Cultural studies

Montessori saw that young children were interested in exploring the environment in increasingly complex ways. She also saw, however, that they needed to move from the 'whole' to the parts in order to understand exactly how things worked.

She developed certain areas within the prepared environment that allowed the children to gain an appreciation of biology, geography, simple science and history.

Each of these areas allowed the children to explore and experiment with new concepts such as metamorphosis, life cycles, land formations, the planets and time lines.

As in all other areas of her work she was careful to let the children lead her in their interests and she therefore discovered that, during the period of sensitivity to language, they easily learnt the technical names of the new things that they were introduced to. She developed systems of classified cards that enabled the children to increasingly identify and categorise the things that they were studying.

Every Montessori school had a 'Nature Table' which displayed plants, animals and experiments that helped children to understand the natural environment and to introduce them to the concept of the seasons.

This was an area that was never to be static, but always the focus of excitement and discovery.

Throughout the cultural areas teachers were encouraged to continually find ways of presenting ideas and material in new and exciting ways for the children to enjoy.

The Cultural Areas were developed to contain certain key elements:

The Nature Table

A dynamic area displaying plants, animals, insects and experiments relating to the natural environment. The children would be encouraged to contribute to the table and would be involved in its care and maintenance.

Biology

This area would be divided into zoology (the study of the animal kingdom) and botany (the study of the plant kingdom). It would contain sensorial materials, puzzles, pairing cards and classification cards. The children would be encouraged to explore and think about caring for living things, life processes, habitats, food cycles and interdependence.

Geography

The children would be introduced to the globe, the continents, the countries and peoples of the world and the Solar System. Montessori developed materials that would demonstrate the importance of air, land and water and would explain land formations such as islands, lakes, peninsulas etc. She was anxious to ensure that the children could see themselves as "citizens of the world".

History

As in the teaching of biology and geography the teacher takes an holistic approach and begins by examining the solar system and how it came into being. Through a series of presentations that child is led to the understanding that our time on this planet has been very short in comparison to the history of the earth. A number of concrete activities help the child to gain an impression of time and Montessori developed a means of demonstrating to the children the concept of time through the use of Time Lines.

Science

Simple science experiments helped the child to develop his practical life skills and to further explore his understanding of the natural world.

Quotations

"Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals."
The Discovery of the Child p 70, Chap 4

"The metamorphoses of insects and the care which mothers bestow upon their offspring are objects of patient observation on the part of children, and they often give rise to an interest that surprises us. Once a small child was so struck by the changes undergone by tadpoles that he could describe their development, reporting the various phases in the life of a frog like a miniature scientist."
Ibid p 71, Chap 4

"Children indeed love flowers, but they need to do something more than remain among them and contemplate their coloured blossoms. They find their greatest pleasure in acting, in knowing, in exploring, even apart from the attraction of external beauty."
Ibid p 72, Chap 4

"But it is not only in the sensorial materials that the child's mind seeks - and finds - different kinds of order. The same may be said of the more advanced Montessori materials. Taken collectively, these materials form what one may describe as the 'prepared paths to culture'. Every subject - such as reading, writing, arithmetic, geography, geometry, grammar, history, and so forth - forms one of these prepared paths, which are waiting for the children to explore. They proceed along these paths spontaneously, each going at his own pace, making their own individual discoveries as they go."
Maria Montessori: Her Life and Work p 273, Chap XVI

Journal articles

Bohm, W (1999) 'The Integration of Cultures: The Montessori Contribution', NAMTA Journal, v24, n1, p35-49, Winter

Coe, E (1998) 'Voices of Cultural Harmony. Spotlight: Montessori - Multilingual, Multicultural'. Montessori Life, v10, n2, p17-18, Spring

Ward, G (1997) 'Cultural Studies - Australian Style', Montessori Life, v9, n1, p28-30, Winter

Conference papers

Jackson, P (1997) Intercontinental Destinations for Montessori Education AMI 22nd International Montessori Congress, July 22-27

Archive resources

Boyd, W (1917) From Locke to Montessori, George Harrap & Co London.

Culverwell, E (1913) The Montessori Principles and Practice, G.Bell & Sons, London

Kilpatrick, W (1915) Montessori Examined, Constable, London.

Montessori, M (1950) Nursery Schools and Cultural Environment, Journal of Education, December.