ounts of materials, a low pupil/teacher ratio, and real tools rather than toys. She encouraged self-discipline by providing variety in learning activities and materials and, for younger students, "exercises in practical life" to promote a feeling of security.
Bruce (1984) has discussed the educational approach and method developed by Montessori as well as the philosophical basis of the approach. According to Bruce (1984), Montessori belonged to a school of educational research that viewed the child as a child and yet also as a whole person whose thoughts, feelings, imagination, and social interaction needed attention. Since Montessori was basically dealing with poor, often handicapped Italian children, her characterization can be seen as a radical departure from the customary perspective of viewing these children in terms of economic, physical, or mental handicaps.
Another aspect of Montessori schooling is that in both philosophy and methods of interacting with children, there is a definite spiritual element to this form of early childhood education. This element has been discussed by Berryman (1980) who summarized Montessori's work as a search for religious and spiritual truth. Berryman states that Montessori assumed that the child has an "elevated nature."
Moreover, Berryman reports that Montessori conceived of a religious reality directly perceived apart from the senses, and that was not a mere product of hallucinations, and fantasy. She used diverse terminology to characterize this spiritual reality--love, energy, creation, God, life force. Her religious education curriculum employed creative use of Christian symbols and concepts, spiraling through developmental stages, with continuous testing and modification for over 60 years (Berryman, 1980).
Coe (1991) states that one of the essential elements of Montessori education is the use of specially trained teachers. She states that Montessori education has devel...