Advantages Of Montessori Method

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
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Montessori: Preparing a Child for the Futur
eIntroduction "...the caterpillar and the butterfly are two creatures very different to look at and in the way they behave, yet the beauty of the butterfly
comes from its life in the larval form, and not through any efforts it may make to imitate another butterfly. We serve the future by protecting the
present. The more fully the needs of one period are met, the greater will be the success of the next." (Maria Montessori) The Montessori environment
may be looked at as a small society that is preparing the child for his future. Guiding him towards finding his role in the Universe; that he has a
responsibility to nature; and to be respectful to everything in the Universe. To enable the directress to channel the children towards these goals... Show
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As a result, this successfully caters to the child's sensitive periods. For example, a child may have an interest in letters. He may then go to the
language area and work with materials that have been presented to him. The Montessori didactic materials are available at all times, and are easily
accessible. The didactics "are designed to prepare the child indirectly for future learning." The materials are of high standard, interesting, challenging,
self–correcting and always complete. "...the child has an absorbent mind rather that reasoning mind before the age of six. A child is not capable of
gathering materials from all over the room for one specific exercise." The environment must therefore, be prepared for the child by experienced and
sensitive adult. Extension with Sensorial Didactics Geometry and Algebra Didactics The Directress "Plainly, the environment must be a living one,
directed by a higher intelligence, arranged by an adult who is prepared for his mission. It is this that our conception differs both from that of the world
in which the adult does everything for the child and from that of a passive environment in which the adult abandons the child to himself.....This means
that it is not enough to set the child among objects in proportion

Essay On Maria Montessori
Maria Montessori, an Italian physician, was born on August 31, 1870, in Chiaravalle, Italy, and died on 6 May 1952, in Noordwijk aan Zee,
Netherlands. She was one of the pioneers of theories in early childhood education and her theories are still applied in Montessori schools all over the
world. At that time, when Montessori was growing up, Italy had conservative values about women's role but she consistently broke out of those
prescribed gender limitations as she grew younger. When her family moved to Rome, she attended boys' technical institutions where she developed her
mathematics and scientific interests. Despite her father's resistance but with the support of her mother, Montessori went on to graduate with high honor
from the medical... Show more content on Helpwriting.net ...
Montessori realized the connection between science, psychology, and the education world and began to speak out at conferences about the subject.
She also studied the needs of special education children and began to establish strategies of teaching the so called 'degenerate' children in society
(Povell, 2007). Furthermore, she was a major impact on the woman's movement in Italy, and believed in the fact of the "new woman", so she pushed
women to take leading roles in instructional reform. In addition to being an example of the "new woman", she used that distinction to encourage the
woman to struggle for their rights and win the distinction as an equal gender. (Hainstock, 1997) Despite her success, Musilini banished her from Italy
because she didn't teach the traditional Italian way, so she went to Spain and then the Netherlands where she died in 1952, after she was nominated
three times for the Nobel Prize. However, her name and philosophy are still alive in many schools around the world. (Povell, 2007) With respect to
education, Maria Montessori was influenced by the works of the physicians

Childcare Level 3
E1: Reggio Emilia In 1945, Loris Malaguzzi founded the first Reggio school. His Reggio education dominated the Italian education that was already
in place. The approach of Reggio is community led, this involves everyone in their close community but also those from outside of the close
community. Within Reggio, they repeat their ideas and activities, so that the children are able to revisit what they were doing the day before to further
their understanding of what they were doing, but also get help if they need it. Reggio also allows the children to direct their own learning, so if they
do not fully understand what they are doing at the time, then they can go back and revisit it to make sure they understand it, however if the children are
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Children's journeys throughout education should be personal, and this is what the Montessori approach achieves. From visiting a Montessori
setting, the practitioners accomplished this as they allowed the children to play individually "Montessori thought working alone encouraged
children to become independent learners" (M. Beaver, J. Brewster et all, CACHE Level 3 Childcare and Education). It is also important that they
do plan times for the children to socialize and work together as this will build their Social and Emotional development. By providing individual
learning journey books for each child, means that the child's key worker can add notes and pictures to show to their family what they do at
nursery, however these are also available to take home and adapt them at home. E3: Maria Montessori was born in Italy in 1870. She wanted to
become a doctor, so she enrolled at the University of Rome; however at this time she began to develop an interest in children who were deprived;
which at the time were referred to as 'idiot children', this encouraged Maria into studying about those who were mentally defective. Her interest then
changed, and was focused into education. When she was fixed on to this idea, she began to study the theories which were devised over the last 200
years. By 1900 Montessori was known for a

The Importance Of A Well Prepared Environment
Maria Montessori inadvertently created an alternative to traditional schooling. She did this by allowing her pupils the opportunity to learn through
action rather than repetition. Montessori had five main principles: respect for the child, sensitive periods, the prepared environment, auto–education,
and the teacher's role. In this paper I will discuss the prepared environment thoroughly and how a well prepared environment can positively affect each
student in the 3–6 classroom. I will, in reflection, discuss the negative outcomes that may arise from an ill–prepared classroom.
Sensitive periods are blocks of time in a child's life when the child is absorbed with one characteristic of the environment to the exclusion of all others
(Lillard, 1972, p.33). These sensitive periods are: a need for order, the use of the hand and tongue, the development of walking, a fascination with
minute and detailed objects, and a time of intense social interest (Lillard, 1972, p.33).
The first, and most prevalent in a classroom, of the sensitive periods is the need for order which begins within the first year of life. Rules and
routine are important in a newborn's day; consistency is key to a happy baby (Knestrict, 2015). Rules and routine in a newborns day gives them the
knowledge that their caretakers are able to be relied on. They know they'll get fed and changed when need be, they'll be put to bed when they're tired
and even get to see new faces routinely (ie. Babysitters, grandparents,

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

The Great Power Of Man
Adaptation
"The great power of man is that he adapts to every part of the environment and that he modifies it while developing himself he unconsciously develops
his own adaptation of his environment."
Dr. Maria Montessori (Meaning of Adaptation, p.5)
Montessori start to set the environment and surroundings to the child's size and real to help the children to move things easily without the adults help
and to feel comfortable in the environment. the main model of education in human development by Montessori is divided into two main concepts 1–
Children and developing is a psychological self–construction by engaging with the environment. 2– children from zero to six their psychological
development is developed by observation and
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Maria Montessori understood the power of concentration, and her methodology is designed to help the child to concentrate in infants is a fragile thing
but adults distracts the child in so many ways by engaging the child in the early age with Montessori activities practical life is one of the keys to help
the child in independence coordination and to follow a certain steps.
The structure of the class room and the curriculum helps the child to make his own choice and independence ,the teacher is a facilitator by
preparing the class room activities , give them the lesson , rain force information , guide them and redirect them so if the child wants to work on a
specific area and the teacher wants to introduce anther area the teacher must be patient and wait for the child to master what he is doing then he will
come to discover the other area one of the most important part for the teacher is to captive the child interest it is one of the important keys to motivate
the child to explore other areas the teacher role here will be inspiring the child

The Relationship Between Discipline and Obidience from...
Montessori Philosophy
Question: Explain the relationship between discipline and obedience from the Montessori perspective. Explain how discipline and obedience are linked
to the development of the will.
Maria Montessori (1988) believed that the discipline of a child is something to come, not something that is already present. It means discipline must be
stimulated, observed and let it grow by itself. How to start stimulating or awakening discipline inside a child? Montessori says, "В… an individual is
disciplined when he is the master of himself and when he can, as a consequence, control himself when he must follow a rule of life" (Montessori,
1997, p. 51).
To awaken the child 's inner energy to become disciplined, the teacher 's... Show more content on Helpwriting.net ...
In a sense that when a child does the exercise repeatedly, he/she will be able to independently realize or note should he/she make any mistake. By
being able to do so, subsequently for the next opportunity he/she will make sure that he/she should not do the same error again, which means he/she
could correct the error by himself/herself.
Obedience could be attained only when a child has fully developed and controlled his/her will, and he/she freely chooses to follow other 's instruction
or orders. This could happen because the child recognizes that the person who gives the order loves him/her and is more knowledgeable than him/her,
also this child is sure that the order given will be useful to perfect his/her skill.
Having explained the discipline and obedience, now we could conclude that these two features will only be developed in a child if he/she is already
able to control the inner power from within. This is whether to do something based on his/her likes, or to do something just because the child has
already understood that he/she has to follow orders from others, because there are common norms that a child have to obey should he/she want to live
with other people collectively. In case a child has not been able yet to control his/her will, then it is impossible for

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

The Role Of Teacher As A Montessori Teacher Essay
The Role of the Teacher
Introduction
In a Montessori School, the word Teacher is used as Directress instead. In her writings, Maria Montessori used the word "Direttoressa" taken from
the Italian word "direttore" which when looking into the meaning of the word is less about telling people what to do but more about steering people
in the right direction. It is not only used for teacher but also for conductor, editors and managers. The word "Directress" which is used today was first
used in translation of the book The Montessori Method in 1912 by the American, Anne Everett George. If we look again at the meaning of the
Directress referred to above, it is the perfect description of the Role of a Montessori Teacher. She also believed that Montessori teacher's ultimate
objective is to help the children to learn how to learn independently, retaining the curiosity, creativity, and intelligence with which they were born.
Therefore, Montessori teachers do not simply present lessons; they are facilitators, mentors, coaches, and guides for the children.
The Role of the Teacher
The role of a Montessori Directress is the vital link between that of the child and the environment. "She is the main connecting link between the
material, that is, the objects, and the child." Montessori believed that only a certain type of person suited the role of a Montessori teacher "The teacher
must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a

A Child Is Mysterious and Powerful
"Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviation and observe his
natural ways acting. A child is mysterious and powerful and contains within himself the secret of human nature."
Explain the above quote with reference to the Montessori philosophy.
The term 'Montessori Philosophy' originated from the name of Dr. Maria Montessori, one of the most influential pioneers in early childhood
education. She advised an education which combines a philosophy with a practical approach based on the central idea of freedom for the child within
a carefully planned and structured environment. To analyze the above quote, we will have to know what it is in essence the ... Show more content on
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Thus it is said that "The child is endowed with unknown powers which can guide us to a radiant future."(The Absorbent Mind ,P2)
During the observation of children at Casa Dei Bambini, Dr. Maria Montessori discovered that children prefer work to play. They were able to achieve
a self integration through this work. She found that the aggressive and destructive children became calm and peaceful after working with the materials.
She concluded that through work the child seemed to get fulfillment of some internal need which made him normalized.
Montessori found out that independence is necessary to the child's normal development. The child uses his independence to listen to his inner guide
for actions that can be useful to him and one who is served is actually limited in his independence. It is well said that "we habitually serve children;
and this is not only an act of servility towards them but it is dangerous, since it tends to suffocate their useful, spontaneous activity." (Course manual
P.40).
We can help the child attain independence by giving opportunity for him to work with the materials by himself, by directing him towards a given end
to develop his will, by giving him constructive work to help him in developing discipline, by letting him know and have an understanding of what is
good and bad and also giving him freedom to reveal himself completely by playing only passive role.
Maria Montessori stated that at certain stages

The Role of a Teacher in a Montessori Classroom
Montessori's developed method of educating the natural characteristics which influenced a child to learn. Her method is simply protecting these
characteristics and allowing them to develop naturally. She believed that every child held the ability to learn but only needed to be shown or guided
on how to correctly do so. The teachers role in the class room is to cater for these needs. Montessori believed that only a certain type of person suited
the role of a Montessori teacher "The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must
become a passive, much more than an active, influence, and her passivity shall be composed of anxious scientific curiosity and of absolute respect...
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The child may also associate praise with their behaviour and feel if they are not being praised they are not succeeding or doing well. It is a
difficult position as it is instinct to praise when a child has done well but a Montessori teacher must be able to do so correctly. In Montessori it is
taught to the teacher that it is the child's right to freedom but within limits. "If everyone did exactly as they pleased chaos would reign, then
nobody could do as they pleased. Freedom would effectively be gone."(Walls, 2006, p4). These limits are kept my the basic rule of respect By
treating others with courtesy and care it will be expected back. Making this happen with young children will takes patience from the teacher. The
rules should be told and shown to the class, this way a child can self correct their behaviour and lean from themselves. By enforcing this the teacher
has taught the children to respect others and given them the gift of patience as they learn of turn taking etc. The role of a Montessori teacher is
complex and has many layers to it. The teacher's role must be an observer as well as an educator. The teacher must cater for the needs of the child. Be
the link between the prepared environment. The techer must have a complete understanding of Montessori to be successful within the class room, as a
child's mind is so absorbent at the ages of three to six, Irreversible damage may be cause without this. References: Issah,

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

The Importance of the Main Ingredients of the Montessori...
The importance of the main ingredients of the Montessori method : the directress and the prepared environment Motto:'' The teacher as an adult
should try to interpret the child's needs and meet them as best as he can by preparing a really suitable environment. This may be the beginning of a
new epoch in education, which will consider how it can assist the life of the child.'' (Montessori, M., The Secret of Childhood, Part1, Chapter IV:
Where adults impede the question of sleep, 1963, p.79). The child in the Montessori school needs the best conditions for his development and for
achieving this, he needs a link between him and the knowledge to come: this link could be represented by the directress who connects the child to the
surrounding... Show more content on Helpwriting.net ...
For example, I've noticed that at the Montessori school where I did my work experience the children interacted repeatedly with the environment by
using the Montessori materials: Dressing frames or Pink Tower and this interaction lasted longer than the directress–child one, because once the child
has been introduced to the Montessori materials he will learn as his nature dictates and he will know how to do the Montessori activities without being
in need of the directress. The prepared environment has three components: one physical that is represented by the child–sized furniture and the
Montessori materials, another intellectual created with the help of the directress who designs the perfect climate for the child to work and develop
himself and another one–spiritual offering the child patterns of spiritual behaviour through the genuine example given by the directress.( I've noticed at
the Montessori school, in the pre–school classroom that every time the directress was praying before the snack time, the children took her example
and did the same). The directress is the one who plans the way in which the environment has to be prepared for the children, according to the child's
each activity and to the materials required for each exercise; the things regarding the planning of the environment have to move from the directress to
the child: e.g. I've seen at the Montessori School where I did my work experience that the directress provided good quality and easy

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

Practical Life Essay
DMT 104 Practical Life (Assignment One) Montessori in the Absorbent Mind writes that "the hands are instruments of man's intelligence". It is
therefore critical that children develop the ability to control and coordinate their hand muscle so that these can come into contact with the environment
in intelligent ways. Discuss the principles underlining the practical life exercises and how it fosters independence in children. Introduction A child in
the first six years becomes a full member of her particular culture and family group absorbing language, attitudes, manners and values of those in
which she comes in daily contact. A child develops properly if they are in an environment full of affection, love, caring and support. They... Show more
content on Helpwriting.net ...
Within the Montessori classroom deep concentration can be acquired through the 'Silence Game". To achieve silence requires effort and the attention of
the will, and maximum control of self–consciousness of every movement. Montessori thought of the silence lesson as a means for bringing children to
this higher level of spiritual awareness. Practical Life Exercises aid the child in his journey towards normalization As a result of learning Practical Life
Exercises in the Montessori environment, the child starts to develop confidence, self–esteem, he grow towards independence, mutual aid and
co–operation, profound spontaneous concentration, attachment to reality and most importantly child's joy of learning is supreme. All these help the
child to lead towards normalization. The normalized children possess a unique character and personality not recognized in young children. Children
needs a carefully prepared environment It is important to provide the child an environment to work on activities of their own choice at their own pace
experiencing freedom and self discipline while developing towards independence. Even though materials in Practical Life area are the least
standardized, exercises needs to be carefully thought and designed. A prepared environment should consist of

Role Of Teacher : The Montessori Classroom Essay
The Role of Teacher/Guide in the Montessori Classroom "We discovered that education is not something which the teacher does, but that it is a
natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which
the child acts on his environment. The teacher 's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special
environment made for the child." It takes a very special person to become a Montessori Teacher. The Montessori teaching method emphasizes the
heightened learning ability of children when they are allowed to make their own choices. It was developed by Dr. Maria Montessori in the early
20th century to improve children's education by helping them help themselves. Montessori teacher's role revolves around this very method of guiding
young minds. Maria herself quoted in one of her books "The teacher, when she begins to work in our schools, must have a kind of faith that the child
will reveal himself through work. She must free herself from all preconceived ideas concerning the levels at which the children may be. The many
different types of children...must not worry her...The teacher must believe that this child before her will show his true nature when he finds a piece of
work that attracts him. So what must she look out for? That one child or another will begin to concentrate." One key difference between a Montessori
teacher and a

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

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

Maria Montessori 's Role For Young Girls
Maria Montessori was born in Chiaravalle, Italy on August 31, 1870 to parents Allessandro and Renilde Montessori, she was their only child. Her
parents were well educated, her father served in the army as an officer, her mother, coming from an upper–class family, was very intelligent and a
forward thinker. During the time of Maria's early education, Italy's view on the roles of women were very traditional, therefore the opportunities for
young girls were limited. Young girls were not encouraged to receive any more than an elementary education. Allessandro, Maria's father, was
conservative and traditional, while her mother was modern and non–traditional. Maria's mother not only taught her daily skills, such as cleaning floors,
but also ... Show more content on Helpwriting.net ...
Montessori visited mental asylums to choose patients for treatment at the clinic. It was here she first saw the neglect of children with mental disabilities
in the asylum. This troubled her deeply. She began focusing her research on possible treatments for the children, deciding the it was not medicine, but
teaching.
Maria Montessori became absorbed in learning all she could by auditing education and physical anthropology courses at Rome University form
1897–1898 and studying every theory on how children learn from the past two hundred years. She ultimately merged the theories of Pestalozzi and
Froebel, focusing on the relationships of sensory, cognitive and social development with the studies Edouard Seguin, an early 19th century reformer
who focused on the sensory and motor development for disabled children. She tried her ideas regarding "special education" at the psychiatric clinic,
medical and teacher conferences and public lectures throughout Italy. In 1900, she was appointed as the director at the Roman medical–pedagogical
institute for teachers of developmentally disabled children, this institute was new. It was here that Montessori experimented with new teaching
methods focusing on ways to help them develop their sensory, motor and cognitive skills. Results were presented and were impressive, many of the
children who were viewed as unteachable could learn basic skills, learn to read and write and could pass exams given to children at

A Sample Letter from a Montessori Teacher to a Parent
Dear Montessori Parents, In this monthly newsletter, I would like to share with you three beliefs of Dr. Maria Montessori. As your child's
teacher; I would like to support each of these beliefs with vivid examples from my experience in the classroom as well as Dr. Montessori's own
words. While all of us within the community clearly already support the Montessori Method, it is important to 'touch base' with these beliefs as
we affirm the principles of our learning environment. I believe Maria Montessori was right in her belief that every child has the right to proceed
upon his or her learning path at his or her own pace. In contrast to the obsession with 'pushing' children so common today, Maria Montessori said:
"it is true that we cannot make a genius. We can only [give the child] the chance to fulfill his potential possibilities" (Maria Montessori quotes, 2012,
Daily Montessori). Through the Montessori Method, children learn how to learn when we teach children about letters of the alphabet, children are
encouraged to select colors of crayons they like, as we guide their hands to make their names on the page. Some children need more assistance with
others, just like some need more encouragement to pick up a book and look at pictures. The goal is always independence, but every child has a
different path: "the essence of independence is to be able to do something for one's self" (Maria Montessori quotes, 2012, Daily Montessori). This
independence cannot be rushed. We

How Does the Montessori Environment Facilitate and...
In a Montessori classroom, a child is free to move about and explore the environment because with activity and movement comes learning. Movement,
in fact, contributes not only to the physical, but also to the intellectual potential and spiritual development of the child. The child must have freedom
achieved through order and self–discipline. The child in a Montessori environment can learn, discover and be creative. He has the freedom of choice
and develops his individual interest.
The child learns best in a prepared environment. It is a place where the child can do things for him or herself. The environment is created in
proportion to the child and his or her needs. They decide for themselves which materials to work with. "The extern ... Show more content on
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The child is given the opportunity to become independent and care for him or herself in a responsible way. "A teacher simply assists him at the
beginning to get his bearings among so many different things and teaches him the precise use of each them, that is to say, she introduces him to the
ordered and active life of the environment. But then she leaves him free in the choice and execution of his work." (Montessori, the Discovery of the
Child. 1972. P.63)
The exercises that are developed in the practical life area help the children to be independent and feel at home. There are example frame boards where
the child learns to button, lace, hook, or tie things together. This encourages them to practice putting on real clothes and dressing themselves. There are
also sinks where the child can wash their hands. "The surrounding objects should be proportioned to the size and strength of the child: light furniture
that can carry about; low dressers and low shelves that they can easily manipulate. Light doors that they can open and shut readily. Brooms with short
and smooth, light handles, clothes he can easily put and take off himself." (Montessori, Spontaneous Activity in Education, 1969, p.75)
Finally, general overall movement ties together the physical, intellectual, and spiritual qualities of each child. It keeps the entire child or adult healthy.
Both the spirit and the intellect of the child or person depend

Sensitive Period to Order
INTRODUCTION
In this assignment I am going to discuss the child's sensitive period for order. I will explain how it is catered for in the classroom, referring to
materials and activities.
Sensitive Periods
The Sensitive Periods are the best times for a child to learn a specific skill and are critical to the child's self development. The child has this inner
urge to undertake the task in order to live. Although, once this period passes it is possible for the child to learn the new skill but with much more
difficulty. A sensitive period that is prevented from occurring will manifest itself into a cranky child.
The three main sensitive periods for children aged birth to six are, order, movement and language. There are also other ... Show more content on
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But freedom within limits, not the right to do whatever you want, whenever you want. Freedom needs to work within the grounds of discipline.
Discipline is making correct choices while respecting the classroom, and the rights of the other children.
In my experience, Marie is consistent at all times while teaching but kind and caring at the same time. She set clear expectations very early on in the
school year and this is evident through the respect the children show her and the order that upholds in the classroom.
The expectations included; * Children are given the freedom to move, to communicate, to choose activity and to work with others. * Children must
not disrespect the materials. The materials must only be used for the purpose intended. * Children can only choose what he/she has been presented. *
If the child cannot use a specific piece of material, it is removed and re–presented or, a period of time is given to allow the child's development.
REFER TO MATERIALS AND ACTIVITIES IN THE CLASSROOM
Referring to materials and activities in the Montessori classroom, it is fair to say that the Practical Life and Sensorial shelves all stimulate the child's
sense of order. The Practical Life shelf consists of the dressing frames, which allows the child to understand the importance of sequence in tasks. The
pouring exercises which teaches the child hand eye coordination and their entire body concentrates to

Maria said that the children have an inner force, it gives...
Maria said that the children have an inner force, it gives them the strength and energy to achieve potentially. When you give a child guidance and
freedom, they focus mainly on what they need to know. Children have more confidence and they do not need to rely on the teachers. Maria had put
optimism and humanism in her teaching.
Montessori approach, she made the school beautiful and careful environment for the children. Didactic materials, so she could meet the needs of each
child at their level of development. The teacher has to prepare instructions that get the children interested in the activity. I believe that they should not
force it upon the child, it is better for the child to choose his or her activity as they will become more ... Show more content on Helpwriting.net ...
Observation is a key method, it is a way for the adults to learn about what the child needs. For example, if you see a child hammering on objects this
means that the child is involved in the activity so we give him a drum. This is how observation can help and achieve a child's requirement.
Following the Child
The child will show you what they need to do, what to develop in themselves and what are the areas they need to be challenged in. "The aim of the
children who persevere in their work with an object is certainly not to "learn"; they are drawn to it by the needs of their inner life, which must be
recognized and developed by its means." – Maria Montessori.
Following the child around in the classroom will help you find out a little more about the child. If they want to climb, let them climb in a safe manner.
Do not be overprotective or they will always rely on the teachers. It is better for the child to understand and be mature from a younger age as it will
help them in the future. Also it is best not to tell the child what to do all the time, the child needs to familiarise themselves within their environment.
One thing ever child needs is "freedom" and it is better to give that to the child. Keep presenting the child with some choices of different toys so they
are fully focused and engaging in the activity. Also, step away from the child and let him or her get on with the

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

Montessori : Curriculum Model Approach Research
Montessori Curriculum Model Approach Research Paper 2017–10–13 The topic that I choose for my curriculum model/approach paper is Montessori.
Montessori is an approach to education that is individual. It is for children from toddlers all through high school that helps all children reach full
potential in all the areas of life. Montessori is an approach that is student–centered. Montessori encourages creativity and curiosity and helps children to
ask questions, explore, investigate and think of themselves as they acquire many skills. The environment that Montessori focusses on is based on
students learning rather than teachers teaching. Montessori students develop creativity and confidence, critical thinking and problem solving skills and
... Show more content on Helpwriting.net ...
The children showed great interest in working with puzzles, learning to prepare meals, and manipulating materials that held lessons in math. Maria
Montessori used the specific observations and experiences that gained her earlier work with young children, she designed a learning materials and a
classroom environment that fostered the children's natural desire to learn. By 1910, Montessori's school success soon spread through Italy schools
were acclaimed worldwide. In 1940 Maria travelled in India when hostilities between Italy and Great Britain broke out. Maria was forced to live in
exile for the remainder of the war. There, Maria took the opportunity to train teachers her method of education. Maria Montessori died peacefully in a
friend's garden on May 6th 1952. Maria travelled the world and wrote extensively about her approach to education, attracting many devotees. Maria's
key beliefs are independence, observation, following the child, correcting the child, prepared environment, respect for child, sensitive periods, auto
education and an absorbent mind. Montessori education in the classrooms is to make the children independent and allows children to do things for
themselves. Giving the children opportunities to move, dress themselves, and choose what they want to do. When you give children independence you
are increasing

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

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

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

Sensorial Materials
Essay 15: What is the purpose of the sensorial materials? Describe the essential qualities needed in a sensorial apparatus. "The first of the child's
organs to begin functioning are his senses....instruments by which we lay hold impressions, and these, in the child's case, have to become
"incarnated", made part of his personality." The Absorbent Mind, Chapter 8, p. 84 A child's journey in life begins as a physical embryo right from the
time that he is in his mother's womb, increasing in size and developing his physical structures. Once he is born, leaving the comfort of his mother's
womb, he must go through a phase of reconstruction or incarnation, to develop in movement, speech and other areas. However, the child... Show more
Thus, if exploration is necessary for child development then the instruments of exploration, which is the senses, must be trained from an early age.
"It is necessary to begin the education of the senses in the formative period, if we wish to perfect this sense development with the education which is
to follow. The education of the senses should be begun methodically in infancy, and should continue during the entire period of instruction which is
to prepare the individual for life in society."(The Montessori Method, Chapter XIV, Pg. 221) Maria Montessori believed that there is nothing in the
intellect which first does not exist in the senses. The child's intellect does not work in isolation, but is everywhere and is always intimately bound up
with his body, particularly with his nervous and muscular system. During the first 3 years of life, the young child would have already absorbed a
large amount of information from his environment however the information is merely in the form of impressions in his unconscious mind. As the
child continues to work, the mind begins to gains awareness of various concepts of color, weight, size and so on. This becomes the beginning of his
sensorial education. Maria Montessori based her method of educating the senses realizing the fact that a child between ages two to six years passes
through the 'sensitive period for the refinement of senses'

Child Development
Introduction
The Montessori method of education is one of the very unusual approaches of educating young children that has been based on the experiences and
research of educator and physician Maria Montessori (1870–1952). The method basically arose from what Dr. Montessori's discovered and named it
the "the child's normal nature" back in 1907 (Montessori, 1972). This happened during one of her experimental observations with young children who
had been given the freedom they need d in an environment that was fully prepared with all the materials and was specifically designed to support their
self–directed learning experiences (Montessori, 1977).
Factor generating an amazing child
Law of Will
A child's development of will has ... Show more content on Helpwriting.net ...
She argued that, the only way to be bale to help a child is if we know the Nature of the child, since then we are in a good position to help him to
fully develop all of his inner powers so that he can grow from being a helpless creature into a responsible mature citizen. This approach by
Montessori thus values the believe that a child's main goal since birth is to just but develop all of his potentials according to a certain physic pattern
that he does possess even before his birth (Montessori, 1977).
In real practice, Montessori method has only been applied with some kind of varying degrees of strict adherence to the main philosophies, though it
is generally agreed that they all somehow subscribe to some of her writings (Polk and Montessori, 1988). The result has been that there are some
people who strictly adhere to either one of these philosophies, while there have been another group that have seen it wise to develop a unique concepts
all based on interpretation of her philosophies and writings. There are thus several concepts that are now widely accepted by several practitioners and
which are said to be consistent with the teachings of Montessori method. These concepts have been developed from different

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.

Montessori Imagination Research Paper
Dr Montessori emphasises the importance of the development of imagination. How do cultural activities in a Montessori prepared environment aid in
this development?
Imagination, also called the faculty of imagining, is the ability of forming mental images, sensations and concepts, in a moment when they are not
perceived through sight, hearing or other senses. Imagination is the work of the mind that helps create fantasy. Imagination helps provide meaning to
experience and understanding to knowledge; it is a fundamental facility through which people make sense of the world, and it also plays a key role in
the learning process. A basic training for imagination is the listening to storytelling, in which the exactness of the chosen words is... Show more content
on Helpwriting.net ...
It is imagination that begins to develop and occupy a very vital place in a child 's mental world. With imagination, a child can move mountains,
transport himself to a distant world, make himself smaller or larger, or disappear from sight. Imagination allows children to form new ideas and
explore old ideas, all at once. For children with more to escape in their unfortunate realities, such as abuse victims or children with separated parents,
imagination plays an even more critical role in development as it aids with coping.
When children get scared, it is important to show them compassion and belonging. This can be accomplished through the use of imagination at play.
Doll houses, miniature worlds, board games, role–playing games, or even a simple tent in the backyard can promote imagination in small children as
they are influenced through the limitless boundaries of the creative world.
With more than these in mind, Dr Montessori emphasises the importance of imagination in children. Maria Montessori said "Free the child 's potential,
and you will transform him into the world". When she said this, she also meant that imagination is one of the child's potential that can be broadened
over time.
However Dr Montessori only emphasized imagination but not fantasy. She felt that young children would not be able to differentiate between reality
and fiction if they got too much

Define the Term Sensitive Periods and Link Them...
Define the term sensitive periods and link them appropriately to the child's first stage of development. Explain how you would support these sensitive
periods during this first crucial stage.
In this essay I will define the term sensitive periods linking it with stage of development, I will also outline the importance of these periods , the
consequences of not recognising it, and finally how we can support children in this crucial time.
"A sensitive periods refers to a special sensibility which a creature in its infantile state, while it is still in a process of evolution". ( Montessori, 1966,
p38) Maria Montessori believed that during first few years of life its very easy for a child to learn without an effort that later on will ... Show more
Few of the children were putting toys at the wrong place. One girl of the class became distressed over this and began explaining that this is a wrong
place. She knew that these toys didn't belong to the shelf. Sensitive period for order had been disrupted.
The other sensitive periods to consider are the refinement of the senses. The way the children can find out abut their environment at this stage is
through their senses. By looking, smelling, hearing, touching child learn differences in sensory stimuli. A child brain react different to each sense
stimuli and helps him/her to find out which stimuli is more important, which is relevant. this helps in preventing their nervous system from being
over–stimulated.
The activities used within a Montessori environment to develop this include such things as weights, colours, grading, matching, shapes, sounds, smells
and taste. During his/her playtime outside (smelling flowers, picking up leaves or small stones) and in a classroom. The place should provide enough
sensorial materials for children to get them started in recognised different sense stimuli, sorting, pairing.
This bring us to the sensitive period of the language it is from 7 months up to 5.5 to 6 years of age. There are three forms of language from spoken
language, to written language and reading. This is an important part of a child's life to be able to use words to communicate and its learnt very easily at
this time. Preparing the environment

Essay on Who is Maria Montessori
Practical Life Rationale Paper 1. Who is Maria Montessori? Please give a brief description of her life. Maria Montessori was the founder of the
Montessori approach to education, she was born in Italy in 1870. As a teenager she was an engineer, but later she studied her favor major of
medicine. Graduated as Italy's first female medical practitioner she embarked on a career in mental health. Following on from this she was asked to
head up a childcare project for a social housing initiative and her first 'Children's House' opened in 1907. Here too she introduced the equipment she
had designed and observed the children very closely as they used it, tailoring what she provided in the environment to meet their developmental needs.
There was... Show more content on Helpwriting.net ...
Control of movement: these are provide the foundation and set the stage for all works in the Montessori classroom.included how to carrying
chair,using whold and transfer bean to another bowl and so on. Care of environment:learning how to wash windows,and dishes,sweeping and dusting.
Care of self:learning how to wash hands, brush teeth,pack a lunch. 5. What are the direct aims and the indirect aims of the practical life materials?
.Direct Aim The materials in the Montessori classroom are offered to the children with a direct aim in mind. Each material isolates a concept and
allows for repetitive practice with a certain skill and the child repeats this process to because he gets a sense of satisfaction. the direct aim in the Rice
Pouring activity will be concentration, co–ordination, independence and order. Indirect Aim In working with the Practical Life activities, the child
indirectly prepares herself or himself in doing an activity. The indirect aim is to enable the child to do some activity on his own, rather than being
dependent on the directress or any other adult.. The indirect aim of an exercise, in the Practical Life area of a Montessori environment, has two
elements. It includes the self–evident purpose of the action. The second part of the indirect aim includes preparation for future learning. 6. Explain
what is meant by the child as a spiritual embryo. Include the concepts of

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

Theory-Part 1. What Are The Principals Governing The Creation
Theory–Part 1
What are the principals governing the creation of the Prepared Environment? How are the concepts of freedom and discipline encompassed within the
prepared environment? Please consider the importance of freedom for the developing child in terms of self–regulation.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
–Maria Montessori The Secret of Childhood, 1966
The Montessori Environment is prepared on six principals: Freedom, Structure and Order, Beauty, Nature and Reality, Social Environment, Intellectual
Environment.
1.FREEDOM
Montessori believed that a child must be free to explore and follow his own natural impulses. Within the prepared ... Show more content on
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Montessori's definition of discipline is not something the teacher does to control children. There is a self–discipline in Montessori classroom that
means a child is responsible for his/her act. Responsibility to the environment, self–control, self–motivation, self–initiated tasks and way to
independence. Children learn decision–making skills through the pro
2.STRUCTURE AND ORDER
Montessori believed that there is a sensitive period for order which occurs between the ages of one and three years of age. The structure and order of
the prepared environment plays a significant role in children's learning and development. The materials are classified, ordered and sequenced
according to the child's stages of development and the particular interests or skills they are designed to serve. This orderly environment provides the
child with a sense of security. An early childhood Montessori classroom will have areas for Practical Life, Sensorial, Math, Language and Culture.
Within that order, each object has its own place on a shelf. Additionally, each activity has its own organization within itself. Children will find all the
pieces needed for the exercise they choose... they have to return the materials to the place and condition in which they found them, so the child
becomes an integral partner in maintaining the order of the classroom.

3.REALITY AND NATURE
Everything in the classroom is designed to bring the child into closer

Why Are Montessori Materials Essential Parts of the...
Next to the family, the Montessori classroom is the place of importance in the world of a child. The Montessori classroom is a social institution that
not only determines the present state of the child but also their future. In "The Absorbent Mind", Dr Maria Montessori wrote, "The most important
period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man's intelligence
itself, his greatest implement is being formed...At no other age has the child greater need of intelligent help, and any obstacle that impedes his
creative work will lessen the chance he has of achieving perfection." In order to help children Maria Montessori developed what she called "the... Show
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Montessori classroom materials are designed to meet the needs of young children's sensitive periods. "The objects in our system are instead a help
to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In
this way, the objects become a means of growth." Maria Montessori, Discovery of the child. When introducing the child into the exercise with the
sensorial materials teacher should present it as a silent presentation. Because of sensorial materials provide "training of the senses". The Montessori
materials are motivating the child's 5 senses: Visual, Auditory, Tactile, Olfactory and gustatory. The purpose of sensorial material is to refine and
develop the child's senses. During the first three years the child will absorb, like a sponge, whatever good or bad is in the environment. Between the
ages of three to six the child applies logic and structure to the information that is absorbed in born to three years of age. The Montessori sensorial
materials are help in refining and identifying the color, texture, size, weight, shape and smell and perfect skills such as increased observation and
vocabulary. The child begins to experience the outer world through the classroom and it becomes clear and order. Senses gather information from the
environment and transmit it to the brain. The 5 basic senses are Visual (sight): children need

Maria Montessori Child Development Essay
The baby is not an inert or passive being, but a "creative" individual, actively struggling to grow and learn. There is an unconscious urge, a life force or
horme that works untiringly, but this work of the child cannot achieve perfect development if the conditions are not right."
Discuss a perfect prepared environment, stimulating his needs for emotional, intellectual stimulation, hygienic precaution and his physical growth.
"There is a play of instincts within a child not only with respect to its physical growth and nourishment but also with respect to various psychic
operations."
Maria Montessori ... Show more content on Helpwriting.net ...
This helps the child in his stages of growth as he will use only those materials which are suitable for him. This ensures a complete work cycle for him.
The child is able to derive his principles of orientation from his environment and it, therefore, shouldn't change and should be concrete and not vague
when it comes to its setting. For e.g. when the child enters the classroom and doesn't find the material that he wishes to use in its place, then it disturbs
his mental balance and he develops insecurity.
It is accepted that there is Reality and Nature in the classroom. This is because Maria Montessori wanted the child to be in touch with real,
comprehensible things in his environment. She didn't believe in obscuring the child's sense of reality by introducing him to a fantasy world. This was
to enable him to think appropriately by interacting with and re–acting to the world around him. Make–believe situations close the mind of the child.
"Nature" in classrooms is necessary for him to be able to communicate with his environment and categorise his perception of his imagination. Reality
and nature in the classroom helps the child develop his imagination and powers of creativity. With "real" things around him, his imaginative play is
revealed through the cluster of suggestions and anticipations that gather about the things he uses. For e.g. the classrooms have many real objects such
as real jugs and glasses

Advantages Of Montessori Method

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