By now we know that children learn differently, so it makes sense that there would be numerous education theories and methods teachers can employ in their classrooms. One popular way of educating is the Montessori Method.
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.
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.
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. From the s to the end of her life, she gave a number of lectures and addresses on the subject saying inPreventing conflicts is the work of politics; establishing peace is the work of education.
They are educational stories that also spark the imagination of the students. It is important to not rush through them and give time for research in between. It is also important to share these lessons as early in the year as possible.
A nido, Italian for "nest", serves a small number of children from around two months to around fourteen months, or when the child is confidently walking.
Development of independence in toileting is typically emphasized as well. Some schools also offer "Parent-Infant" classes, in which parents participate with their very young children.
This level is also called "Primary". A typical classroom serves 20 to 30 children in mixed-age groups, staffed by fully trained teachers and assistants. Classrooms are usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on child-height shelves throughout the room.
Activities are for the most part initially presented by the teacher, after which they may be chosen more or less freely by the children as interest dictates.
Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, washing up, scrubbing tables and sweeping.
For example, to teach writing, students use sandpaper letters. These are letters created by cutting letters out of sandpaper and placing them on wooden blocks.
The children then trace these letters with their fingers to learn the shape and sound of each letter. Another example is the use of bead chains to teach math concepts, specifically multiplication.
These materials help build a concrete understanding of basic concepts upon which much is built in the later years. Elementary classrooms[ edit ] Elementary school classrooms usually serve mixed-age 6- to 9-year-old and 9- to year-old groupings; 6- to year-old groups are also used.
Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate.comment on Montessori Method is for pre-school children only.
Montessori Teacher Training and Parent Resources Certified Online Montessori Teacher Training. Home Main Menu. This likely comes from a lack of understanding all that the Montessori Method really encompasses.
Other myths about Montessori can also feed this belief, myths such as: “Montessori children do whatever they want,” or. The Montessori Method of education, developed by Maria Montessori, is a child-centered educational approach based on scientific observations of children. Montessori's method has been used for over years in many parts of the world.
The Montessori Method: Educating Children for a Lifetime of Learning and Happiness Heike Larson January 29, Audio PDF In The Objective Standard, Summer One of the most important issues in life for anyone who has or is planning to have a child is the matter of his education. The Montessori Method: Educating Children for a Lifetime of Learning and Happiness Heike Larson May 20, Audio PDF In The Objective Standard, Summer One of the most important issues in life for anyone who has or is planning to have a child is the matter of his education.
In school only a trained Montessori teacher can properly implement Montessori education, using the specialized learning equipment of the Montessori "prepared environment." of the Montessori Method The schedule-The three-hour work period As with the choice of a Montessori school for children, an adult must also exercise wisdom in.