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Integrated Curriculum Rationale

Chelsea Bunn
Lander University

Integrated curriculum plays a very important role in bringing the Montessori

classroom together. Children are introduced to subjects that broaden their horizons,
such as art, music, geography and cultural studies, and science. These studies help
the child conceptualize the world around them. The knowledge that they acquire
through integrated curriculum increases their understanding about why they are learning
what they are learning in the classroom: so they can be functional, productive,
responsible and empathetic citizens of the world. Without integrated curriculum
lessons, children do not learn about their place on the planet. It is the responsibility of
the guide to ensure that The environment (is) rich in motives which lend interest to
activity and invite the child to conduct his own experiences, (Montessori, 1967) this
helps them to facilitate their own learning.
Geography is one subject that obviously belongs in any classroom. It is
important for children to learn about their home, in relation to the rest of the world. This
is made possible with the globes, puzzle maps, books and flags. Dr. Montessori
expressed The land is where our roots are. The children must be taught to feel and live

in harmony with the Earth (Montessori, 1967). Not only do children need to learn about
geography in a physical sense, they also need lessons about different cultures.
Exposing children to various lifestyles and customs of different individuals and cultures
opens their eyes to the fact that there is much more in this world than what they see
every day. Montessori guides introduce different cultures through continent studies,
often showing the children a different continent, and some of the cultures within them,
each month or so. The peace curriculum goes hand in hand with continent studies, Dr.
Montessori wrote in Education and Peace,
Peace is a practical principle of human civilization and social
organization that is based on the very nature of man. Peace does not
enslave him; rather, it exalts him.... And because it is based on mans
nature, it a constant, a universal principle that applies to all human beings.
This principle must be our guide in building a science of peace and
educating men for peace. (Montessori, 1992)
Children should be taught how to peacefully interact with their peers, so that they can
develop an understanding of the power of peace on the planet.
Science is another subject considered critical even in the most traditional
classrooms. The Montessori curriculum provides lessons in both the physical and
biological sciences. Biological science nurtures the childs interest in plant and animal

life, through the use of two-part cards, and object matching. Children are familiarized
with concepts such as vertebrate and non-vertebrate, living and non-living, and
nocturnal and diurnal. Keeping live specimens of each of the five classes of animals is
ideal in a Montessori classroom. This practice helps the child to observe, appreciate
and care for other living things. Dr. Montessori points out in The Discovery of the Child
Children have an anxious concern for living beings, and the satisfaction of this instinct
fills them with delight. It is therefore easy to interest them in taking care of plants and
especially of animals" (Montessori, 1967). Physical science teaches children about
natural phenomena such as gravity, magnetism, and surface tension. A multitude of
science experiments help children to see these phenomena at work. The science
lessons in the Montessori classroom help the child to understand how our planet works
and our place in the system.
Art is part of the Montessori classroom which is typically left out in the traditional
setting, as most traditional students only go to art class once per week. In the
Montessori classroom, art can be part of the daily routine, if the child so choses. Dr.
Montessori was not an advocate of free drawing at a very young age, although, she
permitted it after some conditioning of the muscles of the hand. She expresses in The
Discovery of the Child, we do not teach a child to draw by having him draw but by giving
him the opportunity to prepare his means of expression (Montessori, 1967). She was

very careful in making sure that the child was not making useless marks on paper.
Before free drawing, the child must first prepare his hand, and, consequently, his mind.
Children will learn about artists and their lives and techniques, as well as many artrelated activities that precede formal drawing and painting, such as bead making,
cutting and quilling.
Music is another part of the Montessori classroom that does not have a
permanent place in traditional classrooms. Many teachers regularly sing songs with
students, but the Montessori teacher gives lessons on composers, rhythm, and the
concept of loud and soft. Only the very basics of music are covered in the primary
classroom; Dr. Montessori states, there can be no more than an introduction to it for
children of tender age; only when they are somewhat older can they develop a real
interest in it (Montessori, 1967). Movement and rhythm are lessons that go hand in
hand. The teacher may give students a rhythm to copy, using their hands or their
marching feet. Practice in moving around the line to a particular rhythm also trains the
childs balance.
These small areas of the Montessori classroom all help to facilitate Maria
Montessoris vision for the child. Cultural studies, geography, science, art and music
help to shape the child into a conscious, cultured and responsible member of society

and of the planet. These areas of the classroom satisfy the childs desire for creativity,
exploration, experimentation and discovery.

References
Montessori, M (1967). The absorbent mind. New York, NY: Holt Paperbacks.
Montessori, M. (1967). The discovery of the child. New York, NY: The Random House
Publishing Group.
Montessori, M. (1992). Education and Peace. Santa Barbara, CA: ABC-Clio.