Developing Resilient Children After 100 Years of Montessori Education

At the turn of the 20th century, Maria Montessori called for "a revolution in society's approach to human development" (Montessori, 1966). She advanced a precise, scientifically based theory that has stood the test of time, decade after decade. The planes of development that Montessori referred to as "a series of reactions induced by systematic stimuli or psychical phenomena of growth" (1966) were the foundations of other developmental theories, including those of Erik Erikson and, later, Jean Piaget. Without question, Montessori gave birth to a revolution that continues to influence pedagogy today.

In this millennium, educators are faced with a number of issues that Dr. Montessori could not have predicted. Today, students are different from the children Dr. Montessori observed in her Casa dei Bambini. They are influenced by technology in all its forms. Some suffer from medical problems such as complex food allergies, which wreak havoc on their bodies and brains. Others have authentic learning differences that can be difficult to understand and deal with (Shaywitz, 2003; Hallowell, 1995; Lyon, G. R., 1995). Nonetheless, Dr. Montessori's directive that teachers respond to the "internal needs of a life in process of development" (1966) remains clear. Despite changing times, Montessori teachers remain steadfast in their approach to meet the "universal needs of the soul" (1966). Even with external pressure to conform to the demands of competitive communities, Montessori education continues to produce resilient children who persevere despite obstacles.

Robert Brooks, a professor at Harvard Medical School and a leading authority on self-esteem and resilience, maintains thaf "resilient children possess certain qualities and/or ways of viewing themselves and the world that are not apparent in youngsters who have not been successful in meeting challenges and pressures" (Brooks, 2001). He posits 10 guideposts that form the foundation of a resilient mindset. It is clear that, after 100 years in practice, the prepared Montessori environment facilitates the development of this human psychological capacity.

1. Teaching empathy

Empathy is a critical factor in developing resilience. The Montessori classroom affords teachers time to sit down with a child who may be experiencing frustration with an academic or social issue and work it out. Montessori teachers take the time to listen to their students express frustration as well as jubilance. Further, the prepared classroom allows teachers to be flexible in creating plans for students. If one material is not successful in teaching an objective, a viable alternative is quickly available. A teacher's empathie, flexible response to problem solving in the classroom creates a sense of security for the students. "Dr. Montessori advised that teachers show a degree of warmth and sensitivity that is reminiscent of the characteristics of parents whose children are securely attached" (Lillard, 2005). As a result, classrooms create a feeling of security where a child feels safe to take risks. It is through this safety net that a resilient mind-set is fostered.

2. Effectively communicating

"Effective communication involves actively listening to our children" (Brooks, 2001). Walk into a Montessori classroom and you will see children with their hands on the shoulders of their teachers, waiting patiently until it is their turn to talk. In some cases, a train of children is formed with their hands on one another's shoulders. The lesson is explicit. When it is the child's turn, all attention is focused on that child. They are never interrupted or told their way of thinking is wrong. Teachers model effective communication skills in their classrooms when they accept the students' message and do not criticize or judge. Children are taught to take turns listening and speaking and are encouraged to respect another's points of view. Students in a Montessori classroom are afforded the opportunity to learn that everyone is different and to accept and celebrate the differences among us.

3. Believing in the worth of a child

Montessori educators find a way to believe in the worth of every child. Each individual is given an opportunity to express her strengths in a prepared environment that is full of opportunities to shine. Montessori believed that each child has an inherent set of strengths and that these strengths will emerge differently from each individual. She designed the classrooms to be appealing to young minds. The materials, the furniture, and the architecture are all designed to provide maximum opportunities to release potential. "Leave the child free to make use of his powers and he will show himself capable of success," Montessori wrote (1948). Dr. Brooks refers to "islands of competence" (2001) as the foundations for growth. Montessori teachers look for unique strengths in students as a basis for further achievements. During circle time, children are afforded an opportunity to share something special or to be the student of the day with unique privileges. By doing so, an unconditional environment is created where each child feels safe to express himself.