Observation Areas1

AREAS FOR OBSERVATION IN THE MONTESSORI CLASSROOM
1. ONE CHILD ONLY: observe one child’s succession of activities; the

nature and degree of concentration in work; observe the child’s reaction to
completed work; observe the child’s activity; observe the child’s
movements both in regard to their intent and their developmental order;
observe the child’s need for dependence and independence in the
environment.
2. ONE MATERIAL ONLY: observe the use of one individual item of

classroom apparatus; observe its use by various children in the class;
observe the different ways children may use the material.
3. ADULT INTERVENTION: observe the general flow of adult intervention

into the operations of the classroom activity pattern; observe when and
how the directress may intervene into the work process of the children;
observe how intervention or non-intervention may foster greater
independence or dependence in a child or group of children.
4. RELATION OF INDIVIDUAL, GROUP AND COLLECTIVE ACTIVITIES:

observe the interrelations of individual, group and collective activities
within the classroom; observe how the needs of different children are met
through activities in each area; observe the adult’s role in each of the
three areas of activity; observe the children’s reactions to each type of
activity in regard to activity subject and individual needs and interests of
different children.
5. SOCIAL BEHAVIOR: observe examples of cooperation and social

interest; observe the spontaneous expressions of social interest and the
growth of social behavior due to adult or child request; observe the means
for development of social behavior, around an activity or an event; follow
the development of leadership in a child and its relationship to other
children and activities.
6. ORDER AND DISORDER: observe the flow of order and disorder in one
child, several children and the whole classroom activity pattern; observe
children’s reactions to both disorder and orderly situations; disorder and
the means to the restoration of order; follow the adult’s intervention or
non-intervention in the process.
7. CONCENTRATION: observe the development of concentration in work by

several children; note the different lengths of concentration; observe how
acts of concentration are protected by the child, the adult, other children
and the environment; observe how concentration is maintained during
disturbance and regained after disorder.
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8. NORMALIZATION: observe how and when deviations in developmental
or personality disappear; note different levels of normalization within the
classroom; observe the characteristic behaviors of non-normalized
children; observe the characteristics of normalized children; note
relationship and balance between the overall normalization level of the
children and the flow and pattern of work within the classroom.
9. FATIGUE: observe expressions of both mental and physical fatigue in

various children; note different means in the expression of fatigue;
observe how fatigue in children effects the classroom activity and the work
of other children.
10. EXPRESSIONS OF WILL AND TEMPER: observe positive and negative

expressions of will and temper in different children; note how child’s will
and temper are related to normalization and work activities; observe
adult’s reactions to different expressions of will and temper.
11. ERRORS IN ACTIVITIES: observe different reactions to errors; note how

errors are discovered and how they are corrected; observe different
children’s attitude to the discovery and corrections of errors; note adult’s
role in the discovery and correction of errors.
12. INTELLIGENCE: observe how individual intelligence is expressed by

different children; note how children of apparent different levels of
intelligence relate; observe relationship of intelligence to types of
classroom activities, level of normalization in the child and relations with
other children and adults.
13. EMOTIONS: observe the expression and flow of emotions within the total
classroom and different children; note how emotions relate to both,
individual, group and collective activity; observe reactions to the
expression of emotions by children and adults.
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Observation Areas1

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AREAS FOR OBSERVATION IN THE MONTESSORI CLASSROOM

1. ONE CHILD ONLY: observe one child’s succession of activities; the

2. ONE MATERIAL ONLY: observe the use of one individual item of

3. ADULT INTERVENTION: observe the general flow of adult intervention

4. RELATION OF INDIVIDUAL, GROUP AND COLLECTIVE ACTIVITIES:

5. SOCIAL BEHAVIOR: observe examples of cooperation and social

7. CONCENTRATION: observe the development of concentration in work by

9. FATIGUE: observe expressions of both mental and physical fatigue in

10. EXPRESSIONS OF WILL AND TEMPER: observe positive and negative

11. ERRORS IN ACTIVITIES: observe different reactions to errors; note how

12. INTELLIGENCE: observe how individual intelligence is expressed by

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