IX. Congress MONTESSORI EUROPE, 10th - 12th  October 2008 in Oxford

 

 

Observation in Education – Montessori’s Approach

“The fundamental quality is the capacity for observation.“

Dr. Maria Montessori

 

DECLARATION OF OXFORD 2008

 

 

We urge all adults to observe in order to discover what each child really needs rather than what we, the adults, think the child needs. Adults must also listen to children and to young people and support them as they try to show us their true needs. This will allow them to grow into tolerant, intelligent and competent adults who will be responsible for the world. We urge   all adults to find out and discover in which fields the needs and talents of each child are most compelling; and discover whether and in what way children react or act upon natural and cultural changes. The child is the dynamic link between today and tomorrow.

 

The attitudes of all adults involved in a child’s education have a decisive influence on the opportunities children or young people have to develop their personalities in a responsible way. Therefore the following principles of the Oxford Declaration should form the basis for all educational actions and thinking.

 

	Adults should observe to discover each child’s natural developmental stages and provide an atmosphere that promotes individual learning and individual interests.
	Adults should provide an age-appropriate environment that promotes learning without unnecessary interference in the child’s right to freedom of choice and self-initiated learning.
	Adults should observe children and young people to discover their learning and developmental needs, and from this observation adults can develop an appropriate curriculum that does not rely on standardised testing as a method of assessment. Testing, if it places undue stress on children and their learning process, removes the right to freedom of choice and self-initiated learning.
	Adults should provide opportunities for children of all ages to learn through purposeful didactic materials and other learning activities that respect the natural stages of development.
	Adults facilitate learning for children and although they have different roles in the process, they are equal partners. Adults should respect the dignity of children and young people in all parts of their lives.
	Each adult who is involved in education should understand and advocate the UN Convention for the Rights of the Child.