Pre‐School Materials in the Montessori Approach
The rules for using the material are shown to the child. At the end of each activity, the child puts the materials back into their places. This behaviour becomes habitual after repeating it constantly.
Some materials are worked with on a special carpet. It is the child’s responsibility to carry these materials to the carpet and back to their shelves after the activity. The child is guided towards that behaviour.
The child actively learns as he uses these materials. Prepared information is not permanent and efficient in a child’s mind.
Materials are meaningful for the child and they have 5 main factors:
1. The challenge or the mistake the child experience through exploring should be a part of the material.
2. The shape and usage of the materials should be ordered from simple to complex.
3. Materials should prepare the child for the next learning.
4. Materials provide not the concrete shape of an idea but its abstract form.
5. Montessori materials are prepared for the child’s individual learning.
Role of the teacher in Montessori Approach
The role of the teacher in Montessori approach is to change and organize the environment according to the child’s needs and in a way that will help the child to develop. The materials should be in order from simple to complex by the teacher as well. Montessori teacher is called guide/router. The teacher gives the child a chance to use his/her potential. (Linard1972)
The teacher has to set an example with the outlook, appearance and personality for the children; the teacher has to give a sense of respect. Teacher is required to be flexible, humanist, affectionate, patient and understanding. (Temel 1994)
Montessori teacher makes a lot of time for family and social life. Teacher organized the environment in a way that the child will be free to move, communicate and share with his friends.