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“We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself.” — Maria Montessori, The Montessori Method (p. 88) Over the last few weeks we have been looking at equality and achievement in literacy as it relates to gender. We know that during the sensitive period for writing and reading (age 4–6) children spontaneously begin to read. By using the Montessori materials designed for learning to write and form words — the Metal Insets, Sandpaper Letters, and Moveable Alphabet — the child has already had exposure to the sounds of the written word. “Indeed, writing prepares the child to interpret mechanically the union of letter sounds of which the written word is composed.” (Montessori, p. 297) Reading, however, is more than mechanics. It requires fluency and comprehension. The question, then, is how do we keep the enthusiasm of early readers as we move from mechanics to fluency? The Montessori environmen...

“The child has his own laws of development, and if we want to help him grow, it is a question of following these, and not of imposing ourselves upon him.” – Maria Montessori, The Absorbent Mind, p. 162 Around the age of two, the child begins to make great effort physically, mentally, and spiritually. He is doing more than imitating adults. By his actions, he is building the person he is to become. When we intervene, or disrupt, his actions, we are directly interfering with his development. Montessori says that “if his cycle of activity be interrupted, the results are a deviation of personality, aimlessness, and loss of interest.” (Montessori, p. 160) Studying the Works of Montessori - The Absorbent Mind, Chapter 15: Development and Imitation For example, children, says Montessori, need to walk. Walking develops their leg muscles and coordination. It is instinctual to walk and explore both new and familiar places. Unlike adults, children don’t take walks to get places; they walk for th...

“If writing serves to correct, or rather, to direct and perfect the mechanism of speech in the child, reading assists in the development of ideas and language. In brief, writing helps a child physiologically and reading helps him socially.” — Maria Montessori, The Discovery of the Child , p. 230. In 1995, a study was done in by the UK Office for Standards in Education that concluded that girls always out-performed boys by a considerable margin when it came to reading. (Coles & Hall, 2002) The authors, Coles and Hall went on to say that it is now widely accepted that boys have more difficulty with basic literacy than girls. The study also found that girls read more fiction than boys and that girls view reading more positively than boys (59.2% vs. 47.1%). (Coles & Hall, 2002) Gender and Literacy Another study cited by Coles and Hall, called The Children’s Reading Choices Project (1994), compared and quantified children’s reading choices by gender over a period of 25 years. This s...