1 Montessori and the Whole Child
Montessori and the Whole Child
School of Education, Liberty University
Abstract
Maria Montessori had a brilliant mind that saw the overarching need for children's
development. Her insight into how the brain worked sought to create a way to enrich children's
lives and their development. Her research discovered four areas supporting this development:
cognitive, language, social-emotional, and physical. It is known that children with disabilities are
already at a disadvantage in many aspects of their education; therefore, the use of Montessori's
principles supported the idea of their potential growth and development the same as those
2Montessori and the Whole Child
without disabilities. This type of development is fostered by encouraging natural development
and discoveries through play (Nehring, 2014, as cited by Long and Ferranti, 2022) and allows
children to develop at their own pace. Somma et al. 2023 explained that Maria Montessori's
philosophical practices and processes concentrated on providing an environment for these four
developmental concepts to occur.
3Montessori and the Whole Child
Montessori and the Whole Child
Many of Maria Montessori's child development ideas are the basis of many education
system components today. Her findings have led to how we look at and develop early education
models. Due to her hands-on approach to learning, this idea allowed the whole child to be
taught. Montessori believed that for children to express their wants and needs, their language
development would need to be part of this development Bilavych et al. (2022). In some cases,
children did not know how to express themselves. Therefore, this left them struggling to
communicate even into their teenage and adult years. Because of her approach, much of what
is needed to develop for students with disabilities can be found in her ideas. Montessori's
approach leans toward hands-on, social skills, and sensory materials Long et al. (2022). This has
not been an approach we have often used for students with disabilities.
Maria Montessori's four areas of child development (cognitive, language,
socialemotional, and physical) serve as the all-encompassing foundation of Montessori
Education. These areas are not limited to typical learners but also cater to students with diverse
learning needs, including those with disabilities. Montessori's ideas, therefore, stand as a
beacon of inclusivity, addressing the unique learning needs of all students, regardless of their
abilities. This empathetic approach, which is at the heart of Montessori's philosophy, fosters a
deep understanding of the diverse learning needs of students and underscores the importance
of catering to these needs.
Background and Cultural Context
Maria Montessori was born in Italy and spent most of her life there. She attended school
for physics, mathematics, and natural science to pursue her dream of being a doctor, which was
unheard of in the 1890s, Association Montessori Internationale (2021). However, that did not
stop her from pursuing her education at the University of Rome and becoming the first female
doctor in Italy. In 1897, her love of education sent her into the field of education, where she first
encountered children with profound disabilities. Due to her engagement in adolescent learning,
4Montessori and the Whole Child
Montessori changed from medicine to education and the pursuit of what we now know as
Montessori’s Education. These ideas are around “that children have an innate ability to learn
and that when supported by an appropriate environment and educator, they are guided through
their developmental needs to reach their full potential” Association Montessori Internationale
(2021). Her desire to foster a child’s learning led to a philosophy on how children of all abilities
can learn.
Philosophy of Education
Maria Montessori acknowledged the basic needs for learning; she realized that four
needs must be addressed for children's growth and skill development: cognitive, language,
socialemotional, and physical. Montessori's educational ideas considered the whole child and
how they learned, then helped determine their long-term outcome. Her ideas included
educational skills, self-help, independence, and adaptive skills. Although much of her findings
and ideas may seem logical to how we view education and a hands-on learning approach today,
many of her findings and thoughts were outside the realm of what they knew of education and
how learning took place at that time. Even though her findings on how children learn were
valid, there has yet to be additional research to support or dispute her findings (Ungerer, 2015,
cited by AuCoin and Berger, 2021). When considering her motive for why she worked hard to
develop and research these areas, one would need to go back to how she stumbled upon the
idea. Her initial visit to Rome's children's asylum and what she was exposed to created the
ultimate shift in her life's work. One might say that Montessori's work was pragmatic rather
than metaphysical or supernatural principles. This would be based on the idea that a child's
curiosity and learning are part of a natural development or process.
Theory to Practice
The four areas identified through her work: cognitive, language, social-emotional, and
physical are all essential to the development of the whole child. This theory is seen from the
5Montessori and the Whole Child
study that Afshan et al. (2022) completed when their research showed significant improvement
in self-care and communication. Communication is critical in the early stages of development.
She noted that communication is not limited to just speaking but also listening Bilavych et al.
(2022). Additionally, Bilavych et al. (2022) indicated that earlier intervention with peers helped
to support the growth of language development and the understanding of conversations.
Conversation for children with disabilities does not always come naturally, and the
support of typical developing peers reinforces the growth in this area and the idea. Secondly,
support for motor development is critical to children's development. Motor development can
be seen in the child's ability to grasp objects of different sizes, climb stairs, and use playground
equipment. This level of early learning is critical for the development of the outcome of
children (Papatheodorou, 2010, as cited by Somma et al., 2023). In addition to her methods,
Montessori included the five senses using clips, sounds, and images (Adam & Tetanll, 2008, as
cited by
Afshan et al., 2022). This method was found to be helpful with cognitive development. Maria
Montessori's ideas can impact many levels of diverse learners. She found a way to incorporate
and emphasize the need for individualized learning, allowing children to develop at their own
pace and even taking it one step further to support the idea of inclusion long before that idea
was mainstream.
Perspectives on Diversity
In 1900 and even before, children with "mental disorders" were not favorable to the
culture of that time. Many lived in homes or asylums where they were cared for; even that
term should be considered loosely. However, Maria Montessori's interest in their ability to learn
changed how children of that time with intellectual disabilities were engaged in education. She
found a way to foster an awareness of acceptance through learning and hands-on activities. Her
techniques allow all children to experience classroom activities, regardless of their abilities or
disabilities, encouraging a sense of belonging and acceptance. This idea of diversity can be seen
6Montessori and the Whole Child
in children with learning needs and even those with cultural differences Afshan et al. (2022).
Her love of education and her need to share her knowledge was not limited to her time in Rome
but also in Spain, India, the Netherlands, and Germany. Thus, Montessori created diversity in
teaching the concept of student lead- hands-on learning from content to content.
Critical Analysis
Like John Dewey, Maria Montessori had a more progressive philosophy of education
when considering students' needs (Smith, 2020). Her focus on child-centered learning, active
needs for exploring, and integrating practical movement ideas corresponded with Dewey's
developed academic principles. In contrast, John Holt found that public education was not the
best-suited place for children to learn and that children needed the freedom to learn at their
own pace. Moreover, although that aligned with many of Montessoir's ideas, she felt that
teacher engagement should foster and support student-guided learning within the realm of a
school.
Implications and Conclusions
Maria Montessori's ideas of how to engage the whole child create an impressive
dynamic used in many fields of education today. However, when considering the needs of
children with disabilities, her ideas, specifically related to cognitive, language, social-emotional,
and physical, open up a different level of support and need. Considering foreign countries such
as Pakistan and their need to educate their children and family members, Montessori's ideas
create new ways to serve these children. Her ideas successfully supported children with delays
Afshan et al. (2022) through sensory concepts and the senses.
Based on the current educational needs and Maria Montessori's philosophy of
developmental support, one might find that her study still holds value today. As of 2022,
research was still finding ways to incorporate her research into successful teaching models to
support children with disabilities. Montessori saw the importance of the setting in which
teachers and adults worked with children Bilavych et al. (2022) and cited that schools were
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better places to work with children than hospitals. She saw the value in brain development
because she had previously worked with children from a medical standpoint. She saw that the
environment allowed for various developmental materials to be used. Even more so in an
"organic" setting Bilavych et al. (2022).
One must consider the varied learning needs as the most impactful idea and how
her ideas resonate with current educators. In formative years, all children look similar,
whether babbling, touching items for the first time, or crawling. Each child moves at a pace
that their brain allows; however, Montessori's ideas are unique because she felt that all
children could learn and that those four areas could be molded at the individual child's
pace; in special education, that is key. Because all children learn differently and at different
paces, her idea supports and promotes this idea of individualized education along with the diverse
learning needs
presented in education.
References
Afshan, A., Mushtaq, A., Rehna, T., Sabih, F., & Najmussaqib, A. (2022). Effectiveness of
Montessori Sensorial Training Program for Children with Mild Intellectual Disabilities in
Pakistan: A Randomized Control Trial. International Journal of Disability, Development
and Education, 71(1), 13–23. https://doi.org/10.1080/1034912x.2021.2016657
Association Montessori Internationale. (2021). Biography of Maria Montessori. Association
Montessori Internationale.
https://montessori-ami.org/resource-library/facts/biographymaria-montessori
AuCoin, D., & Berger, B. (2021). An expansion of practice: special education and Montessori
public school. International Journal of Inclusive Education, 28(2), 1–20.
https://doi.org/10.1080/13603116.2021.1931717
Gaither, M. (2024, April 10). John Holt | American teacher and writer. Encyclopedia Britannica.
https://www.britannica.com/biography/John-Holt
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Halyna Bilavych, Nataliia Bakhmat, Tetyana Pantiuk, Mykola Pantiuk, & Savchuk, B. (2022).
Organization of an Inclusive Educational Environment for the Students with Special
Needs /. Strategii Na Obrazovatelnata I Naučnata Politika, 30(30), 559–576.
https://doi.org/10.53656/str2022-6-1-org
Long, T., Westerman, C., & Ferranti, N. (2022). Children with Disabilities Attending Montessori
Programs in the United States. Journal of Montessori Research, 8(2), 16–32.
https://doi.org/10.17161/jomr.v8i2.18639
Smith, S. J. (2020). Windows Into The History And Philosophy Of Education. Kendall Hunt.
Somma, M., Ruggiero, L., Harwood, D., & Donato, K. (2024). “Maybe We Have to Create
Something Different”: Fostering Inclusion in Montessori Education. Exceptionality
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