Montessori Senstive Periods

Montessori Senstive Periods
Define the term sensitive periods, and explain how the teacher 's knowledge and understanding of these periods determines his / her preparation and
custodianship of the prepared environment A thorough understanding and knowledge of the 'sensitive periods ' (Montessori, 1972) that a child passes
through is crucial in aiding the teacher to provide a suitable environment to assist a child 's optimum development as the environment that the child is
in plays a crucial role to their formation according to Montessori. A sensitive period refers to "a special sensibility which a creature acquires in its
infantile state" (Montessori, 1966, page 38). Such sensitive periods were first discovered in insects by the Dutch scientist Hugo de Vries.... Show more
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For example, in the Secret of Childhood (1972), Montessori describes the agitation of a 6 month old child when a parasol was placed upon the
table by a woman entering the room; the child immediately began to cry. The woman automatically presumed that the child wished to play with the
parasol, this brought on further frustration causing the little girl to push the parasol away when it was given to her. Her mother suddenly realised
and when the parasol was removed from the room it was only then that the child became calm again. In Montessori 's words the "object out of place
had violently upset the little girl 's pattern of memory as to how objects should be arranged" (Montessori, 1972, page 50), thus causing the child
distress demonstrating the need for a precise environment. Another example illustrated by Montessori in the Secret of Childhood (1972), was when
she was on a guided tour through the tunnel of the Grottoof Nero in Naples, when a mother carrying a little boy took her coat off and threw it over
her arm while she continued to carry the child. The child once again became agitated and continuously cried. Various approaches were used to try and
sooth the child, all of which were unsuccessful, until Montessorisuggested that the mother should put her coat on. Following this action the child 's
tears disappeared and he continuously said "Coat ...shoulder" (Montessori, 1972, page 51), the child once again smiled as he felt that his
... Get more on HelpWriting.net ...

Montessori : A World Educator
Maria Montessori was a world renowned educator. According to the American Montessori Society, Maria Montessori engrossed herself in as many
fields as possible before reaching her final destination in education. According to Mooney, she started her career by attending medical school, then
specializing in pediatrics and becoming the first woman to graduate medical school in Italy. After graduating, Montessori worked with patients in
insane asylums with children who had been labeled as "unable to learn." With her scientific background and medical education, Montessori developed a
process to teach children who were "unteachable," or "unable to learn." Montessori's career continued when she opened a children's home in Rome.
After other's saw ... Show more content on Helpwriting.net ...
In a study by Rathunde and Csikszentmihalyi (2005), results showed that children who attended Montessori schools report higher alertness and energy
levels as well as greater enjoyment and interest in school than students who attended traditional "American" schools. Another study by Lillard showed
that children who attended classic Montessori programs had a larger, more significant gain in executive function compared to children in conventional
public preschool programs.
One of the main ideas Montessori is most known for was the thought that children needed furnishings, tools, and toys their own size in order to be
comfortable and successful. Montessori had special tools for gardening, cooking, wood working, painting and most anything else imaginable,
special made to fit a child's small hand. Montessori felt it was important to teach children how to properly use tools such as scissors and knives, or
shovels and rakes rather than create fake or unusable tools. Montessori also believed that these tools should be kept in an area where they can be
accessed by children with ease. However, in many of today's classrooms, teachers often put things such as paint or scissors out of children's reach for
fear of messes that will be made.
Montessori also warned adults about the consequences of "serving" children.

Maria Montessori Education Essay
Maria Montessori was born on August 31,1870 in Chiaravalle, Marche, Italy to a financial manager father and an educated mother who highly valued
education. Due to this, Montessori was a properly educated woman with a talent and passion for higher education which was extremely unusual for
an Italian woman during her time. In the 19th century there was much controversy on whether children belonged in the work field or in the
classroom. Based on their families social class a child would either go work at factories to help their family make money, or go to school to get a basic
education. In the mid 19th century some European countries outlawed sending young children to work in factories in an attempt to promote general
education for all ... Show more content on Helpwriting.net ...
This also suggests that teachers should facilitate this process by knowing the best time to teach children certain things. The third premises of this
learning theory is sensitive time which is the "right" time to introduce children to different learning concepts. Each child develops at a different pace so
it is important that teachers recognize the correct sensitive times to introduce new concepts based on individual needs. The prepared environment is the
fourth premises of her theory which means that the teacher preselects the learning materials she wants her students to be exposed to during class time.
Teachers manipulate and prepare the classroom environment so that students have specific choices to guide their experience towards what is planned
for their development. The last premises of Montessori 's learning theory is auto–education which is often seen as the main goal of the Montessori
method. Auto–education is when children teach themselves by making choices and experiencing things in the planned environment. Montessori used
these premises to create 4 unique planes of development which track children 's development and outline what environmental changes need to be made
to ensure the appropriate learning experience for children. The first plane, infancy, lasts

Review of the Montessori Method
"The Montessori Method" Review Paper
Lisa Ahlgrim
National Louis University
Maria Montessori was a visionary woman, passionate about providing quality education to all children. Born in 1870, at a time where few women
attended college and were not expected to work in any area other than teaching, Maria grew up determined to become a doctor in spite of society,
and even her father's reservations. She was not accepted into the University of Rome, but with her spirit of perseverance, Maria gained the help of
Pope Leo XIII to intercede on her behalf. In 1896, she graduated and became the first woman to gain her doctorate in Italy (A Biography of Maria
Montessori, n.d.). Maria Montessori brought her passion and education as a doctor ... Show more content on Helpwriting.net ...
120). Maria also believed that the "didactic materials" used by children should have a specific purpose in mind and should enable the child to
"exercise their senses" in order for the child to be engaged in their learning (Montessori, 1912, p. 169). Furniture in the classroom was also meant to be
child–sized so that the child could fully explore their environment and make it their own (Montessori, 1912, p. 82). Maria Montessori's book gives
a picture of her passion for children and to help them learn the way she perceived that they were meant to. By having the opportunity to read her
original work afforded me the opportunity to understand her philosophies more clearly. I agree that her ideas have an important place in
education today and see that she tips the scale in child and teacher led activities to be led by children in order for those activities to be more
relevant to the child as well as having a greater impact on their learning. I appreciate her use of didactic materials that are designed to be practical
and that her activities and play are focused as closely to real life and community as possible. This allows the child to truly prepare for life beyond the
classroom. In Maria's opinion on the role and training of her teachers, while I understand her desire to start teachers

Importance Of Montessori Concentration
Discuss how the Montessori education helps to develop a child's concentration and helps the child in his social development. The child, whose
attention has once been held by a chosen object, while he concentrates his whole self on the repetition of the exercise, is a delivered soul in the sense
of the spiritual safety of which we speak. From this moment there is no need to worry about him – except to prepare an environment which satisfies his
needs, and to remove obstacles which may bar his way to perfection." (Dr. Maria Montessori, 'The Absorbent Mind', Clio Press, 248) The first
important necessity for child's development is concentration. It lays the whole basis for his character and social behavior. Concentration is a skill that
can be improved with practice, and Montessori provides the perfect environment for that effort. Montessori children have many opportunities to
practice deep concentration every day as they work with the materials. Thanks to the three–hour work period, children are able to focus on a task for as
long as they wish without external interruptions. As their ability to concentrate improves, the children also develop better self–control and
self–regulation, all skills that are essential to success in further schooling and life in general.... Show more content on Helpwriting.net ...
I recently had the pleasure of watching my twelve–month old nephew discover a piece of gummy strip. As he tried to pull it off the fingers of one
hand, it stuck to the fingers of the other. As he alternated between hands, his inquisitiveness and delight was apparent to all who observed this new
experience. Wisely, his parents did not rush to take it away from him, though they were watchful, fearing he might put in his mouth. Rather, they sat
nearby waiting until the adhesive strength lessened, thus ending his concentration. My nephew spent 5–10 minutes in intense concentration to this new
sensorial

Discoveries of Maria Montessori
2. What are the discoveries of Dr. Maria Montessori ?
Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to
develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual
behavior in a child, she would say,"I won't believe it now, I shall if it happens again". She studied the conditions in which the children would perform
those actions.
She thought education always involved three elements: The learner, the Prepared Environment, and the Trained Adult.
The basic areas in which she gave importance was freedom, independence, respect and responsibility.
She believed ... Show more content on Helpwriting.net ...
The inner drive to work is sufficient to reach their goal if it corresponded with the inner developmental need. With the provision of the necessary
conditions and necessary environment the child without the instigation of an adult can reach his goal. 2. When an inner need to do something meets
with the inner urge spontaneous Interest is generated. When the inner urge or the Interest finds a suitable working condition it leads to spontaneous
Repetition. When this spontaneous Repetition of an activity is done with interest the natural result is Concentration. Concentration is not the end
product of education, its just the beginning. Any true learning happens with concentration. The children revealed that given the right conditions they
would work with concentration. 3. Very young children need order for their development. This order need not be only with things in the environment
but also with values, functions and other human activities. The child needs to see human values like 'Say the Truth' being practiced. But the adults do
not practice in the everyday life. The child gets confused and this can create a warp in his development. Similarly any object in the environment being
used for a purpose other than it is meant for creates disturbance. (e.g. the other end of a teaspoon used as a screwdriver).Contrary instructions about
behaviour muddle his decisions how some action is allowed at some other time (for example. when a visitor is

Lessons from Montessori
Test 2 Question 1. Presentations are offered to children so that they can perform activities. How do you differentiate between activities and
presentations? Presentations are: 1. Introducing the educational materials to the child, so that the child can perform and work with them in a
purposeful manner while, It is said that the Activity of the child will become purposeful only when or if the materials used is for the purpose it has
been created. 2. Presentations in Montessori has two forms, it can be direct presentations and indirect presentations. Direct Presentations has three
types: Collective Presentations, Group Presentations and Individual Presentations. 3. Presentations are offered when the child is... Show more content on
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There will be a positive challenge for them, that when they have successfully completed the task they will feel a sense of accomplishment and want to
do it again. And children will have an enjoyable experience and love what they are learning.
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1. Some actions that are done with a certain purpose. 2. Simply ways of teaching children how to do things properly. 3. In Montessori, Activities may
be presented through Collectively, Group and Individual. 4. Activities perform by the adults are activities to get work done. 5. Activities done by the
children are to get fun, feel his/her independence and confidence and most especially is in order to learn. 6. Activities are shown giving the child only
the essential framework required for understanding, the bare minimum. By giving the bare minimum we create the opportunity for children to be at
liberty to explore, hypothesis and think creatively. 7. Ihn Montessori, the activity children undertake strengthen their ability to make choices and act
upon their own judgments and decisions. The activity also strengthens the child's ability to act for themselves and through the successful completion of
activities self–chosen and self–corrected they develop a powerful love of learning and of life itself.

Montessori Cultural Competence
Cultural competence methods involved materials related to the arts, science, and social science. Montessori cultural activities have an important
language component. Teaching different cultures to children are important. It helps them to have an appreciation for other nationalities, cultural
backgrounds, spiritual beliefs, languages, and act. Dr. Maria Montessori would create classrooms that were filled with many different objects that are
associated with other parts of the country. Each student will take part of the activity that involves the paths of culture. As children learn different
aspects of culture this allows the children to understand how each culture differs and hopefully become a participating and contributing member of
society. Montessori education for young children helps to increase their independency to adult hood. Children are allowed to learn at their own pace,
rather than learn at another child pace. This learning concept helps to develop long term experiences that the child will carry on into adulthood. It
focusses on less dependency on a teacher for guidance. It allows a child to make decisions based on their way of learning. The teachers are present
during the learning phases. However, the child is responsible to think strategic and come to realistic conclusions. In return, the child will succeed
because the child is learning at his/her own pace. Lev Vygotskywas a Russian psychologist that believed that play was made up of several roles

The Montessori Theory Of Education
The Montessori approach to education takes its name from Dr. Maria Montessori, an Italian physician and educator. The first Montessori school was s
established January 6.1907 in the Casa dej Bambin in Rome. Dr. Maria Montessori did her study with young child, and gradually in countries such as
Spain and India. Dr. Maria, basic principle behind the Montessori methods is that Children teach themselves she came to this conclusion after observing
children from a variety of different of setting and utilizing her background in psychology and medicine. Through this interaction and experience, the
children 's developed an extraordinary high level of intellectual and social ability at young ages. She constructed to organize and leaning to the... Show
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There were several separated areas in the classroom. There was a section for every subject to learn. All the children had personal space to be free
or if they liked they could pick a partner to do group works. For children who enjoyed reading and English they were a location for them to work
on that topic. In the English and reading is the language area where children where the children learn how to read, in this part of the room there is
a book self's, where they learn beginning sounds, They also have a animals for each a letter within the Alpha the letters hand on, there are no ABC
chart hanging on the wall. Geographic had placed in the room with space where they were flashcard, globes, flags that they could hold for example
a flashcard would say "The truck is a support for the halyard at the top of the flagpole ".And that was involving the earth and landmarks. The
sciences area there were plants, eggs, visual drawings of animals folders with part of all animals that were labeled part of trees that are labeled, and
leaves that were labeled. Practical life throughout using the visually things to touch table's plates, and thing those everyday things we learn every day.
They are things such as beading, pouring, sorting, and motor skills. In the math Area, there was stick that does into going a box that allowed for the
children self–correctional themselves as well as self–assessment. If the child did not get it correct, there was only the amount to allow them

Advantages Of Montessori
The Montessori style of education comes from the educator Maria Montessori. Montessori believed that teaching a child should be created on the basis
that children are all individual humans whom have different strengths, needs, interests and learning styles. "In Montessori classrooms children make
creative choices in their learning, while the classroom and the teacher offers age–appropriate activities to guide the process." However in the traditional
education system we a have the child repeat something from what the teacher has taught the children together and not individually. In the usual
approach, students sit quietly at their assigned seats and listen to one student after another narrate his or her lesson without having a major input. The ...
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Passive; Montessori lessons are hands–on and "active" majority of the time such as the Parsing Boxes. Students discover information for themselves by
using the different symbols to point out nouns from pro nouns and injections from adjectives and so on. Traditional school lessons are often given to
students who listen passively, having to memorize everything and take tests.
п‚®Give them Time; In the Montessori classroom, children work on lessons as long as need be, and interruptions are avoided whenever possible. Time
limitations are mandated by arbitrary schedules in traditional classrooms.
п‚®The Teachers' Role. Montessori teachers act as guides and consultants to students on a one–on–one basis. They assist each child along his or her
own learning path. Teacher teaching girlIntern Student Teacher demonstrates lesson for a girlTraditionally, the pace and order of each lesson is
predetermined. The teacher must deliver the same lesson, at the same pace, in the same order, for all of the students.
п‚®Age Groups and Grade–levels. In Montessori schools, "grade–levels" are flexible and determined by the child's developmental range, i.e., 0–3, 3–6,
6–9, 9–12, 12–15, and 15–18 years of age. In traditional schools, grade levels are not flexible and strictly defined by chronological age within a
twelve–month

Montessori Method and Child
The sequence of exercises through which the child is introduced to group operations with golden beads. "If education is always to be conceived along
the same antiquated lines of a mere transmission of knowledge, there is life to be hoped from it in the bettering of man's future" (Maria Montessori –
The discovery of the child) Dr. Montessori recognized that children are born with a particular kind of mind, one that is naturally inclined towards
order. This 'special' mind is what gives humans the ability to make judgments and to calculate; it is how we have progressed in fields such as
engineering and architecture. Dr. Montessori called this 'the... Show more content on Helpwriting.net ...
When the child 'tough' and 'see', he forms a visual image of the object and make it easier to remember. Secondly, the child is given the 'triangle'
printed on cards wholly filled in. thirdly, the 'triangle' is not filled in now, but drawn with thick outlines. Fourthly, the 'triangle' is shown by a thin
outline only and lastly it arrives at the Euclidean Definition of a triangle, i.e. a plane figure enclosed by 3 straight lines. In this example, the child
has gone through five stages before reaching the abstract concept. (The Course Manual, Pg. 73) The materials also contain a control of error, e.g.
in the cylinder blocks, directress will not tell a child if he makes a mistake in placing the cylinder back, the child will make his own judgment when
he discovers on his own if the cylinder will not fit in a hole that is too small, this guides him to accurate observation and also builds up the child's
perseverance skills, that teachers him not to give up so easily. The sensorial materials basically help the child to learn through their senses. According
to Dr. Maria Montessori, there is a purpose for sensory education: "It is exactly in the repetition of the exercises that the education of the sense consists
the aims of the exercises are not that the child shall know colours, form and the

The Montessori Method Essay
The Montessori Method (Word count includes Annotated Bibliography)
The Montessori method began in the early 1900's by the first female doctor in Italy, Dr. Mary Montessori, as a way of educating mentally disabled
children. Her ideas were so successful with these children that she began to apply her understanding of learning to study the potential of normally
functioning children (Oalf, 2001). Dr. Montessori's approach to education stresses the importance of learning styles, independence and responsibility.
According to Maria Montessori, 'In the special environment prepared?in our schools, the children themselves found a sentence that expresses their
inner need, 'Help me to help myself.' ? (Standing, 1957). The ?prepared ... Show more content on Helpwriting.net ...
In reality, the children move about the classroom independently,choosing the order of their learning activities. There may be 15 or more activities, or
?jobs? as they are called in some Montessori classrooms, occurring at the same time with small groups or individual work, yet the classroom remains
quiet, yet busy and productive, sometimes with the soft hush of classical music playing in the background. Many Montessori school classrooms place a
card around the child?s neck with the day?s objectives written in the form of a checklist for the students to monitor themselves. This checklist
encourages the students to take responsibility for their own learning, as well as discourages prompt–dependence, since the student need not wait for
instruction. Some of the activities in a Montessori classroom include reading, pre–reading using phonics, math, discovery science and writing. Children
learn skills in a way that he or she is not aware that learning is taking place. For example, a child playing in the sand box with a small rake is not
aware that he or she is learning fine motor skills and how to hold and control a pencil. Another observation in a Montessori classroom is that most
classrooms tend to span three grade levels. This practice allows to children to become mentors to younger students. Also, the large gap in
developmental levels allows children to ?learn at their own pace? (Keller, 2001), which is another important Montessori

Advantages Of Montessori Method
Throughout this essay, I will be comparing and contrasting many aspects of the Montessori Method and the High/Scope Approach– developed by Dr.
David Weikart. I will first discuss a brief history of each pedagogy, then compare both on certain aspects I find to be similar and different. I will
discuss the views of each on the senses, the learning environment, the freedom and child–led philosophy, the need for order, KDI's and sensitive
periods, reflection and aspects of the daily routine in each setting, with particular emphasis on Montessori's outdoor setting. Dr. Maria Montessori was
an Italian educator and scientist. She developed a revolutionary approach to education in children. Montessori was the first female in Italy to obtain a
medical... Show more content on Helpwriting.net ...
"To capture and build on children's natural enthusiasms, adults put themselves in children's hands as often as possible. They follow the children's
directions". (Hohmann et al 1995 p.53). When it comes to the similarities between the High/Scope planned learning environment and Montessori's
prepared environment, one thing I observe is the sense of order – "...The little child's need for order is one of the most powerful incentives to dominate
his early life". (Montessori, 1949, p. 190), and providing the child the opportunity to make choices and decisions; for this particularly plays a large
role in Montessori's philosophy. "...The child should be allowed to exercise himself freely in the work organised for him". (Montessori 1915, p. 51).
High/Scope activities are focused around Key Development Indicators (KDI's). These KDI's are similar to the likes of Aistear. They are a sequence of
statements describing key development experiences and are used by educators to assist them in observing, arranging, and evaluating what children
learn as they partake in activities. For example, in my work placement they go exactly by Aistear recommended activities, so they can be sure to meet
all their principles and themes with the children (Identity & Belonging, Exploring & Thinking, Communicating and Well–being). Montessori, however,
focuses more on sensitive periods. Throughout these periods, the child has a particularly strong sensitivity towards a specific piece of information or
ability. The sensitivity lasts for a definite period and will not

Maria Montessori
The Montessori Philosophy Maria Montessori (1870–1952) was truly a radical in terms of her philosophy regarding children and the fact that she was
putting it forward at a time when children were most often thought of as extensions of their parent, their parents ' beliefs and culture, and a creature to
be shaped in ways that would create an "appropriate" and "successful" adult based on those beliefs. The collective consciousness regarding childrearing
was that it was important to replicate and propagate one 's own beliefs which would essentially assure that their values would continue into the future.
The fact that Montessori insisted that a child "is not an inert being" initiated a remarkable shift in thinking. As more people... Show more content on
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Whenever real learning has taken place, there will be a distinct and observable change in the learner 's behavior. 2. Learning is an active process.
Children learn most easily through repeated exposure, consistent role modeling from others around them, and from repeated opportunities to apply and
practice; ... 3. Education should begin with the learner and extend outward" (The Montessori Foundation and International Montessori Council). Each
of these principles, as well as the other 28 principles listed, relate in clearly understandable terms of the quote from Maria Montessori 's book The
Absorbent Mind that: "It is the child who absorbs material from the world about him, he who moulds it into the man of the future." A fundamentally
Montessorian approach by virtually all school administrators and teachers in Montessori schools is to strive to: "... provide a child–centered
environment where children can explore freely" (Loughran 204). In another article for The Montessori Foundation, Seldin (who was headmaster of a
Montessori School outside Washington, DC, for 22 years) explains: "Montessori schools work to develop culturally literate children and nurture their
fragile sparks of curiosity, creativity, and intelligence" (The Montessori Foundation and International Montessori Council). Referring to Maria

Montessori Sensitive Periods
A sensitive period refers to "a special sensibility which a creature acquires in its infantile state" (Montessori, 1966, p.38). Such sensitive periods were
first discovered in insects by the Dutch scientist Hugo de Vries, but according to Montessori, can also be found in children and are very important to
consider in teaching.
Each sensitive period is a "transient disposition and is limited to the acquisition of a particular trait" (Montessori, 1966, p.38). Once the sensitive
period is over, the sensibility disappears due to the fact that the development of the brain has progressed past the point at which specific information is
absorbed. According to Montessori, during a sensitive period it is very easy for the child to acquire certain ... Show more content on Helpwriting.net ...
They become aware that they are part of a community (for instance their nursery or playgroup) and he or she "attempts to learn manners and serve
others as well as himself". Such social interest is shown initially as observation, but later develops into a need for more active contact with peers.
According to Montessori, it is vitally important to support and facilitate these periods during the child's first stage of development. If the child is
prevented from following the innate desire of any given sensitive period, a disturbing effect could result on both psychic development and maturity. The
child must be assisted through the sensitive periods. The adult must assist the child by providing a suitable environment.
Montessori believed 2 conditions were necessary for a child's psychic growth to occur. Firstly the child is dependent upon a close relationship with
their environment, both the things and the people within it. Secondly, the child needs freedom. Without these conditions being met, the psychic life of
a child will not reach its potential and the child's personality will be stunted. In the words of Montessori, for the children who have "met with severe
obstacles during this period, deviations of personality may ensue" (Montessori, 1988, p.178).
Adverse consequences of not recognizing and supporting the child's sensitivities may therefore result.
The role of a Montessori teacher is to ensure that the materials in the prepared environment

Characteristics Of Montessori
Society is the aggregate of people, in general, thought of as living together in more or less organized communities with shared laws, traditions, and
values. It is based on relationship among people, and if more than two people are gathered, it can be a society. and Furthermore, social life may refer
to an individual's interpersonal relationships. Each individual in the world belongs to a society and has a responsibility not to derange the order of the
society as a part of it.
People label themselves to identify themselves; compared with others to find out who they are, such as "I am a American, I am a mother," and so on.
An individual needs others to label himself. Society create different characteristics, such as asocial, antisocial, sociable, and socialized person. Asocial
means avoiding social interactions ... Show more content on Helpwriting.net ...
There are many kinds of people in a society and the age range is also wide. The child can have wider experienced in the society by interacting
efferent people and it brings him to a higher level of development. Most schools separate children by age, but it is unnatural as a society and it
takes away a chance to develop proper social skill from the child. Dr. Maria Montessori express it as, "It breaks the bonds of social life, deprives it of
nourishment." Younger children absorb many things from older children by observing them in the environment, and older children learn to take care of
younger children. It develops the admiration of younger children toward the older and motivation to develop themselves. On the other hand, the older
start feel the responsibility to take care of others and self–confidence. Moreover, Dr. Montessori discovered that the children a natural mental
"osmosis"; the children can teach each other and it is easier to understand than have explanations from adults in most

Montessori Education Essay
Research paper on Montessori Education
{Kierre Davis}
(American Public Universty}
Abstract
This research paper intends to explain and describe factors and features of Montessori education and Montessori school. It illustrates the practical
implementation of Montessori education. It is an old method of education operating since 100 years. It started from the indigent nursery school in Rome
and afterwards, it continued to expand at a larger scale. Approximations specify that over 5000 schools in the U.S.; 300 communal schools and few
high schools apply the Montessori curriculum. Montessori program is featured by multi age classrooms, and a special curriculum of instruments
(Lillard & Else–Quest, 2006). One of the famous works known ... Show more content on Helpwriting.net ...
Rather than simply watching and listening, as the majority of traditional students do, Montessori students are encouraged to participate in hands on
activities that foster learning through doing. This may involve field trips, group work, or individualized activities that allow the students to work
independently on their own research. As the students progress through the Montessori system, they are likely granted an even greater amount of
classroom freedom. Traditional schooling, often dominated by textbooks, lectures and continuous classroom discipline, differs from Montessori
education in those very areas (Martin, 2009). In contemporary age of education, with the initiation of the "No Child Left Behind act" and its
significance on educational values, financial support for gifted children frequently scampers parched. Thus it is significant for parents to search
different educational alternatives for talented children, who have a tendency to be independent and incredible learners, who frequently do effort in
classrooms where recurrence and orthodoxy are strained and individual expression is ignored. Montessori schools were established on the cause that
children have the instinctive ability to learn themselves, and the schools must facilitate children to lead their individual education. Because of these
causes, Montessori schools might be the best choice for talented children (Martin, 2009). Generally speaking, Montessori students do not

Montessori Classrooms Environment Essay
THE PREPARED ENVIRONMENT
Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work.
In a Montessori Infant/Toddler room, the prepared environment is very important. It is designed to meet these goals: * Be attractive, welcoming, and
conducive to learning * Have a space large enough to accommodate all the children, providing them with free and comfortable movement * Provide
areas for all the activities each day * Provide and store equipment for the personal care of young children * Provide materials designed with a
self–correcting control of error * To allow the adults to view all the children and get to them quickly as necessary
The Montessori ... Show more content on Helpwriting.net ...
Uncluttered and well–maintained, the environment should reflect peace and tranquility. The environment should invite the learner to come in and work.
This atmosphere is easily seen by the attitude of those working there, both child and adult.
NATUREAND REALITY
Montessori had a deep respect and reverence for nature. She believed that we should use nature to inspire children. She continually suggested that
Montessori teachers take the children out into nature, rather than keeping them confined in the classroom. This is why natural materials are preferred
in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics.
It is here where child–size real objects come into play. Furniture should be child–size so the child is not dependent on the adult for his movement.
Rakes, hoes, pitchers, tongs, shovels should all fit children's hands and height so that the work is made easier, thus ensuring proper use and completion
of the work without frustration.
SOCIAL ENVIRONMENT
Where there is freedom to interact, children learn to encourage and develop a sense of compassion and empathy for others. As children develop, they
become more socially aware, preparing to work and play in groups. This social interaction is supported throughout the environment and is encouraged
with the nature of multi–age classroom

Montessori : History And Developmental Theory
Running head: Maria Montessori
Maria Montessori – History and Developmental Theory
Kelsie Nesbitt
Georgian College Abstract
This paper will explore Maria Montessori and her theories on early childhood education. Using information that I find online and through the
Introduction to ECE textbook, I will create an organized research report describing how and why Maria Montessori has had such a huge impact on early
childhood education today. After furthering my knowledge with research on Maria Montessori, I will apply her theory and philosophy to my future
career or life values.
Theorist 's Full Name: Maria Tecla Artemesia Montessori (http://en.wikipedia.org/wiki/Maria_Montessori)
Date and Place of Birth On August 31, 1870, Maria ... Show more content on Helpwriting.net ...
(http://learningtogive.org/papers/paper273.html) Maria adapted to her parents religious views and was catholic herself. Even though it was against
Maria 's fathers belief to have a professional career, she thrived from the support of her mother and being the "confident and strong–minded" person she
was. (http://www.nndb.com/people/189/000108862/)
Profession Maria Montessori was the first woman to have a medical degree in Italy in the year of 1894. (http://www.notablebiographies.com/Mo–Ni
/Montessori–Maria.html) Her first career was working as an assistant doctor in a psychiatric clinic; this later "led to her interest in working with
children with cognitive disabilities." (Introduction to ECE, 2007, pg. 49) Later on, Montessori became the director of the State Orthophrenic School in
Rome in the year 1898, where she continued her work with children with special needs. Finally, Montessori was put in charge of a state–supported
school, the children all of which were from less fortunate families. Maria Montessori is also the founder of Montessori Method of "education which
emphasized hands–on, individualized learning within

The School Of The Montessori
Despite the shutdown of Montessori schools because of Mussolini and fascist Italy, it is apparent that this would not be the end of the Montessori
movement. Through the use of newspaper articles, and education journals, it is evident that her innovative techniques impacted multiple parts of the
world. However, it can be argued that she was a driving force in the education systems of Great Britain, and the United States. The Montessori method
peaked a lot of people's interest in England. Many viewed this as innovative and wanted to know more about the process and the individual behind it.
By 1912, numerous conferences were being held by English educators who would discuss the "merits and drawbacks of the Montessori system." For
example, ... Show more content on Helpwriting.net ...
After WWI, Montessori would return to England and conduct training courses. Many people expressed interest in attending, so much so that according
to a newspaper article titled, "Dr. Montessori in London", there was 2000 applicants for the course, and only 250 were granted the opportunity to attend.
Despite the amount of interest in her method in England, her method was never officially institutionalised. This leads one to question why her method
was never widely adopted in a place that showed much interest and treated her with respect. One can posit that this is because, like many educational
theories, this method had its critics. Furthermore, Montessori was known for being highly critical of who would use her method and the way in which
they practiced it. This leads one to argue that to have a method adopted into one's education system, it must be malleable and open to adaptation to any
newer methods coming out of the modern era.
Having looked at how Montessori's movement affected the education system of England during the early 20th century, it is also reasonable to look at
how it has impacted other areas such as that of the United States in which Rita Kramer argues that this narrative "contains both striking parallels to as
well as differences." The first Montessori school in the United States was established by Anne George, a

Maria Montessori Theory
Education is not something which the teacher does, but... is a natural process which develops spontaneously in the human being. Maria Montessori
Maria Montessori
John Dewey, Jean Piaget, Body Bode, Ralph Tyler and William Kilpatrick are just a few of the scholars who dedicated their lives in a labor of love to
analyze, assess, identify, recognize and establish curriculum theories on how students learn, should be taught, what needs to be taught and how it
should be evaluated. In a field dominated by men, Maria Montessori initiated an unprecedented innovative scientific approach to learning called the
Montessori method of learning. Maria believed that children develop naturally. The Montessori Method is based on how children develop naturally.
Maria Tecla Artemisia Montessori was born August 31, 1870, in Chiaravalle, Italy. Her father was a civil servant and mother was a knowledgeable
woman who a had a fondness for reading. Through–out Maria' academic schooling she received high honors. After graduating, she enrolled at Regio
Istituto Tecnico Leonardo da Vinci (Morrison, 2014). There she studied mathematics biology and languages. Maria's success at the Istituto unleashed
her desire for a career in medicine. Despite the acceptance denial into Rome University medical school. Living in a time, where gender roles were
established for men and women, her father did not support her

Montessori Philosophy
Written by:imass Date: 3 March 2012 Student No: M/10/11/0352 Assignment: Explain how the role of the teacher changes in the process of the child's
growing normalization (socialization). Define the term normalization, linking it with the concept of deviations. Outline the environmental aspects that
support normalization. Explain the maturation nature of normalization linked to the child's growing social development. Describe the teacher's initial
approach with children. Explain the change in the teacher's role as each child begins to concentrate and focus on activities, and the impact this has on
the child's growing normalization. Show an understanding of why the child might regress.... Show more content on Helpwriting.net ...
Therefore, a duty of Montessori teacher is to ensure that a classroom provides activities and motives for normalization to occur. So, how is an adult or
a Montessori teacher can help a child overcome these deviations and help them along the path to normalization? As stated by Dr Maria Montessori, a
Montessori teacher must practice patience rather than anger. An adult who is impatient or angry cannot build confidence or independence in a child.
She recommended interrupting the misbehavior because it is an obstacle to development, and to offer interesting and purposeful activities to
re–channel that energy in a productive way. She believed the only way to re–direct misbehavior was to return to the work cycle. Once the child has
returned to a state of normalcy, the teacher must not interrupt while the child is focused and concentrating. By observing and protecting those
moments, they will become more frequent and the child will not have to deviate as much. His energy will have found a new outlet in his work.
Usually, the process of normalization takes place in any Montessori school at the beginning of the year when children return to school after a long
school holidays and the classroom is entered by many new small children. Children enter a new unknown surrounding and have to get familiarized to it
and to a completely different way of life which radically

Montessori Eduacation Approach Essay
Watching a small child discover how to operate his or her favorite plaything is awe inspiring. The look of wonder at the item as it's carefully chosen
from amongst their belongings and studied ever so carefully for each and every nuance. How that little face lights up with each new discovery no
matter how large or small. The sounds of delight an even dismay at an unwanted result are beautiful. Consider an educational system that would
continue to utilize a child's natural curiosity, unyielding ingenuity and thirst for knowledge. Montessori education creates that environment for children
by allowing them the freedom to not only gain knowledge in a natural progression, but also provide a basis on which to continue to grow no matter
where ... Show more content on Helpwriting.net ...
Successes are measured in a tangible format such as a puzzle block successfully nesting instead of a verbal praise. These concepts any child can
more easily grasp and cognitively process, allowing for a firm grasp of the overall concept. Life skills such as cooking and being responsible for their
own belongings are successfully taught at ages as young as three. The sense of accomplishment in and of itself providing the springboard for future
exploration (Montessori 17). Traditional educational methods are by no means ineffective, as evidenced by our populations increasing number of
individuals attaining higher education (Murnrne, "Graduations on the rise"). Every human being is a unique organism, therefore it stands to reason
that we each have different way of learning. Current educational methods that are open to and required of all young children ages 3–5 are based on
academic achievement. A concept well understood by adults but completely foreign to a tiny human who has not even learned to tie their shoes.
How much of a long term effect can memorizing 2x10 = 20 as opposed to actually seeing how and understanding hot the answer was achieved
(Caring for Your Baby). Its knowing how to get from point a to point be but not knowing how to read a map if you have to get to point c. Already
Europe and even countries such as China have begun moving toward a play–based system of education. The higher ratio of child to teacher that is
possible through use of the

Maria Montessori Essay
Maria Montessori was considered ahead of her time. She was born in Chiaravalle, in the province of Ancona, Italy in 1870 to an educated but not
wealthy family. Despite her father's wishes and society's conservative ways at the time, she studied science. She was the first female physician in
Italy when she graduated medical school in 1896. She worked mostly with the poor because she saw vast potential in them. She was an unselfish
person and she traveled Italy speaking of women's rights and child labor law reforms. Not too long after graduating she was chosen to represent Italy
in two different women's conferences. They were at Berlin in 1896 and also in London in 1900. Maria was appointed a professor of anthropology at
the University of... Show more content on Helpwriting.net ...
There is no set level that all children must follow; they learn when they explore by themselves. This method leaves children with freedom where they
can learn self–discipline in a place designed specifically for their developmental needs. Teachers would have a part in theeducation of children though
even though 80% of it was up to the children. Teachers are to make sure that children are presented with the right extent of material at the right time.
In other words, if a child is too advanced for one activity, a teacher would present a new one to fit them, and vice versa. Maria believed if her methods
were applied to public schools the results would be even better than the traditional method results. Since the government didn't let her, she started to
work with poor daycare children. She doubted that her methods would work under these conditions but she had shocking results. She discovered if the
children were in an orderly place to work, they will respect that and care for it. They are able to learn longer and better than in an everyday setting. In
Montessori preschool, five areas make up the prepared learning environment. These areas include practical life, the sensorial area, mathematics, and
cultural activities. In the elementary program, areas include integration, presentation of knowledge, presentation of the formal scientific languages, the
use of visual aids, mathematic curriculum, Montessori trained teachers, emphasis on open–ended research and

Montessori Method Of Education
Montessori Method of Education is one of the unique methods of the education which stimulates the child's natural curiosity to learn. Culture and
creativity area an integral part of the Montessori curriculum. Every area of the Montessori curriculum is interrelated and follows the same foundations.
Each area of curriculum has special purpose of education and helps the child in stimulating their imaginative powers. Montessori Method strongly
believes that imagination is based on the reality based experiences and creativity is directly related to exposing the children to real life situations. So,
we can say that in order to be more imaginative and creative, child must have real and concrete experiences with the real objects.
According to Maria Montessori, "The true basis of the imagination is reality, and its perception is related to exactness of observation. It is necessary to
prepare children to perceive the things in their environment exactly, in order to secure for them the material required by the imagination. Intelligence,
reasoning, and distinguishing one thing from another prepares a cement for imaginative constructions"1 (The advanced Montessori method.p.196)
Montessori Method of Education believes that every child is different and has his own needs. So every child is allowed to learn in his own unique
manner at his own pace. Every aspect of the Montessori curriculum starting from the Practical life to the Culture area is closely intrigued with each
other which help in

Maria Montessori
Maria Montessori
Julianne Perry
ECE101: Introduction to Early Childhood Education
Monica Kelly
June 13, 2011
Thesis: Maria Montessori 's way of learning is very unique; her theory was for children learn in a natural and parent–supported environment.
Outline
I. Education of Montessori 1. First woman to receive a Medical Degree in Italy A. Studied psychiatry, education and anthropology. B. Worked, wrote
and spoke for children with special needs 2. Many schools use the Montessori Method to teach today A. Principles of the Montessori Method B. Planes
of Development
II. Learning Style 1. Independence A. Children work individually rather than in–group activities B. Children have more freedom ... Show more content
on Helpwriting.net ...
They gain an early enthusiasm for learning which is the key to their becoming truly educated persons." (Casa Montessori, 2009). If I ran a Montessori
School, it would be free of punishment and full of experiments. The classroom would not be cluttered and full of toys; there will be just the right
amount of learning materials for each student. There will be no televisions or computers because televisions make a child think they are learning, but
they are just observing. Televisions and computers are learning machines for older children, not children under three, in my opinion. Teaching children
from 0–3 years is the most important time, if you're going through the Montessori method. Montessori believed that after age three; learning through the
Montessori method was too late. The difference between and Montessori and a traditional education is that, "Montessori emphasizes learning through
all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to
their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation,
self–discipline, and a love of learning. Montessori classes place children in three–year age groups (3–6, 6–9, 9–12, and so on), forming communities in
which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely

Montessori Obedience Essay
"The power to obey is the last phase in the development of the will, which in its turn has made obedience possible." (Montessori, 1988, p.239)
Montessori believed that the disorderly and disobedient acts of a young child where from those actions that he/she had yet to develop and so where
unable to control successfully.
Discipline and obedience could not therefore be inflicted on a young child as had been traditionally thought, nor could it be sustained through rewards
and punishments. "Obedience is seen as something which develops in the child in much the same way as other aspects of his character." (Montessori,
1988, p.234)
As Montessori observed, obedience is a developmental process and can not occur unless the child has developed ... Show more content on
Helpwriting.net ...
When he/she is finished with the activity, he/she returns the apparatus back to its allocated place, keeping the order within the environment. All the
materials contain a control of error, avoiding the need for a teacher to highlight the child's mistake, allowing him/her the freedom to correct himself
/herself, with out the need for adult intervention. He/she is then left and allowed the freedom to carry out his/her task, as many times as he/she wants,
for as long as he/she wants without any unnecessary interruptions.
With this constant cycle of activity begins a process and through the many repetitions of the exercise the child gradually becomes aware, and conscious
of his/her actions that his/her hands are performing. Through this awareness, his/her actions can no longer be considered a product of an inner desire,
but have become actions performed with a consciousness and deliberation.
"That which at first was but a vital impulse (horme) has become a deliberate act. The child's first movements where instinctive. Now he acts
consciously and voluntarily and with this comes the awakening of the spirit." (Montessori, 1988, p.231)
From observations made by Maria Montessori we have come to the understanding that discipline is a maturational process and can not be present in a
child who has yet to develop his/her own will. (Montessori, 1988, p.234)

Introduction to Geography-Montessori
Introduction to Geography
The world is getting smaller, we now live in a global village due to our enlarged technical skills. It is today as easy to fly from eg. Dublin to Rome
as it was to travel from Dublin to Cork 150 years ago, Not to mention flights to the moon & back. Geography has turned out to be the study of man
in space. Between mass media and frequent travel the child is bombarded with impressions about the planet he lives on. In today's world the child
hears random words, names of countries with upheavels and wars & they get scared. They really need to know where they are, even on a larger scale.
It is better to understand that a lot of things happen far away and not in my neighbourhood. This will give them some sense of ... Show more content on
Helpwriting.net ...
1.One dealing with practical life, i.e pouring with land and water forms
2.The sensorial keys– the sandpaper globe and colour globe, continent map, map of Europe, map of Asia, America, Africa & Ireland.
3.Language in its various stages i.e names of land and water forms, names of continents and oceans, geography folders–showing pictures from countries
and people therein– oral, written and read language.
As a practical life exercise the different land and water forms are presented as a pouring exercise. The models are made out of clay and put on small
baking trays. The child will get a sensorial impression of what these water/land forms really are.
Later the child will have picture cards/classified cards, which will show them the same thing, a lake/an island etc. (there are six pairs)and even later
they will return as language extensions– first with the pictures only in he pre–reading stage and then with the naming and reading in the classified
reading stage and even later in reading practice with the definition stages.
The materials are:
1.The globes the child of Вѕ years experiences a peak in his visual sensitivity to form. Globes help him to form his impressions of the world and he
can see it. We start out with a small globe with rough and smooth areas. This offers the child and opportunity to
a.Grasp roughly what shape his planet is and
b.Sensorially explore by touching the land and water distribution on

Montessori Method Essay
Montessori Method is a view of how children learn and develop, which Dr. Montessori translated into a systematic method of education based on her
observations and scientific study. It is unique in that it has withstood the test of time and transcended boundaries and boarders. It has been used
effectively with all children including children with learning differences, physically handicapped and the gifted in different countries around the world.
There are 45,000 Montessori schools worldwide. All high–fidelity Montessori programs use the same materials and teaching strategies.
I am a Montessori Guide. Beliefs About Teaching and Learning
"Education in not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by
listening to words, but by experiences upon the environment." (Montessori, Education for a New World, p.3)
Maria Montessori felt the teacher was crucial to the development of children. However, she saw the teacher's role as being very different than it is in
traditional education. According to Montessori, the teacher's main goal is to "light the flame of intelligence" (Montessori, The Absorbent Mind, p.266)
in the student. The teacher is to be a guide, an inspiration and once the flame is lit, to disappear into the environment. The focus in a Montessori
classroom is on children learning, not on teachers teaching.
To that end, my primary role as a Montessori teacher, is that of an observer. Through daily observation and documentation of students' progress, I
determine when and if a child needs further instruction and/or support in any given subject. Observation allows me to determine when a child is ready
for new challenges and to scaffold the child from one activity and level to the next. I am observing to see the true nature of the children, how they
interact with people and the environment, what drives each one, the children's strengths and weaknesses to determine how to nurture each child's spirit.
At the same time, I am observing the classroom environment. I am observing that the materials meet the needs and interests of the children. Which
activities and materials get most attention? Which activities and

Maria Montessori And The Montessori Method
Maria Montessori was born on August 1870, in a small town in Italy. She was the first woman to obtain her medical degree, which was in 1896. She
was intended to challenge the trust of Educations worldwide. In 1906, Maria Montessori worked with handicap children and decided to open her first
school, called Casa dei Bambini, which meant Children's House. She is the founder of education called Montessori Method. The Montessori method
teaches children to learn through the work that they do. She is also notable for being the first woman to graduate from the University of Rome with a
doctorate degree. She died in May 1952, in Netherlands. An auto education is when the child is self–taught on how to do a task. The child is able to
move onto extensions when they complete the task. Children control their own ability to learn with a little guidance from the teacher. The Practical
Life materials that the child work with such as a spoon, teaches the child how to use the spoon and with the proper wrist movements helps the child
to learn how to feed themselves. Using a pitcher for water pouring work, teaches the child how to pour water with a pitcher for themselves (self
serving). Every child uses these activities through trial and error until they have mastered the task. The sensitive period is the pattern the experience of
the absorbent mind that follows. The joy in which the child has in these sensitive periods is his or her inner motivation to learn and develop. A sensitive

Montessori Schools Essay
It is one of many big questions parents of a young child must ask one another: Where will we send our child to pre–school? With so many different
childcare options, this simple question can turn into a strenuous task when determining the best choice for one's child, so that, their child can receive a
beneficial primary education. While there are the standard pre–school/ day school options along with nannies/ babysitters or stay at home parenting,
there is another, lesser known type of schooling these prospective parents should keep in mind. Montessori schools are a rewarding educational option
for young children to learn life skills through hands–on, independent learning.
Before evaluating early childhood Montessori schooling, one should know the history and development behind it. The Montessori Method was created
by Maria Montessori who was born on August 31, 1870, in Chiaravalle, Italy. Her love of learning was evident from a young age. Around the age of
thirteen, she chose to attend a technical school to study mathematics. After graduating high in her class, she transitioned to the study of medicine,
eventually becoming Italy's first female medical doctor. During her practice, Montessori visited asylums to find test subjects for different medical
practices. She increasingly grew empathetic for the neglected, mentally disabled children she was selecting subjects from and decided she wanted to
help them, rather than test on them. How she would help them would grow to be

Philosophy of Montessori Education
"Education should no longer be mostly imparting of knowledge, but must take new path, seeking the release of potentialities." Discuss the statement
with reference to Montessori philosophy. Dr Maria Montessori started her work in the field of education and child psychology, when she had already
obtained a doctor's degree in medicine and surgery. Her scientific training and experience were exceptionally broad based and unique. Her approach to
education encompassed the whole development of man from birth to adulthood. The most important contribution of her work, in the present day, is the
focussed attention on the fact that no attempt to solve social and moral problems of the society will succeed if it is concentrated only on... Show more
Dr Montessori believed that for the psychic pattern to reveal itself, two conditions must be fulfilled, first, the environment that he interacts to
understand the limit of his universe, second, the freedom to reveal himself. She emphasised that when these two conditions are met, the psychic life of
the child will not reach its potential and his personality will be stunted. Dr Montessori strongly felt that, the work of man on the earth is related to his
spirit, to his creative intelligence, therefore this spirit and creative intelligence must be the fulcrum of his existence, and of all the workings of human
body. It is about this fulcrum, the behaviour and physical economy is organised. Dr Montessori says that the whole man develops within this "spiritual
halo" and therefore first care given to the new–born babe, over riding all others, must be a care for his mental life, and not just for his bodily life. Dr
Montessori described the time line of 3 yrs from birth, as the period of 'Spiritual Embryo', and all the non–physical qualities namely his intelligence,
temperament, personality, spirit and soul develop in this stage. Dr Montessori describes that development of child is due to an unconscious power, a
vital force, she borrowed a word 'horme' to describe this vital force, which is similar to the force that

Historical Overview of Montessori Method
ALPNA KUMAR
Section 1, Part 1, Lesson 1 August 8, 2012
Lesson 1: Historical Overview of Montessori Method
Write a chronological overview (time line) of Maria Montessori's life and work. Indicate the life events you feel were most significant in her
development of the Montessori Method of education. Describe how Montessori developed her approach. Include the factors occurring at that time in the
world that contributed to the method's popular acceptance. Education being a necessary part of our lives, there has been several ways to teach a child
and thus creating a teacher dominant learning. But, it was about a century ago when a revolutionary thought "teacher within" came to existence. It was
the one woman who changed the world ... Show more content on Helpwriting.net ...
In addition to the isolation, she found she had another problem. She was repelled by the smell of the anatomy hall. When this became too complicated
she tried smoking herself. Due to all these challenges, her interests turned to pediatrics and psychiatry. This would be the beginning of her lifelong
work with children [4].
After graduating from the University of Rome in 1896, Montessori continued with her research at the University 's psychiatric clinic, and in 1897
she was accepted as a voluntary assistant there. Maria opened her own medical clinic to treat children. In 1897, she became an assistant doctor at the
psychiatric clinic of the University of Rome. She began visiting asylums for mentally challenged and handicapped children. Maria observed that the
living conditions for these children were miserable. The patients were kept like prisoners in dark, bare rooms with nothing to stimulate them. She
observed that it was not the medical problem but rather pedagogical one. It was this time when she came across the work of two French doctors
Edward Seguin and Jean Itard's experiments to educate defective children. Maria observed these children picking up crumbs off of the floor and
playing with them. She realized that the children were using the crumbs as toys. Maria realized that these children needed a special school that would
meet their needs. While working at the asylum, Maria was introduced

Maria Montessori and Environment
"Concentration is the key that opens up the child's latent treasures within him. As the scattered elements if his personality comes together, order begins
to take the place of disorder, and the work of self–construction, which had been interrupted, is now taken up again, as nature has intended all along."
E.M Standing, Maria Montessori: her life and work, pg 174
Learning, by itself, cannot happen without concentration. Whether we are learning to tie our shoes, write our name, wash a car or solve complex
algebraic equations, there is intense concentration specific to the task at hand. Dr. Maria Montessori understood the power of concentration, and her
methodology is designed to nurture this power. Concentration in infants is a fragile ... Show more content on Helpwriting.net ...
The sensitive periods are triggered due to an unconscious will power/force called Horme, which pushes the child to fulfill his divine urge. The
sensitive periods are critical to the child 's self development. The child passes through six significant sensitive periods those for Sensitivity to order;
learning through five senses; sensitivity to small objects; sensitivity to co–ordination of movement; language and social aspect of life. Dr. Maria
Montessori believed that the child is born with pre–determined psychic pattern or The eight Law's of Natural Development which are laid down before
birth i.e. Law of work; when children were exposed to the material in the prepared environment become calm and peaceful and their destructive
behaviors disappear. Thus, Montessori concluded that some great need of the child must have been met through this activity of concentration. Law of
Independence, wherein the child uses his independence to listen to his own inner guide for actions that can be useful for him. We must keep children
independent by providing them enough opportunities to work with materials. Power of attention, to further enhance and cultivate the power of
attention we engage the child into various Montessori activities thereby developing the ability to concentrate and building personality. After internal
coordination is established through the child's ability for prolonged attention and concentration, the Development of Will takes place, where in

Contribution Of The Montessori Method
Maria Montessori once stated, "The greatest sign of success for a teacher is to be able to say, 'The children are now working as if I did not exist'"
(Chattin–McNichols, 1992). The end goal of a Montessori classroom is to create independent and curious learners ready to take on any challenge
thrown their way. The Montessori Method differs from traditional school settings because learning is child–centered, meaning children create their own
knowledge from experiences within a prepared environment.
Who were the leaders?
Maria Montessori, the first female physician in Italy, brought about revolutionary ideas in regards to Early Childhood Education because of how she
understood how complex and advanced young minds were. Dr. Montessori had two main strands of ideas that overall led to her development in the
Montessori Method. This includes the writings of the Swiss educators, Jean Jacques Rousseau and Johann Pestalozzi, who wrote about the need of
hands–on experiences and the Scottish businessman, Robert Owen, who insisted that the social environment contributed to children's knowledge
(Bloom, 2004). Shortly after graduation, Dr. Montessori was placed into a psychiatric clinic where she would visit with people living inside of an
insane asylum. Inside of this asylum she observed children living alongside their parents. The children were considered to be feebleminded because
they played with bread crumbs found on the floor. However, Montessori came to the conclusion of, these

Maria Montessori Curriculum Essay
The Montessori Curriculum Model Dina Fikeru, Evealin Cruz, Olga Cruz, Althea Robinson, Talaya Thompson Montessori Curriculum 1.Underlying
Philosophy Montessori education curriculum is based on the philosophy of continuous development, love, caring and uniqueness. In the
Montessori classroom, every child is provided with unique opportunities to develop both moral and cognitive skills in areas that motivate students
(Isaacs, 2015). For example, if a child loves construction, the teacher may provide construction materials such as small boxes, tapes and superglue
that is necessary for assembling the boxes together. This makes learning both interactive and enjoyable. The role of significant adults such as
teachers is to provide guidance on what the child should do to realize his/her goals (Isaacs, 2015). For example, if the child is defeated on how to
assemble the boxes, the teacher should guide the child until the child has fully mastered the task. 2.Historical Perspectives The history of
Montessori's curriculum dates back to 1906 when Maria Montessori founded the first Children's House by the name Casa dei Bambini in Rome, Italy
(Isaacs, 2015). It was in this children's house that Maria developed a keen interest on how children develop their cognitive abilities and moral
behavior. She realized that every child possesses unique skills and talents that should not be generalized in a single classroom (Ansari &Winsler,
2014). In other words, Montessori

Normalization: Maria Montessori
In Montessori education, the term "normalization" has a specialized meaning. "Normal" does not refer to what is considered to be "typical" or
"average" or even "usual". "Normalization" does not refer to a process of being forced to conform. Instead, Maria Montessori used the terms
"normal" and "normalization" to describe a unique process she observed in child development. Normalization refers to the focus, concentration and
independence of the child, by his own choice. It means the child has acquired the internal freedom to initiate work, be independent, and adhere (by
choice) to the rules of the environment. DR Maria Montessori's main discovery was the reality of a child's true nature WHICH IS the NORMALIZED
CHILD. She described the... Show more content on Helpwriting.net ...
Dr Montessori described the normalized child as "one who is precociously intelligent, who has learned to overcome himself and to live peace and who
prefers a disciplined task to futile idleness"(Maria Montessori, the secret of childhood). A pre–normalized child does not have the joy normalized
children have . a pre– normalized child coming into the Montessori environment has a chaotic impression from surrounding environment, he has a low
self–esteem. He would abandon his work without completion. He shows discipline only when an adult is around and it does not last. Normalization
come about through "concentration" on a piece of work. When the child engages with the Montessori materials in total concentration for long
periods of time, a transformation occurs. This transformation is what Dr. Maria Montessori calls "normalization". It is a process that occurs over a
period of time, usually three or four years and it requires the child's total engagement with the Montessori materials. The process of normalization is a
journey. It begins when a child is introduced to activities like the practical life materials. The materials help the child to develop his motor skills ,
acquire a sense of order , and begin the process of extending their ability, and desire for concentrated work. For normalization to occur, child
development must proceed from birth with the non–physical growth of the child's mind , intellect, personality, temperament, spirit and soul.

The Educational Work Of Maria Montessori
Maria Montessori was born on the 31st August 1870 in the town of Chiaravalle, Italy. Maria got her quest for knowledge from her parents who were
both well educated. She started her education at a local state school and proceeded onto a technical institute where she intended to pursue a career in
engineering. This was unusual at the time as there were barriers that constrained women's careers, leaving them with fewer options to pursue technical
careers than their male contemporaries.
Even after graduating from technical Maria yearned for me, this yearning led her to enroll in medical school against her father's wishes and faced with
the challenges and prejudice she would face in this field. She triumphed through it all and in 1896 became the first woman to qualify as a doctor in
Italy. A little into her career, Maria began working with mentally retarded children it was here that her observations would become fundamental to her
future educational work.
Montessori began to develop her philosophy and methods in 1897. She caught everyone 's attention when most of her "uneducable" students passed the
state test in reading and math, some scoring above average. Curious how such principles would work with the mainstream population of children,
Montessori then opened her first school; Casa dei Bambini (Children 's House) in 1907.
Montessori education spread to the United States in 1911 and became popular and widely accepted. The educational philosophy however began to
conflict with

The Montessori Method
In order to discuss the suitability of the Montessori Method to the revised primary school curriculum, one must gain some understanding of both. This
essay will briefly explore the revised primary curriculum, the Montessori Method and finally discuss the suitability of the Montessori Method in
teaching the new curriculum.
The revised Primary School Curriculum (1999) developed as a result of input from the Review Body on the Primary Curriculum (1990), the National
Convention on Education (1994) and the White Paper on Education (1994). It considers the Philosophical ethos of Curriculum Na Bunscoile and is
guided by the Education Act (1998). It is in fact an amalgamation of "current educational thinking" and the most innovative and effective ... Show more
Working in a Montessori classroom that promotes choice, demands one to move constantly, particularly when choosing what or who to work with (p21).
Montessori curriculum can be broken down into the following headings. Each has a selection of graded exercises which are presented to the child in
sequence when they are ready:
Practical life exercises,
Sensorial
Number work
Language
In John Holt's very interesting book "How Children Fail" (1966 ) he poses the concept that although children love learning they don't like being
thought. He argues children thought in traditional ways become "unintelligent" (p56). They strive for teacher approval by focusing importance on
getting the right answer; mechanisms such as reflecting and having an enquiring mind are supressed. Holts (1966) suggests children had to "teach him
before he could begin to teach them" (p.22), he emphasises the importance of teachers observing, listening, and encouraging creative ways of being.
This philosophy sits very comfortably with the Montessori Method of teaching. As mentioned earlier directors must be a "guide" observing children in
their work. The new Primary School Curriculum calls for this approach in that it promotes the development of children's capacity for "creative
expression and response"

Montessori Senstive Periods

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