ABSTRACT
This chapter explores the principles of child-initiated education in Montessori settings. The chapter explains the pedagogical tools which facilitate spontaneous learning and teaching strategies employed by Montessori teachers in support of child-led learning. Montessori teachers are facilitators of children’s learning. By preparing the learning environment, they ensure that children are provided with tools for all aspects of their development. Assessments in Montessori classrooms are based on observations, which also serve as tools for planning. Levels of engagement and concentration are the barometers of children’s successful learning. Activities and learning are developmentally appropriate and reflect the children’s sensitive periods. The responsibility is defined by the environment itself and by the ground rules which promote social awareness. Learning is organised into work-cycles and cycles of activity which support children’s personal rhythms, spontaneous learning and guide them in developing responsibility for their actions. Montessori learning materials promote auto-education, and some of them have a built-in control of error.
