CITI - rpiva

Adding one more question from the interview one needs to think again about the wayhow children chose the materials. Since they chose whatever they felt like they wanted towork with, the following question was asked: ―Could it happen that the children learn in anunbalanced way?‖ The teacher responded that even if they might choose the same thingsagain and again it should not happen that they learn in an unbalanced way. Also he pointedout that if a child in fact chooses the same material again, it means that they are comfortablewith it and like to repeat it because they like it. But as he experienced, after they have workedwith it, they chose another thing and went on. But if they do not know what to choose next, itis the teacher‘s task to offer them new things so they learn in a balanced way.The results of the observation in the kindergarten showed similar things as theinterview. There was a familiar and warm atmosphere due to various things. On the one handthe rooms were arranged and furnished in a very attractive way for the children and on theother hand the teacher was very positive, calm and supportive and of course also the smallsize of the group helped the atmosphere.Also the social behaviour of the children needs to be mentioned as very positive.Another result from the observation was also mentioned before and that is, that self-disciplineof the children is reached through observing, offering and showing. This is already set by themethodology and observed as carried out successfully.Another interesting fact about the surrounding of the children in this kindergarten isthe setting of the material. As explained before, the material should be in the height of thechildren‘s eyes. So, here it was carried out that the material for the smaller and youngerchildren is located in the lower shelves closer to the ground and from there every shelf furtherup has harder or more complex material for the older children. As the teacher explained, ittakes a while for them to realize were the material fitting their own needs is located, butafterwards this realization of prepared surrounding works out very good.Last but not least it was observed that integration of everybody is taken for granted inthis group. No matter if children, teacher, younger or older. Everybody is treated in a verygood way.CONCLUSIONSComing to the main conclusion it is to say, that this methodology developed by MariaMontossori is a very effective methodology especially regarding the self-confidence,independence, motivation and satisfaction of the children. With the support of teacherschildren can learn many skills in a natural based way and by an inner working-plan. It is theteacher‘s task to observe the children very advanced, so he can show and offer the appropriatematerials. Independence and self-sufficiency does not only bring the children‘s educationforward but it also affects their social behaviour, satisfaction and motivation very positively.Since the empirical part of this study mostly deals with the procedure of theMontessori methodology in kindergarten one can not easily transfer this to primary orsecondary education. Even though the main conclusions like independence and motivationmight fit as well for older children, one needs to research on the changes within thismethodology that are needed for success in the learning process.Also, to reassure about the advantages of this methodology, it needs to be comparedwith the traditional system. In general it is to say that it always depends on the circumstancesof the institution if any methodology can be carried out successfully. So one might also findtraditional kindergartens with very good motivation and social behaviour. Nevertheless it cannot be denied that children should learn to follow their own rhythm and interests because thenthey are not only able to increase their self-confidence and independence, but also their innermotivation of learning in a natural based way and with their own will.184