Where did Montessori come from? Maria Montessori, the first woman in Italy to become a physician.
Self-Perfection Work also described as "purposeful activity" In the Montessori approach, these human tendencies are seen as driving behavior in every stage of development, and education should respond to and facilitate their expression.
Montessori education involves free activity within a "prepared environment", meaning an educational environment tailored to basic human characteristics, to the specific characteristics of children at different ages, and to the individual personalities of each child.
In addition to offering access to the Montessori materials appropriate to the age of the children, the environment should exhibit the following characteristics: She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period.
During this period, Montessori observed that the child undergoes striking physical and psychological development. The first-plane child is seen as a concrete, sensorial explorer and learner engaged in the developmental work of psychological self-construction and building functional independence.
Montessori introduced several concepts to explain this work, including the absorbent mind, sensitive periods, and normalization.
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.
In Montessori education, the classroom environment responds to these periods by making appropriate materials and activities available while the periods are active in each individual young child.
She identified the following periods and their durations: During this period, Montessori observed physical and psychological changes in children, and developed a classroom environment, lessons, and materials, to respond to these new characteristics.
Physically, she observed the loss of baby teeth and the lengthening of the legs and torso at the beginning of the plane, and a period of uniform growth following.
Psychologically, she observed the "herd instinct", or the tendency to work and socialize in groups, as well as the powers of reason and imagination. Developmentally, she believed the work of the second plane child is the formation of intellectual independence, of moral sense, and of social organization.
Montessori characterized the third plane by the physical changes of puberty and adolescence, but also psychological changes. She emphasized the psychological instability and difficulties in concentration of this age, as well as the creative tendencies and the development of "a sense of justice and a sense of personal dignity.
Developmentally, Montessori believed that the work of the third plane child is the construction of the adult self in society.
Montessori wrote comparatively little about this period and did not develop an educational program for the age. She envisioned young adults prepared by their experiences in Montessori education at the lower levels ready to fully embrace the study of culture and the sciences in order to influence and lead civilization.
She believed that economic independence in the form of work for money was critical for this age, and felt that an arbitrary limit to the number of years in university level study was unnecessary, as the study of culture could go on throughout a person's life.
Some smaller aspects that could be integrated into montessori schools include geography, art, and gardening. Education and peace[ edit ] As Montessori developed her theory and practice, she came to believe that education had a role to play in the development of world peace.Montessori is an educational pedagogy that focuses on the individual child and his needs.
The concepts behind the pedagogy were consolidated by Dr. Maria Montessori in the beginning of the 20th century. First Montessori Practical Life Tools and Materials At almost 12 months of age, we are starting to introduce Otto to a wide range of practical life activities.
To be honest, it's more like he is demanding to be involved.
Practical life is an area in the Montessori philosophy that encompasses, well, skills practical to everyday life. They are a series of fine motor skills that include cleaning and caring for the environment as well as preparing food.
The Montessori Method of education, developed by Maria Montessori, is a child-centered educational approach based on scientific observations of vilakamelia.comsori's method has been used for over years in many parts of the world.
The Montessori method views the child as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared.
The Practical Life activities in a Montessori classroom are designed to be purposeful work that lead the child to an understanding of his environment and how it works.
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