Theoretical approaches
Maria Montessori developed her approaches to teaching through her own beliefs, about how children learn and develop. With aspects of various learning theories demonstrated in her schools. Characteristics of both Vygotsky’s sociocultural and Piaget’s cognitive developmental theories are demonstrated. Maria held strong beliefs towards the idea that children learnt as they were developing. Which is one of Vygotsky’s well known theories- ‘The zone of proximal development.’ (Clarke. M & Pittaway. S, 2014.). This encapsulates the stages where children are capable an independent learners and the stages in which guidance or assistance is needed. In Montessori schools, students are encouraged to guide their own learning. However, the role of the teacher, is to provide assistance and guidance to students in times of need. Creating empowering an enriching environments, ensures that students are able to successfully fulfil aspects of the curriculum. Other ideas of Vygotsky represented in Montessori schools, is the role of learning in a social context. In terms of language development, Vygotsky believed, ‘language plays a central role in intellectual development.’ (Hills, 2014, P. 4). Hence, there is a focus around language acquisition and literacy learning, for children at Montessori schools which is often demonstrated in small group work tasks.
Piaget’s cognitive developmental theory, is based around the concept that children develop in stages, that they progress through. (Clarke. M & Pittaway. S, 2014.). This is displayed in Montessori schools, as children are separated into mixed aged groups, based around capabilities. Unlike in traditional schooling environments, where students are placed in year levels based on their age alone. ‘Children think differently at various stages of their development. Their movement through these stages depends on the quality of their experiences.’ (Clarke. M & Pittaway. S, 2014, p. 23). This can be seen in a Montessori classroom where environments are created, enabling students to make their own discussions, and grow to create a sense of responsibility for reaching their specific educational goals, which are based around their strengths and developmental stages. (Clarke. M & Pittaway. S. 2014.).
Piaget’s cognitive developmental theory, is based around the concept that children develop in stages, that they progress through. (Clarke. M & Pittaway. S, 2014.). This is displayed in Montessori schools, as children are separated into mixed aged groups, based around capabilities. Unlike in traditional schooling environments, where students are placed in year levels based on their age alone. ‘Children think differently at various stages of their development. Their movement through these stages depends on the quality of their experiences.’ (Clarke. M & Pittaway. S, 2014, p. 23). This can be seen in a Montessori classroom where environments are created, enabling students to make their own discussions, and grow to create a sense of responsibility for reaching their specific educational goals, which are based around their strengths and developmental stages. (Clarke. M & Pittaway. S. 2014.).