Montessori

Maria Montessori, an Italian physician and childhood education theorist, toured the United States in 1913-1914, advocating a cooperative role for parents and teachers in the early education of their children. She spoke of new ideas related to the training of the senses that she had introduced in Casa dei Bambini, a school she had founded for young children living in impoverished conditions. Montessori had followed the theories of Sicard, Seguin, and Froebel. Many schools in the United States adopted her recommended curriculum, and greater emphasis was placed on parents supporting the work of the school. Many believe that her work contributed to the founding of parent-teacher organizations.

Through the 1920s, there was considerable disagreement about curricula and programs for preschool age children. The powerful nursery school group emphasized nurturing and observation without direct intervention until it was called for. Montessori's followers encouraged intervention and direct instruction as a staging point for learners and labeled the classroom teacher "directress" to reinforce this concept. In the early 1900s, the state of Rhode Island adopted the Montessori approach for its school system.

The concept that early childhood teaching and learning require approaches different from those of elementary school grades was introduced by Johann Henrich Pestalozzi (1746 - 1827), a native of Zurich, Switzerland. His influences can still be recognized in Montessori, Emilio Reggio, and the many programs that acknowledge the influence of Jean Piaget and John Dewey. For instance, the idea that hands-on experiences are essential for children's learning is fundamental to the curriculum espoused by Montessori practitioners. Pestalozzi's observation that human learning and development are essentially an internal process was at variance with tabula rasa concepts and with the Lancasterian methods of organizing schools that were prevalent during that time. Pestalozzi created controversies during his time because his approach aligned teaching methods with his child development theory.

It is not unusual that Froebel's materials are common to Montessori programs. There are, however, important differences in the introduction and use of materials. Froebel's gifts are available in classrooms for young children to choose among them. Montessori directresses control the introduction and use of materials for their real-life function, whereas Froebel supported free use of materials for play activities. The Montessori definition of play was incompatible with the views of Pestalozzi, Froebel, and, later, Piaget.

It was not until almost 1900 that the general public viewed kindergarten as belonging in regular schooling. Prior to that it was thought of as the work of neighborhood settlement houses, church missions, and other philanthropic institutions that served impoverished families. Some even viewed it as a child-care opportunity for wealthy families. However, there were informed parents who bought kindergarten materials from companies like Milton Bradley to teach their children at home. Maria Montessori, coming to the United States in 1913 to give public talks, further advanced the parent's role in teaching young children.

The persistence of these two views has made it difficult for early childhood education to maintain the flowering of knowledge among young children. The approach to curriculum development in early childhood education should embody a voice for children. It is the articulation of this voice that guides the teacher in the introduction of projects and ideas from which children can make choices. Froebel developed "gifts and occupations"; Montessori designed wood blocks and related materials; and William Kilpatrick, along with John Dewey, introduced the project method that utilizes these items.