Principles of Design of Montessori Materials

Principles of Design for Montessori Materials

1.    The concept the child is to discover is isolated. For instance, the long rods isolate the concept of length.
2.    The materials progress from simple to complex in design and usage.  The child, for example, begins by matching three pairs of colors in Color Box 1 and progresses to grading a series of colors in Color Box 3
3.    The materials prepare indirectly for future learning.  The knobs on the solid and plane insets help to develop the three-finger grasp needed to hold a pencil.
4.    The materials begin as the concrete expression of the concept and gradually become more abstract.  The child first works with the actual objects and eventually with pictures and other representations.
5.    The materials are designed for auto-education and have a built in control of error.  The control of error allows the child to work independently.

Guidelines for Preparation of Materials

•    Is it geared to the child’s current needs?
•    Does it have a built in control of error?
•    Does it fit into the sequence of activities on the shelf?
•    Does it allow for meaningful activity for the child?
•    Is it challenging but not frustrating?
•    Is it process oriented and not so much product oriented?
•    Does it allow for movement- does it provide muscular training?
•    Is it attractive and aesthetically pleasing?
•    Is it self- contained and complete?
•    Is it clean, neat, and in good repair?
•    Is it orderly and logically arranged?
•    Is it clear and simple?
•    Is it adaptable? Can you present it on various levels?
•    Does it contain an element of familiarity?
•    Does it have indirect aims to prepare the child for other skills?
•    Does it allow for repetition?
•    Does it require a minimum of descriptive language?
•    Can the maintenance be handled by the children?
•    Is it child-sized?
•    Does it appeal to the child?
•    Are the tools used authentic (sharp if necessary) and are provisions made for safety?
•    Does it have quality of construction and materials?

Sequencing

Activities are to be presented with the following sequences in mind:
•    Start with the skill in isolation
•    Silence to language
•    Simple to complex
•    Concrete to abstract
•    General to specific
•    Hand to mind
•    Object to concept
•    Gross to refined movements
•    Hand to tool
•    Large to small
•    Left to right
•    Dry to wet
•    Transfer to transferring
•    One container to many containers
•    Two hands to one
•    Top to bottom
•    Familiar to unfamiliar
•    Exploration to mastery