Impacts on Child
Children ultimately benefit significantly from experiencing various aspects of the Montessori education model. The model promotes children to choose their learning. This essentially positively impacts upon children’s learning with the learning being ‘meaningful and purposeful’ (Brady & Kennedy, 1999). Not only does this trigger child engagement and interest, but children are able to make connections in their learning; therefore gaining greater knowledge and understandings about their world.
With Montessori materials being didactic, children also greatly benefit from experiencing learning in which reflects daily living tasks, such as washing the dishes or conceptual tasks, such as measuring the distance that a toy car travels using a developmentally appropriate unit of measure. Driscoll & Nagel (2008) highlight that these didactic materials encourage ‘self-help, environmental care skills, and children to learn through their senses’ (p. 56).
Moreover, with materials in the Montessori classroom typically being self-correcting, children are provided with opportunities in which essentially develop their capacity to become independent learners. In this prospect, if children ‘make a mistake, they can see it for themselves, without the need for an adult to point out their errors’ (Essa, 2007). This leads to children working towards becoming independent learners who are able to self-assess and reflect upon their own learning to identify and rectify their mistakes.
With Montessori materials being didactic, children also greatly benefit from experiencing learning in which reflects daily living tasks, such as washing the dishes or conceptual tasks, such as measuring the distance that a toy car travels using a developmentally appropriate unit of measure. Driscoll & Nagel (2008) highlight that these didactic materials encourage ‘self-help, environmental care skills, and children to learn through their senses’ (p. 56).
Moreover, with materials in the Montessori classroom typically being self-correcting, children are provided with opportunities in which essentially develop their capacity to become independent learners. In this prospect, if children ‘make a mistake, they can see it for themselves, without the need for an adult to point out their errors’ (Essa, 2007). This leads to children working towards becoming independent learners who are able to self-assess and reflect upon their own learning to identify and rectify their mistakes.