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Montessori early childhood 13
The document summarizes the key aspects of the Montessori educational philosophy, including: - Montessori education is divided into four main developmental planes: Early Childhood (ages 3-6), Lower Elementary (ages 6-9), Upper Elementary (ages 9-12), and Adolescent (ages 12-15). - Sensitive periods, the absorbent mind, and hands-on learning are emphasized in the early years to facilitate optimal development. - Individualized and self-directed learning allows children to follow their interests within a prepared environment. - Multi-age classrooms and life skills are incorporated to foster independence, responsibility, and community.
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Montessori early childhood 13
- 1. Montessori Early Childhood EarlyChildhood (ages 3-6/preK & Kindergarten) Lower Elementary (ages 6-9/grades 1-3 Upper Elementary (ages 9-12/grades 4-6) Adolescent/Middle School (ages 12-15/grades 6-9)
- 2. Agenda Who was Maria Montessori? Primary tenants of Montessori Educational Philosophy Planes of Development Sensitive Periods Absorbent Mind 04/05/13 2 www.snhma.org
- 3. Maria Montessori 04/05/13 3 www.snhma.org
- 4. Maria Montessori 04/05/13 4 www.snhma.org
- 5. Birth of aMovement 04/05/13 5 www.snhma.org
- 6. Innovator, Feminist, Idealist In the years following, and for the rest of her life, Maria dedicated herself to advancing her child-centered approach to education. As a public figure, Maria also campaigned vigorously on behalf of women’s rights. She wrote and spoke frequently on the need for greater opportunities for women, and was recognized in Italy and beyond as a leading feminist voice. Maria Montessori pursued her ideals in turbulent times. Living through war and political upheaval inspired her to add peace education to the Montessori curriculum. At war’s end she returned to Europe, spending her final years in Amsterdam. She died peacefully, in a friend’s garden, on May 6, 1952. 04/05/13 6 www.snhma.org
- 7. Primary Tenants/Principles 04/05/13 7 www.snhma.org
- 8. Primary Tenants Prepared Environment Kinesthetic/Tactile/Sensory Learning Individualized Learning Choice/Development of Life Skills Motivation/Intrinsic Rewards 04/05/13 8 www.snhma.org
- 9. Prepared Environment Structure and Order Beauty Nature/Reality Social Environment Intellectual Environment 04/05/13 9 www.snhma.org
- 10. The Role ofthe Teacher 04/05/13 10 www.snhma.org
- 11. Multi-age Classroom Setting Interaction Learning from Each Other Work at Child’s Own Pace Community Familiarity 04/05/13 11 www.snhma.org
- 12. Sensory Learning Kinesthetic (Body) Visual Auditory 04/05/13 12 www.snhma.org
- 13. Neuroscience of Learning By engaging as many senses as possible in the learning process, learning becomes a neurological vs exclusively a cognitive process Through Repetition/Practice Learning increases the development of neuro-connections Brain Development is Time Sensitive Use it or Lose It Pruning begins at birth Maturation of the Neural Bridge by age of 13 04/05/13 13 www.snhma.org
- 14. Sensory Learning Using multi-sensory, hands-on materials foster the proliferation of neural connections among different lobes of the cerebellum. Using materials that rely on self-correction and active, discovery learning activate the pre-frontal cortex (the most ‘advanced” part of a child’s brain in terms of evolutionary development and higher powers of thinking). Michael Duffy – Math Works 04/05/13 14 www.snhma.org
- 15. Individualized Learning Not inhibited nor constrained based on that of their peers Actively recording, monitoring, and educating the individual child across every dimension of the curriculum Constant assessment of skill/concept acquisition Scientific analysis for amendments, diversity, modifications, and accommodations 04/05/13 15 www.snhma.org
- 16. Choice/Life Skills 3 hour work cycle Life Skills Responsibility Time Management Autonomy Prioritization Independence Self advocacy 04/05/13 16 www.snhma.org
- 17. What do youwant from the child? Life-long Learners Successful Curious, Creative Happiness, Independence Responsibility, Self-Discipline Peaceful, Compassionate 04/05/13 17 www.snhma.org
- 18. The Absorbent Mind 04/05/13 18 www.snhma.org
- 19. Importance of EarlyYears “The most important period of life is not the age of the 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 begin formed. But not only his intelligence; the full totality of his psychic powers….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.” 04/05/13 19 www.snhma.org
- 20. Sensitive Periods 04/05/13 20 www.snhma.org
- 21. Sensitive Periods Periods of intense fascination for learning a particular characteristic or skill, such as going up and down steps, pulling things into order, counting or reading. It is easier for a child to learn a particular skill during the corresponding sensitive period than at any other time in her life. In a Montessori classroom, the child is allowed the freedom to select individual activities that correspond to her own periods of interest. 04/05/13 21 www.snhma.org
- 22. 04/05/13 22 www.snhma.org
- 23. Planes of Development 04/05/13 23 www.snhma.org
- 24. First Plane (Age0-6) Early Childhood/Creation of the Person 04/05/13 24 www.snhma.org
- 25. Second Plane (Ages6-12) Childhood/Construction of the Intelligence Intellectual Period “He wants to know everything. His thirst for knowledge is so insatiable that generally, people are at their wit’s end about it.” (Maria Montessori, Lecture at the University of Amsterdam, 1950). Sense of order is internalized Driven to reason the "how", "why", and "where" behind things Ability to imagine beyond the concrete Social development seeks independence and is monitored by a deep sense of morality and justice. Functioning within peer group “micro societies” enables the child to test the limits of right and wrong. 04/05/13 25 www.snhma.org
- 26. Third Plan (Ages12-18) Construction of Social Self 04/05/13 26 www.snhma.org
- 27. Fourth Plan (Ages18-24 & beyond) Adulthood (Construction of Self Understanding) Characterized by construction of the spiritual. Conscious discernment of right and wrong. Seeking to know one’s own place within the world. Financial Independence – “I can get it myself”. 04/05/13 27 www.snhma.org
- 28. Motivation/Intrinsic Reward “Intrinsic motivation is the desire to engage in an activity for its own sake. Extrinsic motivation is participating in an activity because of some other benefit that doing so will bring” – Alfie Kohn 04/05/13 28 www.snhma.org
- 29. Non-Competitive Atmosphere Because the children work independently with the materials, there is no competition in the Montessori classroom Each child relates only to his own previous work, and his progress is not compared to the achievement of other youngsters. Competition should not be introduced until after the child has gained confidence in the use of basic skills “Never let a child risk failure, until he has a reasonable chance of success” – Dr Montessori 04/05/13 29 www.snhma.org
- 30. Human Tendencies Natural Impulses that Drive Humans to Achieve Order Repetition and Exactness Orientation and Exploration Abstraction Communication Self Perfection Activity, Manipulation and Work 04/05/13 30 www.snhma.org
- 31. Montessori Approach Develop the child’s self-discipline Source of discipline comes from within each individual child Can control his/her own actions and make positive choices regarding personal behavior Self-discipline is directly related to development of the child’s will 04/05/13 31 www.snhma.org
- 32. Practical Life http://www.youtube.com/watch? v=ItqJCvOyWrA Sensorialhttp://www.youtube.com/watch? v=NlnHVxJKEiM Curriculum Learning to Write From Writing to Readinghttp://www.youtube.com/watch? v=1fbs-Qr8lf8 Introduction to Mathematics http://www.youtube.com/watch?v=mIFQjONnn1g Geography, Cultural Arts, Botanyhttp://www.youtube.com/watch?v=DU7nuUlTf-4 http://www.youtube.com/watch?v=K6eycuVILVc 04/05/13 32 www.snhma.org
- 33. Montessori Materials 04/05/13 33 www.snhma.org
- 34. Three Period Lesson http://www.youtube.com/watch?v=EH2nZmX0ntc Used to introduce new concepts, ideas and vocabulary to the child The First Period is representing the language to the child The Second Period allows the child to point to the object after a verbal clue is given to them, given to help the child build their auditory memory. The Third Period allows the teacher to verify the child’s understanding of the new concepts. 04/05/13 34 www.snhma.org
- 35. Famous Montessians 04/05/13 35 www.snhma.org
- 36. Montessori Vs. Traditional A Comparative Glance 04/05/13 36 www.snhma.org
- 37. Thank you 04/05/13 37 www.snhma.org
Editor's Notes
- #6 Psychiatry - She also developed an interest in education, attending classes on pedagogy and immersing herself in educational theory. Her studies led her to observe, and call into question, the prevailing methods of teaching children with intellectual and developmental disabilities. Casa de Babini – Children’s House The youngsters were unruly at first, but soon showed great interest in working with puzzles, learning to prepare meals, and manipulating materials that held lessons in math. She observed how they absorbed knowledge from their surroundings, essentially teaching themselves Co-director – special education:
- #7 She lectured widely, wrote articles and books, and developed a program to prepare teachers in the Montessori Method. Through her efforts and the work of her followers, Montessori education was adopted worldwide. But she could do little to avoid being ensnared in world events. Traveling in India in 1940 when hostilities between Italy and Great Britain broke out, she was forced to live in exile for the remainder of the war. There she took the opportunity to train teachers in her method.
- #10 NOTES Moving from understanding of physical world to an understanding of abstract concepts Integrated Curriculum Six aspects/principles : Freedom; Structure and Order; Beauty; Nature and Reality; Social Environment; Intellectual Environment Freedom Free to explore and follow his own natural impulses, thus developing his potential and increasing his knowledge of the world around him. Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others . This freedom ultimately leads to a greater freedom: freedom of choice . Structure and Order While Structure and Order seem counter-intuitive to the aforementioned freedom, nothing could be further from the truth. Structure and Order in the Montessori classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment as a microcosm of the universe, the child begins to internalize the order surrounding him, thus making sense of the world in which he lives. Beauty Montessori environments should be beautiful , the environment should suggest a simple harmony. 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. Nature and Reality Deep respect and reverence for nature . Take children out into nature, rather than keeping them confined in the classroom. Natural materials are preferred in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics. Social Environment Freedom to interact , children learn to encourage and develop a sense of compassion and empathy for others . This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings. Intellectual Environment The purpose of the Montessori environment is to develop the whole personality of the child, not merely his intellect . Children are given the freedom to fully develop their unique potential through a carefully prepared learning environment.
- #11 Carefully watches the progress of each child and keeps a record on his work Sometimes might need to divert a child from work beyond ability or encourage a child who is hesitant When a child makes a mistake, the teacher refrains from intervening allowing him to discover own error through further manipulation
- #12 NOTES: 1. Interaction Creates an atmosphere where children learn to help and be helped by other children, because they interact consistently with children whose age and abilities are varied. Children gain an appreciation for their achievement and the accomplishments of others, and are naturally challenged by the achievements of others. 2. Learning from Each Other Older children learn to be patient and tolerant, serve as role models and teachers for the younger children. When an older child teaches a younger one, it reinforces previously learned concepts and is actually an aid in complete mastery of concepts. Younger children learn about courtesy, manners, and conflict resolution by watching the older children in the class. VOICE, POWER, PRIVILEDGE 3. Work at Child ’s Own Pace: Because teachers do not have to set the instruction pace by a whole group, each child is given the ability to learn at his or her own pace Not constrained nor inhibited based on the learning propensities of their classmates. 4. Community: By staying in a classroom for a three year period, children develop a strong sense of community and stability. This community aids the development of students as role models for one another. Tolerance for problem-solving, conflict resolution. 5. Familiarity: Being in the same classroom year after year allows a teacher to truly learn each individual child ’s learning abilities, style, and developmental level to better be able to set the learning agenda as well as build on strengths and work on weakness
- #13 NOTES: The mind learns what the body does
- #14 NOTES: Neuro-science of learning The mind learns what the body does By engaging as many senses a possible in the learning process, learning becomes a neurological vs exclusively a cognitive process. Brain Development = More Powerful Brain Repetition/Practice reinforces learning and increases the development of neuro-connections Brain development is time sensitive Spurt of Dendritic branching (neuro-forests) in the right hemisphere btwn 4-7yrs old; in the left hemisphere btwn ages of 9-12; full maturation of the neural bridge by the age of 13 (puberty/middle school)! Use it or Lose it Brain pruning from birth to puberty. “the brain is literally customizing itself for your particular lifestyle from the day that you’re born. Soon after, the brain prunes away unneeded cells and billions of unused connections”.
- #16 NOTES Role of the teacher Enlightened Generalist Deep and Broad Knowledge With the 3 yr cycle, teacher has an intimate and in-depth knowledge of the student Following the child, tracking propensities to leverage, aversion to dispel, method to diversify, approaching mastery/prepare for next lesson, review of prior concept Montessori Records Express Parent Conferences Fall, Winter, Spring Tracking progress, specific interests
- #17 NOTES Work cycle – uninterrupted, allows child to build and sustain focus and interests in diverse areas Pursue own interests Menu/Restaurant Choose from Basic Food Groups/Feed themselves Their work has relevance, interest to them
- #20 Dr Montessori’s work confirmed through modern psychological studies Dr Benjamin Bloom U of Chicago From conception to age 4, the individual develops 50% of his mature intelligence From 4 to 8 he develops another 30% 80% of the child’s mental development takes place before his is 8 yrs old, the importance of favorable conditions can hardly be over emphasized
- #25 The child wants to be free to work independently within a structured environment doing real activities with an intelligent purpose
- #26 Notes: Physical Changes – losing baby teeth, legs get longer, head is a bit more proportioned to body, physical health is more stable. More Stamina and Energy Able to apply more effort and attention capabilities demonstrate marked increase Formation of self as an individual emerges, versus as a child in a family; assertiveness Curiosity is Limitless Appetite for knowledge is immense, not satisfied with morsels of information, want to grasp the ‘whole’ knowledge Can be described as a “Philosopher”, wanting to know everything about everything New power of mind emerges, searching for “reasons” for facts Reasoning allows us to keep facts & ideas in relationship to each other (transfer of knowledge), thus allowing the ability to compare, deduce and arrive at conclusions New world of independent thought and discovery Imagination excels (heroes)
- #27 “ Erd Kinder ” or “ Children of the Land ” – Dr. Montessori envisioned the child practicing for life in society by working together in a sort of hostel. Cultural development which has been ongoing is solidified in this plane. Emotional Independence – “I can stand on my own”.
- #28 Fourth Plane – Ages 18 – 24 And Beyond – Adulthood (Construction Of Self Understanding)
- #29 NOTES Tootsie Roll Story Encouragement vs Praise Dan Pink Purpose Automony Mastery Rewards, grades, praise, incentives, gold stars squelch human tendencies Temporary compliance