FACULTY OF EDUCATION AND LANGUAGE

JANUARY / 2011

HBEC 1103

INTRODUCTION TO EARLY CHILDHOOD EDUCATION

MATRICULATION NO :

IDENTITY CARD NO. :

TELEPHONE NO. : 012-979 8777

E-MAIL : 9798777@gmail.com

LEARNING CENTRE : SERDANG RAYA

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Contents

1.0 Introduction 2

2.0 The Five Basic Principles of the Montessori Method 4

2.1 Respect for the Child 4

2.2 The Absorbent Mind 5

2.3 Sensitive Periods 5

2.4 The Prepared Environment 5

2.5 Autoeducation 6

2.6 The Teacher’s Role 6

3.0 Observing the Environment of Tadika Seri Soka 8

4.0 Conclusion 10

Acknowledgements 12

References 12

Appendix 13

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1.0 Introduction

The Montessori Model in early childhood education was created by Dr. Maria Montessori

(1870-1952). She was an expert in education for needy children. Montessori opened her

first school in Rome (1906), where she took two years to train her teachers the use of

observation in education for needy children. Besides, she also did a lot of observations

and experiments using different kinds of ways and materials and used all the

consequences in her model. “Today, Montessori is popular worldwide. Montessori Model

and schools are different in many ways from traditional schools. These differences are

many but, so are the benefits.”[1]

Dr. Maria Montessori believes that the Montessori Model can bring more benefits to the

children with special needs and can improve the normal children as well. Traditional

schools use rules and regulations to form the children’s development and their behaviour.

They have schedules and set times for their routine such as Reading, Maths Time, Circle

Time, eating, playing and even rest time. The children have no choice but to follow the

schedule.

Montessori schools allow children to choose how long they want to learn an activity.

They do not have fixed schedules—some activities can take a longer or shorter time than

another; this depends on the children’s mood and energy in the classroom.

―The Montessori approach is designed to support the natural development of the children

in a well prepared environment. The Montessori Method seeks to support children’s

personality development and cognitive competence. Children are encouraged to be self-

disciplined, self-directed and independent.‖[2] The teacher’s role is to prepare suitable

materials and classroom environment according to children’s needs.

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The reason I chose Montessori Model is that I disagree with some of the early childhood

educators in Malaysia that emphasize that their syllabus enables the students to continue

their studies in primary school easily. Therefore, the syllabus is similar to the Standard 1

syllabus. I cannot accept that a four or five years old child needs to do a lot of writing

homework and have spelling tests, monthly tests, etc.

This type of education will cause some of the children to be scared of going to school.

Going to school is supposed to be very fun at their age, the children should not be forced

to learn and should learn things that they like or take their time to explore and learn.

When teaching children by the Montessori Method, the children will love to go to school.

Children at the age of 4 to 6 should learn through play and they will gain their knowledge

and experiences from day to day play. Every child likes to play, but they will play in

different ways. Some children like to sing, others like to draw. As an early childhood

educator, we should help them to develop according to their needs and not to set a

schedule and force the children to obey it. Children will build up their confidence and

self-esteem if they enjoy their learning process.

Because of this, the Montessori Method is the best model to use in our early childhood

education system. As teachers, we need to prepare a safe environment and materials

according to the children’s needs. I believe that the five basic principles of the

Montessori Method, i.e. Respect for the Child, The Absorbent Mind, Sensitive Periods,

The Prepared Environment and Autoeducation should be fully applied into our children’s

education system. In this way, every child will enjoy their learning in the early stages of

their lives and have a wonderful childhood.

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2.0 Five Basic Principles of the

Montessori Method

There are five basic principles of the Montessori Method:

1) Respect for the child

2) The Absorbent Mind

3) Sensitive Periods

4) The Prepared Environment

5) Autoeducation

2.1 Respect for the Child

Teachers should show respect for children when they help them to do things or learn by

themselves. As a rule, however, we do not respect children. We will try to force them to

follow us without considering their special needs. We expect them to be submissive and

well-behaved. When children have choices, they are able to develop the skills and

abilities necessary for effective learning autonomy, and positive self-esteem.

According to this Montessori principle, teachers should respect children and as well as

their work. Children admire and are faithful to their teacher. They will imitate us in any

case; we should show the children that respecting people is important in our life. Through

this way, children will also show respect to others. Based on their individual activities,

children are free to choose the project they like. Children will feel that they are respected

by the adults.

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2.3 The Absorbent Mind

Montessori believed that children educate themselves. Children absorb knowledge

directly into their psychic life. In continuing to live, the child learns to speak his native

tongue. This is the concept of the absorbent mind. Children are born to learn, they are

remarkable learning system. When children learn, it means that their thinking begins.

What they learn depends on their teachers, experiences, and environment.

Children unconsciously absorb information around them, and step by step, this process

becomes conscious. When this happens, children start to organise their experiences and

make generalizations.

2.3 Sensitive Periods

Sensitive periods are when children are more susceptible to certain behaviours and can

learn specific skills easily. Although all children will experience their sensitive periods

(e.g.: sensitive period of writing), but the sequence and timing may differ for every child.

Montessori teachers are trained to observe and provide experiences appropriate for each

period.

When a child reaches their sensitive period, they can learn specific things easily.

Teachers must able to observe and arrange suitable learning materials or environment for

each period.

2.4 The Prepared Environment

Montessori believed that children learn best in a prepared environment. Teachers are

responsible to prepare the suitable learning environment for the children. Freedom is the

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essential characteristic when preparing an environment. Children will explore materials

of their own choosing, they absorb what they find there. Creating environments for young

children is very important to enable them to be independent, active, and learn.

Children can learn fast in a place where they can do things for themselves. The prepared

environment can make children learning an orderly format. The materials for learning

must be carefully chosen and displayed to catch the child’s interest. The environment

must be attractive too, so that children can develop respect for beauty. Most Montessori

classrooms are decorated with plants and objects from nature. This is to make the child

feel comfortable when learning.

2.5 Autoeducation

Autoeducation is also known as self-education. Children who are actively involved in a

prepared environment and who exercise freedom of choice educate themselves.

Montessori teachers prepare classrooms so that children can educate themselves.

When children are in a well-prepared environment, it means that the environment feels

safe, attractive, and has suitable materials. The children will automatically educate

themselves. The teacher’s role is important in preparing learning materials in an orderly

format and ensure that the materials provided are appropriate experiences for all the

children.

2.6 The Teacher’s Role

Dr. Montessori believed that teachers should prepare the best environment for children to

learn in. Teachers also need to be always ready to help the children by guiding the child

without letting him feel her presence.

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As a Montessori teacher, they must provide environment and freedom for the children to

learn in. A well prepared environment is easy for the teachers to observe the children to

recognize their sensitive period and correct the children’s inappropriate behaviour to

more meaningful tasks. Teachers also need to ensure that the learning materials are

provided in an orderly format and provide suitable experiences for all children. Teachers

must always have ongoing respect for all children and their work. Montessori’s teachers

should demonstrate using the learning materials and give support to the children’s

learning. Teachers need to introduce the learning materials after observing each child.

The teacher’s role in Montessori’s principles are used worldwide now. The teacher’s role

is to provide comfortable/suitable environment to the children while their learning is in

progress. Children will feel that learning is fun and will educate themselves through this

well-prepared environment. According to Montessori, the learning materials should

provided in orderly format which means suitable materials (sizes of the objects.etc)

should be provided according to the development level of the children. Respecting others

is an important element in life, so as a role model of the children, we must show our

respect to the children and their work. We can build up their self confidence and they will

also learn to show their respect to others.

When teachers provide materials to children, teachers must introduce and demonstrate

with the learning materials and support the children’s learning. Teachers also must

observe when the children’s learning is in progress. This is to ensure that the environment

and materials provided are suitable for the children. Through observation, teachers can

evaluate the development level of the children. A Montessori teacher’s role is to help the

children to learn through their own exploration and experiences in a well-prepared

environment. The teacher’s role is not to talk and obstruct the learning process of the

children, but they may help the children in completing their tasks.

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3.0 Observing the Environment of Tadika

Seri Soka

According to my observation (Appendix1.0) in Tadika Seri Soka, based on the basic

principles suggested by The National Association for the Education of Young Children

(1991), I found that Tadika Seri Soka was build in a spacious and clean environment as

they are built inside the Soka Gakkai Malaysia (SGM) headquarters. The kindergarten

itself is in a safe position because everyone wishing to enter the kindergarten must go

through the main gate of the organisation. While going in from the main gate, the security

guard will record the vehicle’s license plate number without the kindergarten’s sticker

and the visitors also need to exchange their identity card with a visitor’s pass when going

in. The location of the kindergarten is attractive as well because it was built on a hill.

Therefore the outdoor environment of the kindergarten fully complies with the

suggestions by NAEYC (1991).

The indoor environment of Tadika Seri Soka is clean and spacious too. Every one going

into the kindergarten building must take off their shoes at the entrance and a well-

organised shoe rack is provided beside the entrance door. (Appendix 1.1) All students

will put their shoes on the rack at the front of their classroom. The indoor area of the

kindergarten is full of student’s and teacher’s decorative items. This makes students feel

happy and joyful when they reach school. Every classroom has their own decorations

according to the teacher’s arrangement. The display in the classroom is the student’ work.

You can see different themes in different classrooms. (Appendix 1.2) Every classroom is

big enough to have 30 students, 1 teacher and two assistance teachers. Because of there

are 3 teachers in the classroom, there will be enough time to prepare the environment

before the children arrive.

Overall, the indoor and outdoor environment of Tadika Seri Soka has met the requirement

of NAEYC (1991). It is clean, safe, attractive, and spacious. One of the things that do not

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meet the suggestions of NAEYC (1991) standard is a minimum of 35 square feet usable

indoor playroom space and a minimum of 75 square feet of play space outdoor per child.

This is because there are over 500 students in the tadika. Although it is spacious, it still

does not meet the standard.

In Tadika Seri Soka, every classroom is equipped with a water basin, reading corner, low

shelf for the students to put their belongings, shelf to put their stationery and books, and

the teaching materials are placed neatly in racks that can be reached by the student’s.

The classroom is well-organised and teaching materials are in a clean and good condition.

There is a sufficient quantity of teaching materials and they provide a wide range of

equipment/materials for the children such as Lego and blocks. (Appendix 1.3) in each

class and this is why they do not need to share teaching materials. All teaching materials

will be cleaned and sterilized every Friday.

Because they have big classrooms, the students can work either individually, in small

groups or even in large groups in their classroom. Although the kindergarten is big, the

pathway for children to move from one place to another is not clear. (Appendix 1.4) This

is not up to the standard which suggested by NAYEC (1991). According to NAEYC

(1991), the kindergarten should provide clear pathways for children to move from one

place to another with minimal distraction. There are many teaching materials and

students’ art work along the corridor of each classroom. There are some role play

materials on display at the hall and this will distract the children when they pass by the

hall to the playground or another area. This is probably because they encourage students

to explore their study environment. There are many role play items/materials at the

corridor outside the classrooms, but they are not blocking the pathways. With all this

equipment at the pathways, I am sure that this will be a distraction to the children when

they pass by.

Tadika Seri Soka is perfectly designed, it provides almost everything needed by young

children to explore and learn from. There is a Music room, Drama room, a huge hall,

indoor play area with mats, outdoor playground with grass, sand and water play area

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(sand pit and swimming pool), reading room, cooking area for student, and a garden to let

the children to plant flowers by themselves. (Appendix 1.5) They only miss out on a few

of the NAEYC (1991) standard’s requirements such as manipulative play, sturdy

furniture for non-walkers to pull themselves up and separate places for different age

groups to do their activities or projects.

The only private area for the children to obtain privacy is in the tunnel and playhouses at

the play ground. (Appendix 1.6) The outdoor area of the kindergarten is flat with grass,

there is no hill, sand or soil section for the children to play with. There are a few big trees

at the playground to provide shady areas. The playground is big enough for the children

to run around in. The outdoor area is protected by fences and a gate. (Appendix 1.7) The

children cannot go out on their own because the gate is locked. During pick up time,

teachers will be on standby at the gate to take care of the children.

In Tadika Seri Soka, there are few things that do not fulfill the suggestions of NAEYC

(1991). The kindergarten itself does not provide soft elements for the children such as

rugs, cushions or rocking chairs. This may be because the kindergarten does not have any

infants and their students are between 4 – 6 years of age. Another environment that

affects the children when they study is that the kindergarten did not use any sound-

absorbing materials to reduce the noise. When the children are doing reading in one class,

it will be heard clearly in the next classroom. Children in the other classes will be

distracted by the sound.

4.0 Conclusion

There are many kindergartens that use the Montessori Method in teaching. The

Montessori teaching principles are: Respect for the Child, The Absorbent Mind, Sensitive

Periods, The Prepared Environment and Autoeducation. In the Montessori way of

teaching, children need to explore by themselves through hands-on projects. This is why

our curriculum for preschoolers was changed recently. There are many benefits in using

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the Montessori Method in our curriculum for preschool. It can help children to build up

their cognitive, physical, social and emotional development.

Through Montessori Method, children also learn to respect others and their work. This is

because the children are respected by their teacher; they will learn this good behaviour

from their teachers. According to Dr. Montessori, children will absorb information

around them and step by step, they will start to organise their experiences and make use

of it. When children reach their Sensitive Period, children can learn specific things easily

in a well-prepared environment. This is why teachers need to prepare the best

environment for the children. Besides, the children will also auto-educate themselves.

The teacher’s role is important in the Montessori Method, teachers should always be

ready to help the children by observing the children when learning is in process.

In the observation which I made in Tadika Seri Soka, I found that they almost fulfill all

the suggestions by The National Association for the Education of Young Children

(1991). Although there are few things in which the kindergarten does not meet the

suggestions, this is because they do not have different age group peers in their

kindergarten. This is why they are not following all the suggestions. According to the

NAYEC (1991), the physical environment of a kindergarten will affect the children and

teachers who study and work there. The quality of the environment and materials affects

the development of the child. Children will learn faster and a more efficient learning

process will take place in a good environment.

The Tadika Seri Soka indoor and outdoor area are clean, attractive and spacious, but they

do not met every single requirement suggested by the NAEYC (1991). This is because

they do not have enough space for each children to play indoors as well as outdoors. The

kindergarten also did not do anything on sound-absorbing; this is why the environment in

the kindergarten is noisy. The noise will definitely disturb the learning progress of the

children.

(2936 words)

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Acknowledgements

I would like to thank Miss Chin Kim Wei, teacher of Tadika Seri Soka who was showing

me around when I was in their kindergarten.

I also want to thank the management of Tadika Seri Soka for allowing me to observe the

environment of their kindergarten to make me successful in my assignment.

Once again, Thank you.

References

[1] What is Montessori Education? (2007).[online].

Available at: http://www.preschoolmalaysia.com/malaysia-montessori.html. [2011, January 31]

[2] Malaysia. Open University Malaysia. (2011).[online.]

Available at: http://lms.oum.edu.my/myvle/modules/c-ontent/c_content.php?cid=HBEC1103&cmid=3140.

[2011,January 31]

Principles Montessori Method (2006) [online]

Available at: http://www.education.com/reference/article/principles-montessori-

method/?page=2. [2011 February 11]

Principles Montessori Method ―n.d.‖ [online]

Available at: http://www.montesorri.org/sitefiles/montessori_101_nonprintable.pdf.[2011

February 11]

Accreditation Criteria and procedures of the National Academy of Early Childhood ―n.d.‖ [online]

Available at: http://www.naeyc.org/resources/position_statements/psacc98.htm.[2011 February

11]

What is Montessori Education? (2007).[online].

Available at: http://www.preschoolmalaysia.com/malaysia-montessori.html. [2011, January 31]

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Appendix 1.0

Physical Environment Observation Checklist

Basic environment suggested by

The National Association for the Education of Young Children(1991)

School:_______________________ Observer:____________________________

Date:_____________ Duration:____________________________

Indoor environment Outdoor environment

Safe Safe

Clean Clean

Attractive Attractive

Spacious Spacious

Min.35 square feet of usable Min.75 square feet of play

playroom space per child floor space per child

Do program staff have sufficient time to prepare the environment before children arrive?

_________________________________________________________________________________

Space arranged

Can children work individually?

In small group?

Large group?

Clear pathways for children move from one place to another?

Any distractions?

Is the space arranged to facilitate a variety of small group/ individual activities?

block building sand/water play

sociodramatic play woodworking

art carpeted space

music crawling/toddling areas

science sturdy furniture

math quiet book reading

manipulatives

Sufficient materials and equipment

Quantity Low and open shelves

Variety

Durability

Individual space for children to

Hang cloth To store belongings

Private areas for children to have solitude

Indoor Outdoor

Does the environment include soft elements?

Rug Cushions

Rocker Carpeting

Rocking chair Grass

Are sound-absorbing materials are used to cut down on excessive noise?

_________________________________________________________________________________

Does outdoor area include a variety of surfaces

Soil Shade

Sand Open space

Grass Digging space

Hills Protected by fences

Flat sections Hard area

Natural barriers from access to streets or other dangers?

_________________________________________________________________________________

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Appendix 1.1

Appendix 1.2

Appendix 1.2

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Appendix 1.2

Appendix 1.3

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Appendix 1.4

Appendix 1.5

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Appendix 1.6

Appendix 1.7