A short reflection on the compatibility of the teachings of Maria Montessori with basic counseling theories.
In the last few years, I have grown extremely interested in the Montessori Method. This framework, which is less a “method” than a holistic approach to learning, was developed by Maria Montessori, an Italian physician, almost a century ago. Ms. Montessori spent a great deal of time observing children in an experimental classroom setting. From her observations she realized that children optimize their learning potential when their education unfolds in a carefully sequenced, developmentally appropriate way. Montessorian ideas are implemented in schools around the world, and have been widely supported by recent research in educational psychology.
There are many elements associated with the Montessori approach to education. Chief among them are the ideas of independence (allowing children to do things by themselves), “following the child” (recognizing that children are wisely guided by their own inner roadmaps), the prepared environment (equipping children with appropriate materials and giving them a well-ordered space for them to work), and the “absorbent mind” (acknowledging that children experience sensitive periods of development in which certain kinds of knowledge acquisition come easily, almost effortlessly, if the environment is well-prepared). Montessori education is also known for its multi-age classrooms (in which older children mentor younger children), sensorial materials, and view of play as the child’s natural form of “work.” Angeline Stoll Lillard, in her book Montessori: The Science Behind the Genius, summarizes the Montessori Method by describing eight of its key principles and highlighting the plentiful research literature that support them (Lillard, 2017).
While not a counseling theory per se, the Montessori philosophy offers useful insights to the creative counselor. For example, Montessori asserts that movement and cognition are closely related – an observation that dovetails neatly with the advice of my Counseling Children professor, who recommends getting children to move their bodies whenever possible in the counseling room. (Emotions are often stored in the body, after all.) Montessori also endorses collaboration, and believes that children learn best when adults provide plentiful freedom within a few clear limits. In a similar way, counselors must help their clients to feel secure and purposeful by providing thoughtful boundaries, while also giving them lots of freedom to express themselves uninhibitedly and spontaneously. Finally, Montessori prioritizes “contextual learning,” which it views as more meaningful than abstract, compartmentalized learning. Counselors likewise see the importance of learning in context, and often role-play scenarios with clients, or challenge them to “test out” their new skills in real-life settings between sessions. There are many other examples of the parallels between Montessori education and good counseling practice, but even just the few examples mentioned here should illustrate the compatibility of the two domains.
Although Montessori is most often associated with the early years of development (preschool and elementary school), the philosophy actually provides a template for learning across the lifespan. Montessori principles can be implemented from infancy (prescribing such things as freedom of movement and the use of beautiful natural materials in the baby’s bedroom), and they can also be applied effectively in old age (promoting dignity and purposeful engagement, especially among adults with dementia). And because Montessori is child- (or person-) centered and inherently flexible, it can be used successfully with many different populations, including those with learning differences. Part of the beauty of the Montessori approach is that it allows each person to creatively develop her own unique gifts and strengths, independent of some generic, one-size-fits-all mold.
As you can tell, I am very admiring of the Montessori Method, and believe that its ideas are useful and sound. It is incredible that, despite getting its start almost 100 years ago, Montessori aligns quite precisely with modern research into the science of learning. I believe that this philosophy provides a refreshing alternative to traditional American classrooms, and I suspect that it may also translate beautifully into the work we do as counselors.
Reference
Lillard, A. S. (2017). Montessori: The science behind the genius (3rd ed.). Oxford University Press.
