Maria Montessori was an Italian physician and educator born in 1870 who developed the philosophical approach to educating children that bears her name. She observed that children progress through distinct developmental planes from birth to age 6, age 6 to 12, age 12 to 18, and age 18 to 24. During the first plane from birth to age 6, she noted the absorbent mind and sensitive periods where children are highly attuned to different stimuli. Her educational method aims to foster independence, observation of children, following the child's interests and needs, correcting mistakes gently, and providing a prepared learning environment. The teacher's role is to observe children and prepare materials to support their development according to Montessori's theories.

2. MARIAMONTESSORI
August 31, 1870
May 6, 1952

3. BRIEF OUTLINE
HISTORY
PLANES OF DEVELOPMENT
MONTESSORI THEORY
THETEACHERSROLE

4. HISTORY:
She is regarded as one of the most famous and
accomplished educators of her time.
Her philosophies and techniques are studied and
utilized in universities and schools today.
Italian Physician and Eductator.

5. was an Italian physician and educator best known for the
philosophy of education that bears her name, and her
writing on scientific pedagogy. Her educational method is
in use today in some public and private schools
throughoutthe world.

6. PLANES OF DEVELOPEMENT
Absorbent mind: Montessori described
the young child's behavior of effortlessly
assimilating the sensorial stimuli of his or
her environment, including information from
the senses, language, culture, and the
development of concepts with the term
"absorbent mind". She believed that this is a
power unique to the first plane, and that it
fades as the child approached age six.

7. As identified, the first plane lasts from birth to around
six years of age. It is during this time that the child
experiences significant physical and psychological
growth. In this period the child finds himself engaged in
the process of developing the psychological self and
improving physical independence. Dr. Maria Montessori
further explains this progress in human development
with concepts such as the absorbent mind, sensitive
periods, and normalization.
First Plane, Age 0 – 6 years

8. Sensitive periods: Montessori also
observed and discovered periods of special
sensitivity to particular stimuli during this time
which she called the In
Montessori education, the classroom
environment responds to these periods by
making appropriate materials and activities
available while the periods are active in the
each individual young child. She identified the
following periods and their durations:

9. Acquisition of language—frombirth to around 6 years old
Interestin smallobjects—from around 18 monthsto 3 years
old
Order—from around1 to 3 years old
Sensory refinement—frombirth to around 4 years old
Social behavior—from around 2½ to 4 years old

10. The second plane occupies a period of time between six and
12 years of age. Psychologically, during this period children
develop a predisposition to work and socialize in groups.
Also, their imagination and reasoning is further advanced.
Physically, at the beginning of the plane the young ones lose
baby teeth and their legs and torso elongate. The rest of the
period is characterized by uniform growth. In summary, the
second plane is when the child fosters intellectual
independence, sense of morality, and social organization.
Thus, Maria Montessori created special environment,
curriculum and materials to target this phase.
Second Plane, Age 6-12 years

11. Normalization:
Finally, Montessori observed in children from
three to six years old a psychological state she
termed "normalization". Normalization arises
from concentration and focus on activity which
serves the child’s developmental needs, and is
characterized by the ability to concentrate as
well as "spontaneous discipline, continuous and
happy work, social sentiments of help and
sympathy for others.

12. Third Plane, Age 12-18 years
The third period in child's development starts at around
the age of 12 and continues until the age of 18. This is the
time known as adolescence. During this plane, the
human being undergoes physical and psychological
changes particular to this stage of growth. The physical
changes are in the form of puberty, and psychological
alterations are characterized by creative tendencies and
difficulties in concentration. Throughout this phase,
Montessori observed the push for evaluation of self-
worth. She believed that in the third plane, the child is
the creation of adult self in the society.

13. Education and peace
As Montessori developed her theory
and practice, she came to believe that
education had a role to play in the
development of world peace. She felt
that children allowed to develop
according to their inner laws of
development would give rise to a more
peaceful and enduring civilization

14. Fourth Plane, Age 18-24 years
This plane of development lasts from around 18 years of age to
approximately 24 years of age. Dr. Maria Montessori did not
focus her studies on this period, as she believed that the child
will be prepared to face adulthood having experienced the
teachings of the method in the earlier stages of life. According
to her, young adults should be ready to encompass the culture
and the sciences and to set leadership examples. For this
phase, she highlighted the importance of economic freedom in
a form of work for income. Additionally, she expressed the
need to continue the study of culture throughout the human
being's life, rather than have it be limited by the number of
years at a university.

16. Montessori Theory

17. 1. Independence
“Never help a child with a task at which he feels he can succeed.”
-M.M.
It is always a goal of Montessori education in the
classrooms to make the child independent and be able to
do things for himself. This is achieved by giving children
opportunities. Opportunities to move, to dress
themselves, to choose what they want to do, and to help
the adults with tasks. When the children are able to do
things for themselves there is an increase in their self
belief, self confidence and esteem that they may carry on
throughout their life.

18. 2. Observation
Observation, or watching the child is for parents easy
to do. We can spend countless hours just watching
children and see how they are enjoying themselves,
exploring their environment. This was the simple
method of how Maria Montessori has learned about
children and developed her theories on child
development. She observed without preconceived
ideas that helped her develop materials that the
children needed and were interested in.
Observation is also the way adults can learn about
what the child needs are.

19. 3. FollowingThe Child
Follow the child, they will show you what they need to
do, what they need to develop in themselves and what
area 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.”

20. 4. Correcting TheChild
Children will make mistakes and we need to teach
them in a nice manner. Giving the children freedom
and choice, supporting them in their choice by
making sure they are safe, feeding their inquiring
minds in a way that they can understand and
observing their needs and fulfilling these can be the
key to helping your children develop their full
potential.

21. 5. Prepared Environment
Montessori refers to work as an activity the child
does or what many people might call play. She
calls this work since it is through this that they
create themselves and it is not just a play. Their
play is their work and they are still enjoying it.
The adult’s role then is to construct the
environment in which they will learn.
The development of the child is therefore
dependent on the environment she or he is in,
and this environment also includes the parents.

22. THE TEACHERS ROLE

23. Make childrenthe center of learning
because, as Montessori said, “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”
(Dr. Montessori's Own Handbook).

24. Encourage children to learn
by providing freedom for them in
the prepared environment.

25. Observe children so as to prepare the
best possible environment,
recognizing sensitive periods and
diverting inappropriate behavior to
meaningful tasks.

26. Prepare the learning environmentby
ensuring that learning materials are
provided in an orderly format and the
materials provide for appropriate
experiences for all the children.

27. Respect each child and model
ongoing respect for all children
and their work.

28. Introduce learning materials,
demonstrate learning materials,
and support children’s learning.
The teacher introduces learning
materials after observing each
child.

29. THANK YOU
GODBLESS