Montessori method of education Essay
Dr. Maria Montessori is the laminitis of the Montessori method of instruction. She started her foremost schoolroom “Casa dei Bambini” or Children’s House in 1907.
Montessori method of instruction stresses the importance of esteeming kids – “Help me to assist myself” . Montessori instruction celebrates its hundredth twelvemonth in 2007. The ends of a Montessori instruction were to develop centripetal preparation. linguistic communication acquisition. arithmetic. physical instruction. practical life accomplishments and abstract thought through the instruction of the whole kid and the integrating of the household into the early instruction system. Montessori began her educational experiences by working with particular demands kids.
At the clip of Montessori. particular needs kids were thought of as a “lost cause” . They could non larn how to go members of society because intelligence was fixed. She strongly opposed to the perceptual experiences on cognitive abilities of these kids at the clip. and believed that they could larn how to go members of society through particular learning techniques that utilized centripetal instruction and hands-on experience. Her purpose was to learn kids faculty members through practical life experiences and to “…to develop the whole personality of the kid through motor. sensory. and rational activity” ( Hainstock. 1997. 35 ) . Montessori –
The Montessori schoolroom is a meticulously prepared environment designed specifically to run into the demands of the kid both physically and emotionally. One facet of the prepared environment includes the Practical Life activities. Many Practical Life activities are tasks the kid sees routinely performed in the place. They each serve a meaningful intent as the kid Masterss each piece of work such as binding places. pouring H2O. brushing. or run uping and cookery. Through Practical Life activities. a kid will besides develop and polish societal accomplishments. These accomplishments developed through Practical Life construct self-esteem. finding and independency.
The pupil learns to take attention of him and the surrounding environment. Maria Montessori explains in. The Discovery of the Child. “Through practical life exercisings of this kind the kids develop a true ‘social feeling. ’ for they are working in the environment of the community in which they live” ( 5. pg. 97 ) . Additionally. all right motor accomplishments are improved through usage of the Practical Life stuffs. Through repeated undertakings which enable a kid to polish concentration. coordination. independency. and order. a child’s sense of self-worth grows. The Practical Life accomplishments are an indispensable constituent in the Montessori schoolroom.
Not merely do they supply a nexus between place and school for the new Montessori pupil. but they provide a foundation for life-long love of While looking rather simple and insistent. Practical Life activities are extremely purposeful. A kid engaged in such activities demonstrates high degrees of concentration. sense of order. and polish of all right motor accomplishments. Besides. they show a sense of independency through caring for oneself and the environment. Furthermore. they show respect for schoolmates and instructors and develop a sense of pride. Not merely are these accomplishments and qualities necessary to come on in the Montessori schoolroom. but they are besides needed as an single develops into maturity.
Practical Life activities can be divided into six chief classs. First. are Preliminary Exercises which assist in making modus operandi and order in the environment and are requirements for other activities. How to a axial rotation a mat. transport a chair. or how to open and shut a door are illustrations of Preliminary Exercises. Practical life exercisings besides include Fundamental Skills such as pouring. spooning. or tonging. As with all lessons in the Montessori schoolroom. these activities follow a consecutive order and ideally. each lesson builds upon the last. Another class is Care of Self. Activities such as rinsing custodies. buttoning. or binding shoe laces assist the kid to go physically independent.
Care of Environment is another class affecting activities such as brushing. irrigating. cleansing. etc. Control of Movement is an country of Practical Life which encompasses lessons such as walking the Line and the Silence Game. Additionally. societal Grace and Courtesy lessons are introduced to the kid. These may include lessons on how to state please and thank you. disrupting person. or presenting friends and familiarities. Montessori stressed the relationship of these exercisings to the general felicity and good being of the kid. “A kid who becomes a maestro of his Acts of the Apostless through long and repeated exercisings [ of practical life ] . and who has been encouraged by the pleasant and interesting activities in which he has been engaged. is a kid filled with wellness and joy and remarkable for his composure and discipline” ( The Discovery the Child. 5. pg. 93 ) .
Changing types of presentations can be used by the instructor to present Practical Life activities. First is a corporate debut given the kids at one time. This could include proper table manners. how to disrupt person. how to talk with an inside voice. or how to turn the page of a book. Another method is a group presentation given to a little assemblage of kids. The last method of debut is Individual. given merely to one kid at a clip.
Montessori believed the prepared environment is straight correlated to the child’s development. The schoolroom is a specifically designed country arranged entirely for the kids. There should be a assortment of motion and activity and all work operates together through the subjects. Montessori besides believed in the importance of aesthetically delighting schoolrooms. Children respond well to beauty. order. and quality in their environment.
Through the Practical Life activities in the Montessori schoolroom. a kid non merely learns concentration. coordination. independency and order. but besides how to interact with others and derive an apprehension and grasp of the environment. The kid begins to construct himself from within while larning to handle him and others with regard and self-respect. These apprehensions finally prepare the kid for entry into society and a life-time of self-respect and self-worthiness. Practical Life activities in the Montessori schoolroom finally provide the foundation for success in all countries of life.
Montessori said- “one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher functions” ( The absorbent head. pg 151 ) – it is non every bit clear as to how scientists and instructors have failed to observe the supreme importance of activity in the edifice up of the adult male to adult male be! It was during the clip of Dr Maria Montessori who felt it was clip to stress more on “movement” in educational theory – Mental development must be connected with motion.
Like man’s nervous system is divided into three parts-
Sense organs- collect feeling and go through them to the encephalon
Muscles – the nervousnesss transmits nervous energy to the musculuss and this energy controls the motions of the musculuss. Motion is the concluding consequence to which the working of all these delicate mechanisms leads up and it is because of motion that personality can show itself ( The absorbent head. pg 148 ) ! The great philosophers must utilize address or composing to convey his thoughts and this involves muscular motion. What would be the value of his ideas if he gave them no look? This he can merely make by doing usage of his musculuss. Psychologists regard the musculuss as a portion of the cardinal nervous system ( works as a whole to set adult male in relation with his milieus ) and this whole setup of Brain. Senses and Muscles is called – the system of relationship- it puts adult male in touch with his universe ( populating or non life and with other people ) and without its aid a adult male could hold no contact with his milieus or his chaps.
The vegetive systems merely help their proprietor to turn and be. It is the system of relationship which puts him into contact with the universe! There is nil in the universe which plays no portion in the cosmopolitan economic system. and if we are endowed with religious wealths. with aesthetic feelings and a refined scruples. it is non for ourselves. but so that these gifts shall be used for the benefit of all. and take their topographic point in the cosmopolitan economic system of religious life. Nature has given us many abilities and these must be developed and used. We know that for the enjoyment of good wellness. bosom. lungs and stomache must all work together. We must use the same regulation to the system of relationship. the cardinal nervous system… . . if we have a encephalon. sense variety meats and musculuss. all these must collaborate. The system must exercise itself in all its parts. none of them being neglected for illustration we want to stand out in encephalon power but to win in this we must include the other sides excessively. To hone any given activity “movement” will be needed as the last phase of the rhythm.
In other words a higher spiritualty can be reached merely through action and this is the point of position from which motion has to be judged. one of the greatest errors of our twenty-four hours is to believe of motion by itself. as something apart from the higher maps. we think of our musculuss as variety meats to be used merely for wellness intents. We “take exercise” or make “gymnastics” to maintain ourselves fit. to do us take a breath or to eat or kip better. It is an mistake which has been taken over by the schools. It is merely as though a great prince were being made the retainer of the shepherd. The prince – the muscular system –is merely being used to assist the vegetive life. Such premises will take to enquiry…there comes about a separation between the life of motion and the life of idea. Since the kid has a organic structure and mind both. games must be included in the course of study so as to avoid pretermiting any portion of nature’s proviso. To maintain believing about the head on one manus and the organic structure on other manus is to interrupt the continuity that should reign between them. This keeps action off from thought. The true intent of motion is to function the terminals of being – that is the development of the head ( The absorbent head. pg 151 ) .
All motion has most intricate and delicate machinery. but in adult male none of it is established at birth. It has to be formed and perfected by the child’s activity in the universe. Movement and activity are natural maps of childhood and acquisition comes through them. Activity becomes progressively of import to development. It is the motion that starts the intellect working… Till now all pedagogues have thought of motion and the muscular system as AIDSs to respiration. or to circulation. or as a agency of constructing up physical beef up our new construct the position is taken that motion has great importance in mental development itself. provided that the action which occurs is connected with the mental activity traveling on. Both mental and religious growing are fostered by this. without which neither upper limit advancement nor maximal wellness ( speech production of the head ) can be. A kid is a inventor.
He is an formless splendid being in hunt of his ain signifier. For illustration in the development of address. we see a turning power of understanding travel side by side with an drawn-out usage of those musculuss by which he forms sounds and words. Observations made on kids – the universe overconfirms that the kid uses his motions to widen his apprehension. Movement helps in development of head and this finds renewed look in farther motion and activity ( The absorbent head. pg 154 ) . The kid additions experience through exercisings and motion. He coordinates his ain motion and records the emotions he experiences in coming into contact with the external universe. The importance of physical activity or motion in a psychic development should be emphasized. The kid has an internal power to convey about cordinations. which he creates himself. and one time these have begun to be he goes on honing them by pattern. He himself is clearly one of the chief originative factors in their production. The motions the kid acquires are non chosen randomly but are fixed. In the sense that each returns out of a peculiar period of development.
When the kid begins to travel. his head being able to absorb. has already taken in his milieus. He Is directed by a cryptic power. great and fantastic that he incarnates small by small. In this manner. he becomes a adult male. He does it with his custodies. by experience. foremost in drama so through work. The custodies are the instruments of man’s intelligence. He constructs his mind measure by measure boulder clay it becomes possessed of memory. the power to understand and the ability to believe. “The child’s head can get civilization at a much earlier age than is by and large supposed. but his manner of taking in cognition is by certain sorts of activity which involves movement… . ” ( Montessori notes ) It is really interesting to analyze the mechanical development of motion. non merely because of its elaborateness but because each of the stages it passes through is clearly seeable. Man’s pes can be studied from three points of position: the psysiological. the biological and the anatomical and all of them are most interesting.
The manus is in direct connexion with the man’s psyche. but besides with different ways of life that work forces have adopted on the Earth in different topographic points and at different times. The accomplishments of man’s manus are bound up with the development of his head. and in the visible radiation of history we see it connected with the development of civilisation. The custodies of adult male express his idea and from the clip of his first visual aspect upon the Earth hints of his handicraft besides appear in the records of history. Hence. the development of manual accomplishment keeps gait with mental development. We are told that St. Francis of Assisi – possibly the simplest and purest of human psyches used to state – “Look at these great hills! They are the walls of our temple and the aspiration of our Black Marias! ” ( The absorbent head. pg 163 ) The truth is that when a free spirit exists. it has to happen itself in some signifier of work and for this custodies are needed. ( The absorbent head. pg 163 )
The manus are connected with mental life. allows the head to uncover itself and enables the whole being to come in into particular relationship with its environment. His custodies under the counsel of his intellect transform this environment and therefore enable him to carry through his mission in the universe. The instruction of the motions is really complex. as it must match to all coordinated motions which the kid has to set up in his physiological being. The kid if left without counsel is disorderly in his motions and these disorderly motions are the particular features of the small kid. The kid is seeking the exercisings in these motions which will form and organize the motions that are utile to a adult male. The kid follows direction/instructions and if his motions are made a small definite so the kid grows quiet and contended and becomes an active worker. a being composure and full of joy. This instruction of motions is one of the chief factors in bring forthing that outward visual aspect of “discipline” to be found in the “children’s house” . ( Montessori notes )
Importance of motion: –
Movement leads to:
Muscle development. both all right and gross – demand freedom for motion to take topographic point Stimulates the head
Stimulates the senses
Develops assurance ( through agility/balance and co-ordination ) Develops subject and will
Develops linguistic communication
Leads to standardization
Consequences in a healthy organic structure and head
Emotional and rational development through motion: –
Emotions are the impacting mental phases. organized by external thoughts of state of affairss and ever move while accompanied by bodily and mental exhilaration. However. when we talk about emotional development in kids. we find that kids show a broad scope of emotional reactions. Sometimes they are excited and ebullient and at other times they are down and sullen and some other clip they are merely angry. throwing fits. We find assorted sunglassess of emotions in them even at an early age. The word emotion originates from the Latin word “ Emovere” which means to be excited. So. an emotion implies that province of head which excites a individual when adult male is influenced by emotion he gets aroused and his natural province of equilibrium is lost. Pattern of emotional development – if we have to understand the emotions of a kid of school age. it is indispensable to take into consideration his emotional development during the early old ages.
Sometimes. freshly born babies behave as though they are violently aroused. If such vigorous behaviour means the strength of his feelings. so we must reason that emotional experiences can be as intense during this early period as at any ulterior phase of growing. Again we see that a new born kid is comparatively unresponsive to many stimulations which are likely to elicit him in later phases. Children are capable of rich and varied emotional experiences in the class of their development till they are grownups. Children from birth to 2 old ages go through a assortment of emotions and goes through many emotional experiences that may act upon his attitude towards life. Studies show that at birth there are general exhilarations largely refering his hungriness and amenitiess. after 2-3 months the kid shows definite marks of hurt along with delectation.
By 6 months with his exposure of different sorts of stimulations the kid starts demoing other sunglassess of emotions like hurt or uncomfortablenesss develops into fright. disgust and choler. With the satisfaction of his demands he feels delighted and by the clip kid completes one twelvemonth this delectation differentiates itself from fondness. the kid recognizes emotions in others and responds to it clearly. But his emotions are non so strong as respect to joy and felicity when he turns one as they are at the age of 2. Therefore we conclude that by the terminal of 2nd twelvemonth the kid has already developed assorted emotions and feelings.
Factors impacting emotional development –
There are many factors that affect the emotional development among kids. the major 1s are – Fatigue – tired and exhausted kid
Order of birth
The child’s emotions are still pure of contrasts. He loves because he takes in. because nature orders him to make so. And what he takes and absorbs to do it a portion of his ain life. so as to make his ain being ( The secret of childhood. pg 80 ) . The kid follows the adults and the words of a adult are supernatural stimulations. The kid is enchanted and fascinated by his actions and words. What the grown up Tells him remains engraved in his head like words incised by a chisel on a rock. The grownup should number and mensurate all his words before the kid. for the kid is hungry to take from him. he is an collector of love. The developing kid non merely acquires the modules of adult male: strength. intelligence. linguistic communication. but at the same clip. he adapts the being he is building to the conditions of the universe about him.
The kid has a different relation to his environment from ours. The things he sees are non merely remembered ; they form portion of his psyche. He incarnates in himself all in the universe about him that his eyes see and his ears hear. In us the same things produce no alteration but a kid is transformed by them. This critical sort of memory which absorbs is called “ Mneme” . In this procedure of soaking up. acquisition. geting. accommodating the kid is building non merely physically but emotionally or psychic as good. The minute the kid understands his environment he learns to work and accommodate to it and so further wants to get the hang in it which leads to alterations consequently. In this complete procedure the undermentioned emotions are built ;
Feeling of capableness
Sense of accomplishment
Therefore. kids enjoy procedure non purpose!
The distinguishable difference between adult male and carnal – Montessori tends to follow a different point of view from many modern psychologists. Most of the psychologists place great accent upon the “inherited inclinations to behavior” which adult male has in common with animate beings. They maintain that everything we do is based on the natural impulses of human act. Therefore ; the love of cognition is but the sublimed inherent aptitude of wonder. For Montessori. she believes that adult male differs from carnal creative activity non merely in grade but besides in sort. She states that the most important thing about the kid development is non natural inclinations that are in common with animate beings. but the capacity to ground which distinguishes us from them.
Here. she is non seeking to deny or minimize the significances of their findings. but she is stating that these simple psychic forces are merely a portion of the inquiry and a lesser portion. her strong belief is – “Animals have simply to rouse their inherent aptitudes towards their specified behaviour and their psychic life is limited to this. But in adult male there is other fact –the creative activity of human intelligence ( Montessori. notes ) . Unlike adult male. one can foretell the behaviour of animate beings. whereas for adult male. what he will make in the hereafter. no 1 can state. “For adult male there is no limit” ( Montessori notes ) .
Man is a rational animate being to be most “like to God” whose image we are made. Man entirely possesses “that capable and god-like ground which enables us to make what no animate being has of all time achieved –i. e. to lift to a consciousness of our being i. e. ego consciousness. to the cognition that “I am I” . It is with this gift of ground or mind as foundation that we are able to construct our single characters. How shortly does a kid Begin to ground? Harmonizing to Montessori. it begins every bit early as a babe where the kid starts from nil. Its ground revolves round his internal working like a small bud. developing and presuming concrete signifier from the images it absorbs from the environment. Harmonizing to Montessori at her talk in 1944. it was stated that the first twelvemonth of a child’s life is the period where greatest psychic activity can develop by the human being. This is apparent because we know that the encephalon is one thing that is active during the first twelvemonth.
That the ground why the caput of a one twelvemonth old has doubled in size since its Born. At the 3rd twelvemonth. its encephalon is already half that of the adult- at four old ages eight –tenths of its ultimate size. Montessori farther elaborated that it is during the first period that the human being grows chiefly in intelligence: the remainder of its growing during this period. being low-level to this developing psychic life. The three features we can detect about a kid during this period are – The kid creates his ain head –Since intelligence is what distinguishes adult male from all other animate beings. the first feature is the creative activity of intelligence. As said before he foremost constructs himself by absorbing everything from the environment by his unconscious head. With these countless feelings. the kid continues to construct his witting intelligence. Montessori said ; to construct up this witting intelligence. the work of the manus plays an of import and indispensable portion.
The intelligence builds its ain instrument –Second fact is while building his ain intelligence he besides begins to build his ain bodily instruments of look. The child’s power of motion will develop in subordination to this superior purpose i. e. of psychic development. Its activity will non be confined within the narrow bounds of natural behaviour. but will work as an instrument of a free moral agent. His ageless fate is placed within his ain custodies. Fantastic adaptative powers of the kid –The 3rd feature of this period. are the fantastic adaptative power possessed by the kid. Montessori illustrated this point by comparing adult male to animate beings. Example – if a cat is born in France. England or India. it would mew merely the same manner wherever it grows up. However for a kid he will talk Gallic in France. English in England and Hindi or any other idiom in India. This is because of its “inner construction” .
Motion and mental assimilation leads to integrating of personality – The kid constructs himself through motion. The value of motion goes deeper that merely assisting in acquisition of cognition. It involves the development of child’s personality -in 1st twelvemonth babe establishes his physical his physical development through motion. He learns to utilize his limbs and whole organic structure to transport out motions such as creeping. standing and walking and sometimes running. In the following few old ages he refines his gross motor accomplishments through motion. He continues to develop his all right motor accomplishments through activities that involve motions.
As the kid interacts with his environment. he absorbs the environment into his psychic life. Through repeated usage of stuffs in the environment he learns to compare. discriminate. differentiate and justice the qualities of the stuffs. As the kid additions experience through exercisings and motions. he co-ordinates his ain motion and records the emotions he experienced in coming into contact with the external universe. He learns self aid accomplishments. taking and sharing. This is the societal and emotional development of the kid.
It is besides non sufficient to let kids to larn without giving him the chance to work or research with the stuffs. When kids work with the stuffs. it involves originative motion. When learning kids. it is non sufficient for them to hear the things which we wish him to larn.
“We must give no more to oculus & A ; ear than we give to the hand” ( Montessori notes )
For illustration. in learning kids. the thought of dimension. it is no good to demo them a diagram of objects of assorted sizes. alternatively we need to supply kids with concrete stuffs such as the gnarled cylinder. tap tower. brown stepss. long rods and knobbles cylinders. They must be given the chance to research and experiment with the stuffs. This is so with all Montessori stuffs whether it is the four operations in arithmetic. parts of address or acquisition of lands and H2O. It ever involves motion.
The kid as an single nowadayss two facets –the centre and the fringe. The centre is seen as the innermost bastion of the personality from which action returns. At this centre the kid increases his mental powers by seeking out esthesis and motion which takes topographic point at the 2nd portion of his personality i. vitamin E at the fringe. The fringe is that portion of the child’s personality which comes in contact with the external universe. It involves the senses. motions and the outward manifestations of his pick. Through uninterrupted interaction of the centre and the fringe. the head of the kid develops and expands.
The directress should be concerned with the fringe as it is that portion of the kid that is accessible to her. The other methods of learning purposes at acquiring to the centre straight. The teacher’s concern is to feed the fringe. The instructor prepares the environment that meets the child’s inner demands and in his geographic expedition of the stuffs. he abstracts thoughts from them. As both centre and fringe interacts. the kid builds his head. The objects in the environment can non be chosen at random. Each stuff possesses an thought or concept to be realized. non to be announced by the instructor. At the kid explore with the stuffs. this concept/idea become presented.
In pattern. we frequently find that even if the directress has prepared the environment and presented the stuffs to the kids. at that place do non look to be a chink of the centre and the fringe. The kid does non look to be interested and his act seems to be in a disorderly mode. Harmonizing to Montessori. the reply to this losing nexus is the “Point of Contact” . To explicate this. Montessori used the illustration of learning the grasp of music. If the instructor tries to play music forenoon boulder clay dark and kids are allowed to travel approximately to travel about anyhow and anyplace in a disorderly mode. there is a deficiency of contact. To decide this job. the musculuss. which move. should travel in response to the musical beat therefore set uping a psychic span between the psyche of the kid and the external world of music.
The minute the kid understands that there exists the connexion ( i. vitamin E between the music and his motion ) . so the point of contact is established. So if the music changes its beat. so the kid becomes cognizant of it and changes his motion consequently. and he is on the route to hone himself. This world may be either material or religious ; but motion must ever attach to the kid at any rate. Let’s expression at an illustration to understand how the point of contact aid development. In their presenting of the sensory stuffs. kids were given new sounds. new forms etc. The chief intent of it is non merely convey new sounds. new forms but to convey order into this new feeling.
The trouble or the mistake that the kid is to detect and understand must be isolated in a individual piece of stuff. For illustration the long rods will show to the kid merely a fluctuation in length and non in coloring material and design. Such isolation will assist child concentrate on the job more readily. It is through this method. that it leads the kid to be interested in dimension. and develop him to detect them in the universe about. Montessori calls her material “keys to the Universe” –it is of import to constantly retrieve that it is through this point of contact limited and precisely but existent work. helps the kid to cite the head to inquire at big in phantasy to something existent which opens up a new tract.
With younger kids. nevertheless. it was observed that the exercisings in practical life will play an of import portion. but ever the point of contact will be established through motion. An illustration was to acquire up from a chair and carry it from one topographic point to another without any sound. The kids would be presented this construct of self flawlessness and would seek to make the same as it corresponds to his psyche. Again. we see the truth of Montessori’s axiom that “education begins through movement” .