Despite legions of international adherents to the Montessori Method and despite its renown as a progressive and indeed, preferred method for educating children, neither the term “Montessori” nor the educational approach itself, bear any patent, trademark or copyright protection. This kind of freedom allows broad accessibility to information about theory, philosophy and the implementation of Montessori; yet it is also this freedom that makes the Montessori Method so vulnerable to corruption.
Indeed, the absence of regulation guiding the use of the word “Montessori” has resulted in innumerable misrepresentations and sometimes sweeping distortions of what is in reality, a proven and scientifically-based approach to education. Confusion about Montessori varies widely, but whether this confusion is the product of theoretical erosion (i.e. due to a lack of precision in practice) or of intentional distortion, the fact that misconceptions exist – and that they persist – is cause for concern to anyone even peripherally involved in the delivery of an authentic Montessori education.
To combat this problem, Montessori professional organizations have emerged and they have assumed responsibility for monitoring the market by establishing minimum standards of practice for Montessori teachers and schools. These organizations confer certification, licensure, affiliation and accreditation to individuals and teacher training programs, as well as individual Montessori schools that succeed in meeting or exceeding minimum standards of practice. Rarely, however, do the efforts of these professional organizations extend beyond the membership (that is, Education professionals), leaving the responsibility of educating parents to the schools, themselves.
Ironically, few schools recognize the need for parent education and even fewer schools recognize the importance of it. Among those that do, it is rare to find a school that excels at parent education – even though the school may be very good at educating children. Parent education is a different ball game. And unfortunately, when we fail to effectively inform and educate our parents, we compromise our ability to partner with them, which in turn, has an adverse effect on the educational outcome for our children. This is not to say our children won’t receive a quality education, but perhaps it is simply, not fully what it might have been.
When our schools do not, cannot, or will not take steps necessary to address these concerns, the value and benefit of the Montessori Method is lost in the fray. Compounding this problem, is the fact that there is no singularly recognized, authoritative and credible Montessori voice in the public domain. So, for these and a host of other reasons, parents often remain unclear about exactly how it is that Montessori schools differ from traditional schools. They are unclear as to what a “real Montessori school” looks like; how the Montessori classroom should feel, function or sound; and precisely, what it should contain. As with so many things in a free society, the buyer must beware, for the market is rife with imitation. Many schools claim to provide Montessori education – but they do not. And these schools are everywhere.
Responsibility lies within the profession. Ultimately, it is up to Montessori trainers, educators, and practitioners, to uphold and sustain the highest standards in protecting and preserving the integrity of the Montessori approach to Education. Asking the right questions when touring a school will enable you, as a prospective parent, to discern the level of commitment among faculty and staff, to a program that is congruent in both theory and practice, with the spirit of Dr. Montessori’s life work. It’s okay to ask questions – in fact, it’s your responsibility as a parent to ask questions – even the tough ones… your children are counting on you.
Copyright © 2020 American Islamic Montessori Association, all rights reserved.
Dr. Jaime Dodd specializes in the research and application of Montessori theory and practice in early childhood educational settings. She is a member of the executive leadership team for a nonprofit, educational and research institution in St. Louis, Missouri where she has invested the greater part of her professional career. Dr. Dodd serves on the board of various St. Louis area non-profit entities, focused primarily on educational, humanitarian and/or healthcare concerns. Dr. Dodd’s passion is manifest in her work with the American Islamic Montessori Association (AIMA), a professional membership organization to advance Islamic Montessori Education (IME) as a bridge to foster understanding, promote education and expand peace across the U.S. and around the globe.