Dr. Maria Montessori was an Italian physician, educator, and innovator, acclaimed for her educational method that builds on the way children learn naturally.

She was born on August 31, 1870, in the provincial town of Chiaravalle, Italy. Her father was a financial manager for a state-run industry. Her mother, raised in a family that prized education, was well schooled and an avid reader—unusual for Italian women of that time. The same thirst for knowledge took root in young Maria, and she immersed herself in many fields of study before creating the educational method that bears her name.Beginning in early childhood, Maria lived in Rome, growing up in a paradise of libraries, museums, and fine schools.

She opened the first Montessori school—the Casa dei Bambini, or Children’s House—in Rome on January 6, 1907. Subsequently, she traveled the world and wrote extensively about her approach to education, attracting many devotees. There are now thousands of Montessori schools in countries worldwide.

Dr. Maria Montessori was a sterling student, confident, ambitious, and unwilling to be limited by traditional expectations for women. At age 13 she entered an all-boys technical institute to prepare for a career in engineering.

In time, however, she changed her mind, deciding to become a doctor instead. She applied to the University of Rome’s medical program, but was rejected. Maria took additional courses to better prepare her for entrance to the medical school and persevered.

With great effort she gained admittance, opening the door a bit wider for future women in the field.When she graduated from medical school in 1896, Maria was among Italy’s first female physicians. Though she was not the first female medical school graduate, as reported by many of her biographers, it does not detract from her accomplishment. Defying conventions, norms, and expectations to successfully make her way in this rigorous, male-dominated field required tremendous strength, dedication, and perseverance.

Dr. Maria Montessori’s early medical practice focused on psychiatry. She later developed an interest in education, attending classes on pedagogy and immersing herself in educational theory. Her studies led her to observe, and call into question, the prevailing methods of teaching children with intellectual and developmental disabilities.

The opportunity to improve on these methods came in 1900, when she was appointed co-director of a new training institute for special education teachers. Maria approached the task scientifically, carefully observing and experimenting to learn which teaching methods worked best. Many of the children made unexpected gains, and the program was proclaimed a success.

In 1907, Maria accepted a challenge to open a full-day childcare center in San Lorenzo, a poor inner-city district of Rome. The students were under-served youngsters, ages 3 – 7, who were left to their own devices while their parents went out to work. This center, the first of its kind in the nation, and a high-quality learning environment, became the first Casa dei Bambini.

The children were unruly at first, but soon showed great interest in working with puzzles, learning to prepare meals, and manipulating learning materials Maria had designed. She observed how the children absorbed knowledge from their surroundings, essentially teaching themselves.

Using scientific observation and experience gained from her earlier work with young children, Maria designed learning materials and a classroom environment that fostered the children’s natural desire to learn and provided freedom for them to choose their own materials.

To the surprise of many, the children in Dr. Maria Montessori’s programs thrived, exhibiting concentration, attention, and spontaneous self-discipline. The “Montessori Method” began to attract the attention of prominent educators, journalists, and public figures. By 1910, Montessori schools could be found throughout Western Europe and were being established around the world, including in the United States where the first Montessori school opened in Tarrytown, NY, in 1911.

In the years following, and for the rest of her life, Maria dedicated herself to advancing her child-centered approach to education. She lectured widely, wrote articles and books, and developed a program to prepare teachers in the Montessori Method. Through her efforts and the work of her followers, Montessori education was adopted worldwide.

As a public figure, Maria also campaigned vigorously on behalf of women’s rights. She wrote and spoke frequently on the need for greater opportunities for women, and was recognized in Italy and beyond as a leading feminist voice.

Maria Montessori pursued her ideals in turbulent times. Living through war and political upheaval inspired her to add peace education to the Montessori curriculum. But she could do little to avoid being ensnared in world events. Traveling in India in 1940, when hostilities between Italy and Great Britain broke out, she was forced to live in exile for the remainder of the war. There she took the opportunity to train teachers in her method.

At war’s end she returned to Europe, spending her final years in Amsterdam. She died peacefully, in a friend’s garden, on May 6, 1952.

教育体系是以感官基础，以思考为过程，以自由为目的。

The educational system is based on the senses, taking the thinking as the process and the freedom as the goal.

儿童的一切教育都必须遵循一个原则，即帮助孩子身心自然的发展。

All children's education must follow a principle, that is, to help children develop physically and mentally.

学习正确答案将帮助孩子完成学业，但学会如何学习是为一生做准备。

Learning the correct answer will help children to complete their studies, but learn how to learn is to prepare for life.

我们对儿童所做的一切，都会开花结果，不仅影响他一生，也决定他一生。

We have done everything for children, will bear fruit, not only affect his life, also decided his life.

当儿童还没有发展起控制能力的时候，“让儿童想干什么就干什么”是与自由观念相违背的

When children do not have the ability to control the development of the time, "let the children want to do anything" is contrary to the concept of freedom.

教育就是激发生命，充实生命，协助孩子们用自己的力量生存下去，并帮助他们发展这种精神。

Education is to inspire life, to enrich life, to help the children with their own strength to survive, and to help them develop the spirit.

儿童有着他自己的人格，他自身具有创造精神的美和尊严。这种美和尊严是永远不能磨灭的，所以他的纯洁而非常敏感的心灵需要我们最审慎的爱护。

Children have their own personality, he has created the spirit of the beauty and dignity. The beauty and dignity is indelibly print on his brain, hence we need the most prudent care to protect their purity and sensitive mind.

蒙氏教育创立于19世纪初，创始人是玛利亚 蒙特梭利博士是意大利人，生于1870年。她的理念源自于对孩子的观察，她发现孩子们是天生热爱学习的，因为他们天生对任何事物都充满着好奇心。

第一个蒙氏学校1907年在罗马大学旁边创立，当时有50个学生，学校现在还在运行。蒙特梭利是医学博士，这在19世纪初的女性中，受到这么高教育的女性是不多的。她事业的前几年，是进行特殊教育，帮助并研究学习有障碍的孩子，然后将方法总结出来，推广到普通的孩子的教育。

蒙特梭利博士对于环境的准备非常重视，她还研究了许多适合孩子的教材不论是在数学，语言，感觉器官等领域。她也特别为孩子们准备合适的桌椅。透过她所研究的方法，她的学生们建立特别杰出的智力和社交能力。

1911年后，蒙特梭利法已经在美国盛行。目前世界上有2万多所蒙氏学校，美国有5,000 多所学校，包括300所公立学校。

玛丽亚。蒙特梭利博士为全世界的教育体系留下了非常深远的影响。她被视为当代其中一位知名并且有成就的教育家。玛丽亚。蒙特梭利博士不断的传播她的教育理念直到她在1952年离世。

Benefit of Montessori

There are many benefits to receiving a Montessori education. Some of the more prominent benefits include:

蒙氏教育有许多好处。一些比较显著的好处包括：

Self Worth: Children gain an extremely strong sense of self-worth; they learn that they are important and their ideas are valuable. 自我价值感：蒙氏的孩子的自我价值感特别的强烈；他们明白自身的重要性以及他们他们的思想与想法是可以很有价值的。

Increased Confidence: Children gain the confidence required to master new skills, solve difficult problems, and achieve success. 自信心：孩子从蒙氏工作中学习到新技能，解决复杂的问题并得到成功。这过程让孩子建立了强大的自信心。

Community Awareness: Children learn how to live in community with people who have different strengths and weaknesses. 社群觉醒：混龄教室的孩子们学习如何与不同的人相处并了解每个人都有自己的优点与缺点，对于各种不同，他们能够拥有包容力。

Leadership: Children learn how to lead, and at the same time, be part of a team.领导能力：孩子们学习如何领导，在同时，如何与团队合作。

Self Instruction: Through the use of self correcting equipment, children learn from their own errors by getting feedback on choices they make。自我纠正：透过蒙氏教具自我修正的功能，孩子们学会如何从错误中学习。

Environment Respect: Children learn the importance of preserving the environment while using its resources wisely. 尊重环境：透过对大自然教育的引导，孩子们学会如何明智的保存环境的资源。

Increased Aptitude: According to a study published in Science in 2006, Montessori students were “significantly better prepared for elementary school in reading and math skills than the non-Montessori children” and they also tested better in their “ability to adapt to changing and more complex problems”. 提升资质：根据2006年一份科学期刊的研究，蒙氏孩子比起其他孩子在算数与阅读的领域里有更特出的能力。而且他们更有能力来适应各种变化以及處理复杂的問題。

Here are some fun facts about Montessori Education一些关于蒙氏教育有趣的事

1. There are over 8000 Montessori schools in the United States and 20,000 Montessori schools word wide. 在美国共有8000多所蒙氏学校，而世界则有20,000多间。

2. In a Montessori classroom, children of different ages are mixed together. 在蒙氏教室里，不同年龄的学生会一块儿学习。

3. Montessori is one of the fastest growing forms of education for young children in the world. 蒙氏教育是世界上其中一个发展最快的教育方式。

4.The Montessori method holds that the most important years of education for children are between 0 – 6 years because intelligence is formed within the first 6 years. 蒙氏教育掌握了孩子生命中最重要的前六年，因为智力的发展与形成就在这第一个六年里。

5. There are no grades or comparison to other children in a Montessori program. Each child advances at his or her own pace through the curriculum。蒙氏教育里不推崇分数也没有考试。每个孩子依据自己的步伐来上课。尽管目前有些蒙氏学校也引入了一些成绩和考试，但是很少。蒙氏认为，考试和分数，对学生的学习的深入程度不利而且有害。

6. Montessori schools are both public and private; over 200 public schools in the United States offer Montessori programs.蒙氏教育有公立（政府的）的，也有私立的。在美国，就有200多间公立学校提供蒙氏教育。

7. Montessori techniques can be used successfully with all children, whether they are gifted, have learning disabilities or other special needs。蒙氏方法能够成功的用在所有的孩子。不管他们是特殊孩童，或者有任何的学习障碍与需求。

8. And of course, there are many famous graduates of Montessori programs such as Larry Page & Sergey Brin (Founders of Google), Jimmy Wales (Founder of Wikipedia), Jacqueline Kennedy Onassis (Former First Lady), Katherine Graham (Owner & Editor of the Washington Post), Bill Gate (The founder of Microsoft),Peter Ferdinand Drucker (The founder of modern management), Prince Harry and William. 当然，有许多名人都是蒙特梭利教育法出生的，例如谷歌的两个创始人 Larry Page 和Sergey Brin，亚马逊创始人Jeff Bezos，Jimmy Wales (Wikepedia 创始人）Jacqueline Kennedy Onassis (前美国第一夫人），Katherine Graham (华盛顿邮报老板与总编辑），微软创始人Bill Gate，管理学之父德鲁克，英国的威廉姆和亨利两个王子。

9. Alexandar Graham Bel (the inventor of telephone)l and Thomas Alva Edison (the greatest inventor from America) were also the supporter of Montessori. The Bells started one of the first Montessori schools in the parlor of their home, Canada. The school is still operate now. And, Edison, he starts four Montessori School in United States. 蒙氏不仅有耀眼的校友，也有强大的支持者，亚历山大贝尔，支持开创了加拿大第一所蒙氏学校；爱迪生，在美国开创了4所蒙氏学校。

Sensitive Period of the human child 幼儿的敏感期

Montessori theory talks a lot about sensitive periods in childhood development and how the child is guided by inner forces that shape their developmental needs.

It is during these sensitive periods that there is a great need for total focus, sensorial exploration, and a need for repeating activities in order to master skills. Sometimes these sensitive periods are characterised by overpowering (sometimes obsessive) and intense activity.

Interrupting a child while they are in the middle of an intense sensitive period can result in a powerful emotional response (i.e. tantrum). Break a routine that a child is attempting to understand and master (i.e. getting dressed, bath time, bedtime) and some children will literally fall apart as they are most likely in a sensitive period and their intense "work" is being interrupted.

Children can profit from various stimuli that are made available to them during a sensitive period. This is one of the reasons why Montessori materials are clearly set on low shelves and made available to the children. It allows them to choose the work that will help them 'construct themselves' - master a skill and aid in their development and adaptation.

Parents and teachers can capitalize on these sensitive periods by ensuring adequate time and materials are available, and by respecting the individual interests and passions of each child. It is through observation that the needs of the child are revealed.

As always, follow the child. And tuck some extra patience away for the days they want to repeat the same activity over, and over, and over again.

蒙氏理论经常提到关于孩童发展的敏感期和孩子如何利用这些内在的力量来让塑造自己。在这个阶段，孩童需要很大的专注，探索以及不断的重复来得到满足。很多时候，孩子内在的生命力会强迫孩子专心吸收环境中某一事物的特质，并不断重复实践的过程。顺利通过一个敏感期后，儿童的心智水平便从一个层面上升到另一个层面。

敏感期得到充分发展的儿童，头脑清楚、思维开阔、安全感强，能深入理解事物的特性和本质。敏感期不仅是儿童学习的关键期，也是影响其心灵、人格发展的关键期。

如果他们的内在需求得不到满足，或者家长教师没有提供必要的环境和条件，儿童的心里就会紊乱，容易乱发脾气，甚至变得乖戾。因此，成人应尊重自然赋予儿童的行为与动作，并提供必要的帮助。以免错失一生仅有一次的特别生命力。

孩子们能从不同的模拟中受益。这也是为什么蒙特梭利的教材都摆放在孩子可以自由拿取的橱柜上。这就是为了让孩子可以自由的选择能够帮助他们的教材，来满足内在的敏感期。

每个孩子的敏感期不同，因此父母与老师必须细心观察儿童的内在需求和个别特质。当观察到儿童的某项敏感期出现时，应尽力为儿童准备一个满足他成长需求的环境。并尊重每个孩子所展现出对不同事物的热诚与兴趣。这些都需要透过细心观察与耐心的引导。当儿童获得了尊重与信赖后，就会在环境中自由探索、尝试与不断的重复来发展自我生命的力量。

Dr. Montessori described four planes (or stages) of development, each of which last six years:

• Birth to six (infancy)

• Six to twelve (childhood)

• Twelve to eighteen (adolescence)

• Eighteen to twenty-four (transition to adulthood)

The First Plane of Development (0-6 years)

The most special characteristic of this plane is the Absorbent Mind. This makes the child of this age different from any other time of life. There is a very different capacity for learning. Through the Absorbent Mind, the child creates the person she will become. It enables the child to acquire the culture of her environment.

The Second Plane of Development (6 - 12 years)

Compared to the first plane of development, children at this stage are more stable, have great energy, and relative calm. The child has mastered the basic human skills: basic intelligence, coordinated movements, fluent speech, and a developed personality.

The Third Plane of Development (12- 18 years)

We can compare the third plane of development to the first, because it is a time of great transformation, both physically and psychologically. Mentally, they have developed logical thinking, but they do not like to be pressured into learning facts. All academic learning should be connected to real life skills: cooking, gardening, sewing, car repair, etc.

The Fourth Plane of Development (18 - 24 years)

This is the transition to adulthood. It is usually the time when they have their first experience living away from home. The quest for independence can now be achieved Therefore, they are now accepting of their parents.

孩童的四阶段发展

通过长时间的观察，蒙特梭利博士认为儿童的发展基本经历4个阶段：

第一阶段： 0-6岁婴儿期；

第二阶段：6-12岁儿童期；

第三阶段：12-18少年期

第四阶段：18-24成熟期

第一阶段：0-6岁 Absorbent Mind 吸收性心智

这个阶段的孩子的特点就是他们吸收一切东西。0-3岁的孩子是无意识吸收（Unconscious absorbent mind）,3-6岁的孩子是有意识吸收。（conscious absorbent mind）

这个阶段的孩子毫不费力的吸收所有他所在环境里的信息，他们不分析、不辨证、 不管原因、不问结果。他们用他们的所有感官去吸收，

这个时期孩子的另一个特点就是他们对现实生活的东西更感兴趣。很多妈妈都发现孩子不喜欢玩玩具更喜欢玩“大人用的东西”。虚幻、科幻、想象的东西都不适宜介绍给这个年龄段的孩子，因为他们还没有一个分析性大脑，分不开虚幻与现实，他们需要吸收大量的现实来为以后做准备。

第二阶段：6-12岁 分析性心智 Reasoning Mind

这个阶段的孩子喜欢高智能的活动。有了0-6岁的现实积累，他们现在可以自由的运用他们的想象力去抽象任何事情。他们想知道“为什么”。他们十分看重“错”与“对”，他们是道德的标兵，在他们的世界里没有灰色，只有白色和黑色。他们喜欢在一起学习。

第三阶段：12-18岁 Social Mind 社交性心智

这个阶段的孩子像初生的婴儿一样，他们是社会生活的初生婴儿。他们热衷于交际。他们来上学不是为了学知识，而是为了结交朋友！就像2-3岁的小孩总会挑战家长的底线一样，他们也无时不在尝试挑战社会生活的底线。蒙特梭利博士认为这个时期不是最佳的学习学业的时期，而是像第一阶段的孩子们一样，先给他们最大的现实，让他们重回土地！

第四阶段：18-24岁 公民 citizen

蒙特梭利博士认为如果你的需求在前三个阶段都得到了一定的满足，那么第四阶段的你将会正直、善良、满足、乐观、思想独立、热衷公益事业、喜欢当志愿者、乐于回报社会。