Following the Child

Dr. Maria Montessori observed children throughout various continents and cultures to develop her educational philosophy and teachings- the Montessori Method. Perhaps one the most fascinating and progressive components of the Montessori Method is the principle of “Following the Child.”


Specific elements of the Montessori Method which support this Montessori principle include:

The Human Tendencies: The practical application of the Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts.

Teaching Method: Seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher. The teacher is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day.

Areas of Study Linked: All subjects are interwoven; history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child. At any one time in a day all subjects—math, language, science, history, geography, art, music, etc.—are being studied, at all levels.

Assessment: There are no grades, or other forms of reward or punishment, subtle or overt. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work. The child is scientifically observed, observations recorded and studied by the teacher. Teachers understand the developmental goals for children, both academic and social, in the age groups they work with. They use their observations to monitor children’s progress and adjust their individual lessons accordingly.

Learning Styles: All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected.

Dr. Montessori understood that children posses an innate interest in learning and should be encouraged to become ‘active participants in their own learning and education.’ Montessori advocated that students be provided environments in which learning is highly individualized, inquiry-based, independent, non-graded, and collaborative.

Interestingly, a recent New York Times article discusses the outcomes of a public school project that also encouraged students’ active participation in their learning. Eight teens were given the opportunity to create a school within a school. In addition, the eight students were able to design and implement their own curriculum. The results of the project were transformative…"We have tried making the school day longer and blanketing students with standardized tests. But perhaps children don’t need another reform imposed on them. Instead, they need to be the authors of their own education.”

The parallels between the public school trial and the specific elements of Montessori methodology are quite evident. The principle of “Following the Child” facilitates both the development of intrinsic motivation and the pursuit of intellectual interests. Montessori students flourish because there are no educational or curriculum limits imposed. A Montessori student is first, and foremost, the ‘author of their own education.’

The Five I's of Innovation- Part I

In President Obama’s State of the Union address this past January, he called for a nationwide education emphasis on innovation. The requirements for emphasizing innovation indicate a curriculum which highlights the Five I’s: Imagination, Inquiry, Invention, Implementation, and Initiative- the latter being the supporting trait that facilitates the other four.

In past blogs, I have noted that the Montessori Method is recognized as an educational method that supports the development of innovative thinking (November 12, 2009 posting). Through a series of reflections, I would like to discuss the multitude of ways in which the Wilmington Montessori Community develops each student’s human potential through emphasizing the
Five I’s of innovation.

Part I –Imagination

The Montessori Method calls attention to the significance of the development of imagination. The formation of the imagination is embedded in the sensorial experiences provided in our early childhood environments. The opportunities for creative expression and exploration in our elementary programs further enhance and encourage the power of imagination.

During the early years of a Montessori education the child sees, hears, smells, tastes, and touches specifically designed apparatus. These early, concrete interactions are the rudimentary foundation from which the child’s imagination will grow. As the child advances through Montessori’s first plane of development (birth to 6), their ascent toward abstract thinking is actualized in their ability to picture these concrete objects or experiences in their absence. In other words, the child begins to make ‘pictures’ in their mind.

During the second plane of development (ages 6-12) children posses an immense capacity for imagination. This imagination plays a key role in the learning process by providing both meaning to experience and understanding to knowledge. This second plane also brings a keen interest in making sense of the world, as well as storytelling. A basic training for the imagination is listening to the vast stories inherent in Montessori’s Cosmic Curriculum.

With older students, creative expression of the imagination can be stimulated through many sources of writing experiences such as creative writing, poetry, research, editorials, and myths. In addition, our special’s classes such music, art, technology, and French provide yet another avenue for the continued exploration and development of imagination.

To awaken each child’s spirit and imagination is a principle goal of our community at Wilmington Montessori School.

"Human consciousness comes into the world as a flaming ball of imagination. Everything invented by human beings, physical or mental, is the fruit of someone's imagination.”
-Maria Montessori