THE UNIQUENESS OF THE MONTESSORI EDUCATION

ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 298 UO‘K 372.3:371.214 THE UNIQUENESS OF THE MONTESSORI EDUCATION Ismatullayeva Madinabonu Akmaljon qizi Basic doctoral student Andijan State Pedagogical Institute [email protected] Abstract: This article presents various perspectives on the educational approach developed by the renowned researcher and educator Maria Montessori, as well as its influence on child development. In addition, it provides information about the characteristics of the classroom environment and the educational materials used in the Montessori system. Keywords: child, Montessori method, classroom, development, independence, educational materials. Habits and Experiences Acquired in Early Childhood: The Significance of the Montessori Method Habits and experiences gained during early childhood are of great importance. Preschool educational institutions play a crucial role in ensuring the effectiveness of this vital developmental process, in uncovering children’s hidden potential, and in guiding them in the right direction. The use of innovative methodologies in preschool education contributes significantly to enhancing its overall effectiveness and quality. One of the most successful methods currently practiced in many foreign countries is the Montessori Method, developed by the Italian scholar Maria Montessori. Children who receive Montessori education at an early age not only develop self-awareness but also grow into respectful and considerate individuals. Montessori education fosters the development of confident, responsible individuals who are capable of completing tasks they begin and taking ownership of their actions in life. According to Polk-Lillard, Montessori developed her educational approach based on her unique pedagogical philosophy, which had a profound and lasting influence worldwide. One of the key aspects of this approach is that it is not regarded as a rigid or unchanging system but as an open and evolving framework receptive to new ideas. Montessori believed that innovation should always exist within the classroom, and she created her system through careful observation of children and consideration of practical outcomes. The Montessori system consists of three main components: the prepared environment, the educational materials that constitute this environment, and the adult who prepares it—defined as the teacher or educator [1]. The prepared environment, according to the Montessori Method, is an educational space organized under the guidance of trained teachers, composed of specially designed and stimulating developmental materials. This environment encourages children to engage in learning activities based on their own choices. It is a non-competitive setting where the use of specific didactic materials inspires children toward self-directed learning. The various areas within this environment not only provide opportunities for movement but also enable children to perform diverse activities and discover new abilities. Characteristics of the Classroom Environment in Montessori Schools ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 299 The classroom environment in Montessori schools is distinguished by the following features: 1. The child’s independence 2. An organized environment (a designated place for every item) 3. Elements of nature (animals, leaves, garden) 4. Aesthetics and beauty of the environment 5. Educational materials developed and refined by Maria Montessori 6. Instruction in social life The Montessori educational program encompasses children aged two and a half to six years and aims to foster and develop their self-confidence, initiative, awareness of their own desires and the ability to realize them, independence, concentration, orderliness, cooperation skills, and respect for others. In Montessori classrooms, these goals are achieved through two main approaches: firstly, by enabling the child to experience the joy of learning voluntarily rather than through compulsion; and secondly, by helping the child refine his or her own learning mechanisms. Activities that may seem simple to adults—such as washing dishes, cutting carrots, or cleaning shoes—are viewed by young children as significant and meaningful tasks. Through these activities, children learn to follow the sequence necessary for completing a task and to pay attention to detail. Before moving on to another activity, they complete their current task and return the used materials to their proper place, thereby developing a sense of work discipline [2]. (Source: http://www.izcicocuk.com/tr/montesori.asp) Montessori accepts the child as he or she is. The Montessori approach ensures that the child, through personal experience, independently discovers the most effective and natural way to learn. It is based on the child’s intrinsic motivation to learn. This system corresponds to the child’s natural growth and development but does not allow activities for which the child is not yet prepared. The Montessori approach differs from other methods in that it is built upon a logical balance between order and freedom, designed specifically for young children. Through carefully crafted materials that meet the child’s natural needs, a joyful and engaging environment is created. The fully trained teacher acts as a guide within this process. Order and structure are essential components of Montessori education. By internalizing order, the child learns to trust their surroundings and to communicate in a positive manner. According to Montessori, no individual can truly teach another person; thus, the educational process in Montessori schools can be described as a form of “self-education.” The environment is intentionally organized, planned, and supervised to meet the needs of children. Within this specially prepared environment, the child strengthens self-confidence through the process of self-development. Montessori emphasized that explaining to a child about personality or constantly defining their identity may lead to a subtle form of selfishness. Similarly, she likened an overly cautious mother— who intervenes excessively in her child’s development—to someone who makes the child a victim of maternal affection. Montessori addressed such a mother with the words: “Let him do it himself!” This phrase encapsulates the essence of her “principle of self-education.” [5, p.22] The Role of Reality and the Natural Environment in Montessori Education In Montessori’s educational philosophy, imagination and fantasy play a secondary role to reality. For Montessori, the child’s connection with nature and with real objects found in the natural world is of utmost importance. Therefore, the materials and objects present in a Montessori classroom are not toys but real items. In such a classroom, genuine utensils, a functioning sink or faucet, a real broom, ISSN: 2582-4686 SJIF 2021-3.261,SJIF 20222.889, 2024-6.875 ResearchBib IF: 9.948 / 2024 VOLUME-5, ISSUE-11 300 a designated area for washing clothes, a refrigerator, and similar household objects are made accessible not only for adults but also for children, so that they can directly interact with real, functional items. Caring for real plants and animals—integral parts of nature—is a central component of daily activities in the Montessori program. To help children better understand the realities of life, there is only one of each material in the classroom. Through this, Montessori sought to teach children—by means of the materials themselves—that one cannot always have whatever one wants, whenever one desires it. Another defining feature of the Montessori environment is its simplicity, harmony, and aesthetic organization. The classroom is arranged with coordinated colors and materials that promote a sense of calm and beauty. Montessori recognized that true beauty lies in simplicity. Hence, instead of overly decorative or complex objects, the Montessori environment is characterized by an orderly arrangement of simple materials that meet the child’s developmental needs, complemented by a harmonious use of bright colors. The Montessori environment is fully adapted to the child’s size and needs; no items are placed solely for adult use. The manipulative materials and real-life activities offered in Montessori classrooms—such as washing tables or sweeping floors—aroused great interest among children. These activities encouraged them to repeat the tasks many times and to develop deep concentration. Based on these observations, Montessori concluded that her didactic materials and practical life activities satisfy the developmental needs of young children, whereas play, in her view, emerges only when the child has no meaningful work to engage in [3]. In her work The Secret of Childhood, Maria Montessori writes: She perceives play in the same way that we regard a game of chess or bridge. These are activities intended for pleasant leisure, yet if one were compelled to engage in them for extended periods, they would become tiresome. When an important task presents itself, bridge is immediately forgotten. For the child, there is always something important to be done; therefore, play does not hold great interest for him. Since the child is constantly progressing from a lower to a higher stage, every moment of his time is precious. Because the young child is continually developing, he is interested in anything that contributes to his growth and remains indifferent to idleness [3, p.122]. For this reason, Montessori did not include imaginary or fantasy-based activities during the morning work period. Instead, she incorporated specialized materials and reality-based activities that allow young children to learn through self-initiated exploration—activities that are both meaningful and deeply engaging to them. In conclusion, the use of the Montessori Method developed by the Italian educator Maria Montessori contributes significantly to the comprehensive development of preschool-aged children. It plays an essential role in fostering cognitive abilities, facilitating the learning process, ensuring children’s independence and freedom of activity, and revealing their innate potential. Through this approach, children develop greater self-confidence from an early age and acquire essential social skills such as interacting freely within a group and expressing their own thoughts and opinions. REFERENCES 1. Polk-Lillard, Paula. (2013). Montessori: Modern Bir Yaklaşım. Translated by Okhan Gündüz. İstanbul: Kaknüs Yayınları. 2. http://www.izcicocuk.com/tr/montesori.asp 3. Montessori, M. (1966). The Secret of Childhood. New York: Ballantine Books. 4. Radice, L. G. (1953). L’Autoeducazione Nella Concezione Della Montessori E Nella Pratica Della Scuola. Firenze: La Nuova Italia.