ministry guidelines and/or the individual school’s programming.
Learning with and from each other to develop the social skills that form a class community. The social setting is like that of an extended family. The emergent skills of the individual children come together to form the class community.
4. Co-operation and Collaboration
Children are encouraged to respect and support one another in their learning, and with their daily needs and experiences. Learning is a social process.
5. The Montessori Materials
Dr. Montessori’s scientific observations of the children led her to design a number of multisensory, sequential, and self-correcting materials. These facilitate learning which builds from the concrete to the abstract in constructing their knowledge.
6. Self-Directed Learning
Children are free to work at their own pace with materials they have chosen, either alone or with others. The teacher relies on his or her observations of the children to determine which new activities and materials may be introduced to an individual child or to a small or large group. The aim is to encourage active, self-directed learning and to strike a balance of individual mastery with small group collaboration within the whole group community.
7. Freedom within Limits
Each Montessori class, from toddlers through elementary, operates on the principle of freedom within limits. Every program has its set of ground rules which differ from age to age, but is always based on core Montessori beliefs – respect for each other and for the environment.
8. The Teacher
Originally called a “Directress”, the Montessori teacher functions as designer of the environment, resource person, role model, demonstrator, record keeper, and meticulous observer of each child’s behaviour and growth.
The teacher acts as a facilitator of learning. This extensive training includes supervised classroom practice teaching and is specialized for the age group with which a teacher will work, i.e., infant and toddler, 3 to 6 year olds, 6 to 9 year olds, and 9 to 12 year olds.
Montessori Research
Activities and Programs That Improve Children’s Executive Functions, (2012), Adele Diamond, Association of Psychological Science, 21(5) pg. 335–341
Comparison of Montessori and Traditional Middle Schools: MOTIVATION, QUALITY OF EXPERIENCE, AND SOCIAL CONTEXT by Kevin Rathunde – The NAMTA Journal – Summer 2003
Does it Work? What Research Says About Montessori and Student Outcomes
Latest Montessori Research 2012 – American Montessori Society
Looking at How Children Succeed through a Montessori Lens-Montessori Life Magazine-Spring 2014
MONTESSORI and OPTIMAL EXPERIENCE RESEARCH: Toward Building A Comprehensive Education Reform by David Kahn – The NAMTA Journal – Summer 2003
MONTESSORI EDUCATION and OPTIMAL EXPERIENCE: A Framework for New Research by Kevin Rathunde – The NAMTA Journal – Winter 2001
Montessori Research downloads from NAMTA – North American Montessori Teachers Association
Optimal Developmental Outcomes: The Social, Moral, Cognitive, and Emotional Dimensions of a Montessori Education by Annette Haines, Kay Baker, and David Kahn
Outcomes for Students in a Montessori Program
THE EARLY YEARS: Evaluating Montessori Education by Angeline Lillard and Nicole Else-Quest – Science Magazine – September 2006
Recommended Resources
Glossary of Montessori Terminology
The Natural Child by Molly O’Shaughnessy
A Collection of Montessori Knowledge on One Website – A Collaborative Effort
Montessori Education Defined
Manipulating Happiness,Maria Montessori-International Journal of Wellbeing-2011
Montessori Blog with Many Articles on Montessori
Supporting the Dyslexic Child in a Montessori Environment
Why You Should Continue onto Montessori Elementary by Tim Seldin
The Importance of Three Years in the Montessori Casa Programme by Tim Seldin and Betsy Coe
Summary of Science Article on Evaluating Montessori Education by Fariss Samarrai
Science Article on Evaluating Montessori Education by Angeline Lillard and Nicole Else-Quest
Books
- Drive
From Daniel H. Pink, the author of the bestselling A Whole New Mind , comes a paradigm-shattering look at what truly motivates us and how we can use that knowledge to work smarter and live better. - Montessori Madness
We know we need to improve our traditional school system, both public and private. But how? More homework? Better-qualified teachers? Longer school days or school years? More testing? More funding? No, no, no, no, and no. Montessori Madness! - Montessori Today
Written for parents, teachers, and administrators, this book presents Maria Montessori’s theories on learning at each developmental stage. - Montessori: The Science Behind The Genius
Dr. Lillard has made a major contribution with this scientific exploration of how the Montessori model best prepares children to succeed in school and later life. - Out of Our Minds: Learning To Be Creative
There is a paradox. Most children think they’re highly creative: most adults think they’re not. What happens to them as they grow up? Throughout the world, - Punished by Rewards
Our basic strategy for raising children, teaching students, and managing workers can be summarized in six words: Do this and you’ll get that. - The Tao of Montessori
The Tao of Montessori is a gift from one teacher to all teachers, as well as to the parents of the children who are “the tiny miracles that unfold every day in our classrooms.” - Understanding the Human Being: The Importance of the First Three Years of Life
From her unique vantage point as a medical doctor and Montessorian, Dr. Montanaro addresses prenatal life, symbiosis, breastfeeding and weaning, brain development and the … - Whole New Mind
Lawyers. Accountants. Computer programmers. That’s what our parents encouraged us to become when we grew up. But Mom and Dad were wrong. The future belongs to a very different kind of person with a very different kind of mind.
“Our aim is not merely to make children understand, and still less to force them to memorize, but so to touch their imaginations as to enthuse them to their innermost core.”
Dr. Maria Montessori
Montessori education was founded by Dr. Maria Montessori as a result of her scientific observations of the behaviour and needs of young children. The first woman physician to graduate from the University of Rome, Maria Montessori became involved with education as a doctor treating children labelled as mentally challenged. In 1907 Montessori was invited to open a care centre for the children of desperately poor families in the San Lorenzo slums of Rome.
Montessori called it a “Children’s House” and based the program on her observations that young children learn best in a nurturing environment, filled with developmentally appropriate materials that provide experiences contributing to the growth of self-motivated, independent learners.
Among Montessori’s revolutionary theories were the premise that:
Children are to be respected as different from adults and as individuals who are different from one another.
Children create themselves through purposeful activity.
The most important years for learning are from birth to age six.
Children possess unusual sensitivity and mental powers for absorbing and learning from their environment, which includes people as well as materials.
As early as 1912, Montessori was carrying her message throughout the world, including North America. After an enthusiastic first response, a reintroduction of the method in the mid-1950’s followed, by the founding of a number of organizations such as the Association Montessori Internationale of United States (AMI-US), the American Montessori Society (AMS), the North American Montessori Teacher’s Association (NAMTA), and The Canadian Council of Montessori Administrators (CCMA), to name but a few.
There are more than 22,000 Montessori schools in the world today.
What is Authentic Montessori
Since Montessori is a word in the public domain, it is possible for any individual or institution to claim to be Montessori. An authentic Montessori classroom must have the following basic characteristics at all levels:
- A classroom atmosphere which encourages social interaction for cooperative learning, peer teaching, and emotional development.
- A schedule which allows large blocks of time to problem-solve, to see connections in knowledge and to create new ideas.
- A diverse set of Montessori materials, activities, and experiences which are designed to foster physical, intellectual, creative, social, and personal independence.
- A partnership established with the family. The family is considered an integral part of the individual’s total development.
- Teachers educated in the Montessori philosophy and the methodology for the age level they are teaching, who have the ability and dedication to put the key concepts into practice.
- A multi-aged, multi-graded heterogeneous grouping of students.
Montessori Programmes
The Toddler Programme - Children 18 Months to 3 Years of Age
Growth in the Child Toward:
- The enjoyment of learning
- The development of order, concentration, and control of movement
- Skills in oral communication
- Independence and problem solving
- Respect for oneself and others
- Responsible group awareness
Learning Environment
- Diverse set of Montessori materials, activities, and experiences
- Schedule that allows large blocks of uninterrupted learning time
- Classroom atmosphere that encourages social interaction
- Space for personal, small group, and whole class learning activities
- Lightweight, proportionate, movable child-sized furnishing
- Identifiable ground rules
- Aesthetically pleasing environment
- Outdoor space to accommodate rigorous physical activity
Programme Organization
- Mixed-age groupings: 18 months to 3 years
- Parental commitment to a one-year cycle of attendance
- Five-days per week (minimum daily three hour session recommended)
- Personal and group instruction
- Adult/child ratios meet local requirements
- Observational records of the child
- Regularly scheduled parent conferences
- Public observation policy
Programme Emphasis
- To encourage intrinsic motivation and spontaneous activity
- To provide sensory education for intellectual development
- To develop confidence and competencies through repetitive concrete exercises and experiences
- To encourage co-operative learning through social interaction
- To provide learning opportunities through physical activity and outdoor activity for small and gross motor development
- To provide learning activities for creative expression
Adult Aspects
- Certified Montessori teachers at the 18 month to 3 year level
- Continuing professional development
- Observational skills to match students’ development needs with activities
- Strategies to facilitate the unique and total growth of each individual
- Leadership skills to foster a nurturing environment supportive of learning
- A partnership developed with the family
- Supervision and education of auxiliary classroom personnel
Administrative Support
- Organized as a legally and fiscally responsible entity
- Non-discriminatory admissions policy
- Written educational policies and procedures
- Adherence to provincial laws and health requirements
- Current school affiliation with CCMA and other professional groups
The CCMA recognizes the support of the American Montessori Society (AMS) in the preparation of this outline of approved Montessori programmes. If you would like more information about the Montessori Method, please feel free to contact the CCMA.
The Preschool Programme - Children 2-1/2 to 6 Years of Age
Growth in the Child Toward:
- The enjoyment of learning
- The development of order, concentration, and coordination
- Skills in oral communication
- Independence and problem solving
- Responsible group membership
- Respect for oneself, other people, and the planet
Learning Environment
- Diverse set of Montessori materials, activities, and experiences
- Schedule that allows large blocks of uninterrupted learning time
- Classroom atmosphere that encourages social interaction
- Space for personal, small group, and whole class learning activities
- Lightweight, proportionate, movable child-sized furnishing
- Identifiable ground rules
- Aesthetically pleasing environment
- Outdoor space to accommodate rigorous physical activity
Programme Organization
- Mixed-age groupings: 2-1/2 to 6 years
- Parental commitment to a three-year cycle of attendance
- Five-days per week (minimum daily three hour session recommended)
- Personal and group instruction
- Adult/child ratios meet local requirements
- Observational records of the child
- Regularly scheduled parent conferences
- Public observation policy
Programme Emphasis
- To encourage intrinsic motivation, spontaneous activity, and self-education
- To provide sensory education for intellectual development
- To develop competencies through repetitive concrete experiences
- To encourage co-operative learning through peer teaching and social interaction
- To provide learning opportunities through physical and outdoor activity
- To provide learning activities for creative expression
Adult Aspects
- Certified Montessori teachers at the 2-1/2 to 6 year level
- Continuing professional development
- Observational skills to match students’ development needs with activities
- Strategies to facilitate the unique and total growth of each individual
- Leadership skills to foster a nurturing environment supportive of learning
- A partnership developed with the family
- Supervision and education of auxiliary classroom personnel
Administrative Support
- Organized as a legally and fiscally responsible entity
- Non-discriminatory admissions policy
- Written educational policies and procedures
- Adherence to provincial laws and health requirements
- Current school affiliation with CCMA and other professional groups
The CCMA recognizes the support of the American Montessori Society (AMS) in the preparation of this outline of approved Montessori programmes. If you would like more information about the Montessori Method, please feel free to contact the CCMA.
The Elementary Programme - School-Age Children 6 to 12 Years of Age
Growth in the Child Toward:
- The enjoyment of learning
- Greater independence and problem solving
- Greater skills in oral and written communication
- Greater responsible group membership
- A mature sense of justice and fairness
- Respect for oneself, other people, and the planet
- Understanding the patterns of the Universe
Learning Environment
- Diverse set of Montessori materials, activities, and experiences
- Schedule that allows large blocks of uninterrupted learning time
- Classroom atmosphere that encourages social interaction
- Space for personal, small group, and whole class learning activities
- Integrated curriculum including areas of exploration
- Available library with resource books and multi-media equipment
Identifiable ground rules
- Aesthetically pleasing environment
- Outdoor space to accommodate rigorous physical activity
- Program Organization
- Mixed-age groupings: 6 to 9 years and 9 to 12 years
- Parental commitment to a three-year cycle of attendance
- Admission policy of prior Montessori experience preferred
- Adult/child ratios meet local requirements
- A record keeping system
- Personal and group instruction
- Regularly scheduled parent and child conferences
- Diagnostic (standardized) testing periodically
- Public observation policy
Programme Emphasis
- To encourage intrinsic motivation, spontaneous activity, and self-education
- To encourage cooperative learning through peer teaching and social interaction
- To encourage growth in cultural experiences and knowledge
- To encourage competencies through repetitive experiences
- To foster the development of the imagination and creativity
- To provide learning activities through physical and outdoor activity
Adult Aspects
- Certified Montessori teachers at the elementary level
- Continuing professional development
- Observational skills to match students’ development needs with activities
- Strategies to facilitate the unique and total growth of each individual
- Leadership skills to foster a nurturing environment supportive of learning
- A partnership developed with the family
- Supervision and education of auxiliary classroom personnel
Administrative Support
- Organized as a legally and fiscally responsible entity
- Non-discriminatory admissions policy
- Written educational policies and procedures
- Adherence to provincial laws and health requirements
- Current school affiliation with CCMA and other professional groups
- The Montessori Junior High-Adolescent Programme
- Children 11 to 13 Years Old
The CCMA recognizes the support of the American Montessori Society (AMS) in the preparation of this outline of approved Montessori programmes. If you would like more information about the Montessori Method, please feel free to contact the CCMA.
The Montessori Junior High - Adolescent Programme - Children 11 to 14 Years of Age
Characteristics of the Junior High Programme
As in all Montessori programmes, the Junior High programme is specifically designed to meet the needs of 12 to 14 year old child. Quite different in needs from Elementary children, the adolescents are beginning to emerge into adulthood as they:
– Are reaching physical maturity
– Have tremendous capacity for creativity and self-expression
– Desire to start joining society as a contributing member
– Struggle with the uncertainties of readiness and impulsiveness
– Are unconsciously inward looking Searching for trust and role models, while challenged by offering it to each other
– Are evaluating commitment
– Are vulnerable and sensitive
The programme builds on the curricular areas of Language (Grammar, Reading and Writing), Mathematics, Science (Biology, Chemistry and Physics), Geography, History, French, Music, Visual Arts and Physical Education. As with the Elementary program, more challenging and wide ranging activities further supplement Junior High related to community engagement, independence and global understanding.
The Adolescent/Junior High curriculum continues to be intellectually challenging and meets the individual needs of each student. It also prepares the student for the transition into other forms and types of education with confidence. The programme gives them opportunities to try many roles on for size. They develop competence in a variety of areas, including learning more about traditional forms of academic assessment and lesson delivery (how to learn in a lecture environment and how to take tests), look at career options and high school choices, and develop a sense of confidence about the person they are becoming. The programme is specifically developed to teach students to manage the level of responsibility that is critical as they move into High School and post secondary education. The students share a large part of the responsibility for everything in the Junior High programme.
The opportunities to solve problems build confidence to face the many challenges of the future. Students emerge confident, creative and divergent in their thinking, socially responsible and adept, and highly motivated.
CCMA would like to thank the Montessori Academy of London for this outline of the Montessori Junior High programme. If you would like more information about the Montessori Method, please feel free to contact the CCMA.