Abstract:
Maria Montessori's work was initiated in 1898 as a result of her
becoming acutely aware of deficient children's learning patterns,
while working at the Psychiatric clinic of the University of
Rome. The principles which dominate the system, however, did not
·'"spring in full panoply from Montessori. Indeed, her inspiration
came largely from early and mid-nineteenth century writings of
two French physicians, Itard and Seguin, who were Also involved
in the teaching of deficient children. Extending on the ideas of
these two educator-physicians, as well as the ideas of Froebe!,
Montessori innovatively brought the child's senses into contact
with carefully selected didactic apparatus in a carefully
structured and ordered environment.
According to Montessori, the liberty of the child is a
prerequisite for self-education and forms the first major pillar
of her didactic theory, and thus becomes the focus of the first
chapter dealing with her didactic approach (chapter three) •
Montessori believed that the function of education was to assist
growth and if the individual child was given the liberty of
movement within a prepared environment, a sense of competence
would be achieved and the learning of the child would come about
almost spontaneously. The principles of individuality and the
training of the senses comprise the other two pillars, and form
the basis for chapter four and five respectively. The principle
of individuality is rooted in the belief that each child has a
uniqueness which cannot be ignored without irretrievable damage
to his personality.
The current educational situation in South Africa, reveals a
diversity of educational problems as a result of different ethnic
and cultural groups all being thrust into a common educational
system. The insidious pressures of conformity to a single
standard of education must of necessity lead to a compromise of
'"standards. The exposure of educational deficiencies inherent in
such a move is characterised by learning impediments and
deficiencies in the educational scenario. Research has therefore
been undertaken in an attempt to extract those aspects that could
provide meaningful pedagogic assistance to meet a present
educational need.