Page 69 - Diversity in Action

Global Citizenship Education and English Learning through Picturebooks

drawing on Maria Montessori’s principles. While providing a comprehensive
theoretical overview of all the themes within this intersection is beyond our
scope, we will focus on some overarching educational principles.
Maria Montessori’s educational approach, developed in the early 20th cen-
tury and now embraced worldwide, is founded on an unwavering trust in the
child’s ability to self-educate when placed in a scientifically prepared learn-
ing environment enriched with sensory materials and active experiences. In
this setting, children select the materials they work with and determine the
pace of their activity. Free choice and independent work, facilitated by the
repeated use of sensory materials and practical life experiences, are funda-
mental pillars of a Montessori school. Montessori did not aim to establish a
rigid educational model, but rather, through lived experience and observed
outcomes, to develop a framework for nurturing the growth of the human
personality. What is often referred to as the Montessori method should be un-
derstood as an open and adaptable approach, a support for life that extends
beyond the confines of traditional education (Cossentino, 2005; Montessori,
1982).
To fully grasp Montessori’s operational choices, it is essential to recognise
the fundamental differences between children and adults in terms of learn-
ing pace, rhythm, and methods. YLs must be empowered to build knowledge
and skills within a prepared environment, using scientific materials that align
with their inner needs. Schools should therefore address children’s psycho-
logical needs by prioritising materials that promote active, hands-on explo-
ration, guiding them towards abstraction through sensory experience and
fostering a sense of responsibility within the group. This requires an indi-
rect approach to teaching in which a scientifically structured environment,
enriched with specific materials, facilitates educational processes through
movement, direct experience, and freedom of choice, while respecting in-
dividual preferences about what, where, and how to learn. Such an educa-
tional environment encourages children to select tasks to focus on and en-
gage with, either independently or collaboratively in small peer groups, al-
lowing their natural tendencies to emerge. Observers can then observe how
children navigate the space, interact with others, choose activities, and allo-
cate the time needed to complete them (Caprara, 2020).
A Montessori-inspired environment allows the adult to focus on observing
the class group while creating an educational setting defined by movement,
freedom of choice, collaborative work, and self-directed learning objectives.
In addition to the numerous Montessori materials designed to initiate spe-
cific learning paths and promote autonomy in practical activities, the learn-

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