The monstrosity of the Sri Lankan 'Montessori'

Shanthi WIJESINGHE

EARLY CHILDHOOD

EDUCATION: Every few hundred feet from your very doorstep the word "Montessori" springs up like coloured umbrellas on the beach! From glossy hi-tech signboards which have pictures of foreign children on the walls to attract and mislead parents, to humble hand-painted ones; we've seen them all for more than five decades and counting!

Signboards make promises they cannot deliver and others cater exclusively for very important little people ! Bearing in mind that names are just names it is a wonder that Peons and Presidents alike can get caught to flash and splash believing at the end that they are spending every cent of their hard-earned money on the 'education' of their off-spring.

When results do not show we are given an earful as to why we do not take an initiative in bringing awareness to the public - as if we have any say in the matter! Nowhere is it said that Montessori is classified information privy to a few select species of humans.

Those in the field of early childhood development, care and education who have serious concerns in the development of education for under 5s have voiced their opinion continuously to the powers that be that Sri Lanka needs to implement the National Policy and bring to book erratic caregivers of children.

Parents who are careful in choosing quality based centres check with the AMD before admitting children to schools and find they benefit immensely from this assistance.

The President or the First Lady as keen they are on children's issues must intervene on behalf of all Sri Lankan children who receive poor-quality, high priced education at these Houses of Learning.

If they are keen to bring about a change in early childhood education for all children people like us can always be tapped on to help every grass-root level program provided we are given the opportunity. The International Year of the Child is a classic example.

Unlike a generation or two ago, Montessori-based education is now used as outreach programs for many suburban and village level pre-school programs in Sri Lanka.

Time was when I was asked on many occasions why I should bother with village children because they have always sat under trees and learnt their lessons.

The success of these programs are unique because we have utilised the concepts and philosophies of the method - not the educational tools Montessori teachers have come to rely on in the fashionable training centres of Colombo and other cities.

Unfortunately, many who have touched the surface of Montessori education are led to believe that Montessori retards the growth of children rather than develop them due to the uncaring attitudes of many educationists who believe that Montessori should be practised by the book !

And so, there is a surge of emotions among Sri Lankan educators which are totally contradictory and parents are often confused by this clash of thoughts.

The word Montessori may send shivers up the spine of one-track minded Montessorians who believe that Dr. Montessori's methodology should never evolve and take into consideration the modernization and technology of our new century!

This is truly sad because we are talking of 'educationists' who are die-hard; who believe that a method should stay as it is-never mind what developments take place around us. By doing this they segregate themselves from the world and most importantly from the World Wide Web!

If they should keep these ideas to themselves I guess we can all accept it because we respect every individual's freedom of thought - but the harm they are doing to the new generation of teachers is unbelievable.

Student trainees complain that they are regarded as scum and are treated abominably by trainers. Many are ashamed of the fact that these trainers hail from Colombo's elite Institutions.

Parents have been shocked and stupefied at the behaviour of teachers who are said to be trained and groomed by experts in the field who do not know the basic elements of social behaviour.

For all and sundry they are quick to point out that they have had the most rigorous and best training in the world which is the crudest joke of all if these educators were to work with any child for purposes of instilling behaviour and a sense of discipline.

It has been the practice in many large schools to employ school-leavers as pre-school teachers in their own layout because salaries can be halved, thereby keeping running costs low.

Parents of youngsters believe that their children get looked after and some amount of knowledge is being imparted for a princely sum they do not grudge provided they receive adequate quality.

For want of fame and name and instant admission to Grade 1 parents have been dragged into the net with this trend and many have paid dearly and are still paying to this day because of poor-quality teachers and absence of skills.

For most part of the morning teachers are seen grouped together cracking one-another's ribs with snippets and gossip of last night's party and the subsequent revelry and the children are left to amuse themselves until such time parents come to take them away.

Precious time is lost in brain development and skill enhancement which affects children long-term. Who cares?

In quality based centres every child in a facility is able to utilise his personal interest to explore his world and the world of knowledge. The child develops at his pace, without holding back those who excel in any given area, or leaving behind those that grasp the concepts more slowly.

The philosophy teaches the child to be responsible for his own work, success and actions, it also teaches them respect and appreciation for their own abilities as well as those of others (even if they are different from themselves).

Children who have high energy and enthusiasm are allowed to focus on finding their own level of success.

The environment around them allows for personal pride and value of self. Many parents are impressed with the approach to educate the "whole" child including values, friendships, responsibility, individuality, traditions, customs and, of course, academics.

In the midst of peaceful surroundings which are created by the teachers lie standards which have to be maintained by them. The expectations for reading, writing, math, geography, science and cultural work are most impressive.

Although each child learns according to his/her ability they are expected to work on material that is challenging. Children are given clear expectations and they are expected to follow through until the job is done with no immediate time specifications.

Mood swings, irritability and various behaviours are taken into consideration on a daily basis. It just grows on children!

For older children who have an extremely high level of comprehension in language, math and science; teachers have been impressed by the ability of children to prioritize work and meet goals - these are life lessons children receive as an off-shoot of the philosophy.

Academics is of course the primary role of educators, however, there are many more important aspects of becoming a whole person.

Children have developed a true sense of themselves and where they fit in the world, along with an enthusiasm for learning and appreciation and exposure to the world of art and music.

Most importantly Montessori education instills values of their place in society, tolerance and acceptance - in a world and time where these abilities are critical.

Children enter the higher level of education as well rounded, secure students who are able to achieve their highest potential and hold their ground when meeting challenges of a growing and competitive world.

When all is said and done it is up to all of us to steer the way for better understanding of early childhood principles within our country. The message is clear: Be brave and be heard for the sake of your child and the future of Sri Lanka.

The writer is Executive President - Association of Montessori Directresses and Chief Co- ordinating Officer, Competence Centre for Early Childhood Education.