The atmosphere, therefore, should be prepared beautifully and simplistically, in such a way that evokes peace, tranquility and harmony. The learning environment should also be uncluttered and well-maintained. Nature and Reality — Dr.
Origin of the montessori method essay
Montessori believed that nature should be used to inspire children. These materials include real wood, metal, bamboo, cotton, and glass, rather than synthetics or plastics. The materials should also be real and child-size, so the child is able to work with the materials on her own without frustration and without having to depend on adult for help with movement. Social Environment — The prepared environment should support social development by encouraging freedom of interaction. Montessori classrooms foster the development of a sense of compassion and empathy for others, thus causing children to be more socially aware.
Classrooms at Silverline Montessori are filled with learning materials that enhance the senses of our children. We encourage freedom of choice while still maintaining structure and order. The lessons and learning materials in the prepared environment are specially designed and set out on low, easily accessible shelves. In addition to child-height shelves, Montessori classrooms have child-sized furniture, fixtures, tools, and utensils. The order which I have given refers to the degree of ease with which the child performs the exercises.
The exercise consists in taking out the cylinders, mixing them and putting them back in the right place. It is performed by the child as he sits in a comfortable position at a little table. He exercises his hands in the delicate act of taking hold of the button with the tips of one or two fingers, and in the little movements of the hand and arm as he mixes the cylinders, without letting them fall and without making too much noise and puts them back again each in its own place. In these exercises the teacher may, in the first instance, intervene, merely taking out the cylinders, mixing them carefully on the table and then showing the child that he is to put them back, but without performing the action herself.
Such intervention, however, is almost always found to be unnecessary, for the children see their companions at work, and thus are encouraged to imitate them. They like to do it alone ; in fact, sometimes almost in private for fear of inopportune help. But how is the child to find the right place for each of the little cylinders which lie mixed upon the table? He first makes trials; it often happens that he places a cylinder which is too large for the empty hole over which he puts it.
Then, changing its place, he tries others until the cylinder goes in.
Again, the contrary may happen; that is to say, the cylinder may slip too easily into a hole too big for it. In that case it has taken a place which does not belong to it at all, but to a larger cylinder. In this way one cylinder at the end will be left out without a place, and it will not be possible to find 32 one that fits. Here the child cannot help seeing his mistake in concrete form. He is perplexed, his little mind is faced with a problem which interests him intensely.
Origin of the montessori method essay
Before, all the cylinders fitted, now there is one that will not fit. The little one stops, frowning, deep in thought. He begins to feel the little buttons and finds that some cylinders have too much room. He thinks that perhaps they are out of their right place and tries to place them correctly. He repeats the process again and again, and finally he succeeds.
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Then it is that he breaks into a smile of triumph. The exercise arouses the intelligence of the child; he wants to repeat it right from the beginning and, having learned by experience, he makes another attempt. Little children from three to three and a half years old have repeated the exercise up to forty times without losing their interest in it.
If the second set of cylinders and then the third are presented, the change of shape strikes the child and reawakens his interest. The material which I have described serves to educate the eye to distinguish difference in dimension , for the child ends by being able to recognize at a glance the larger or the smaller hole 33 which exactly fits the cylinder which he holds in his hand.
The educative process is based on this: that the control of the error lies in the material itself , and the child has concrete evidence of it. The desire of the child to attain an end which he knows, leads him to correct himself.
Brief essay on the origin of the montessori method - Answers
The aim is not an external one, that is to say, it is not the object that the child should learn how to place the cylinders, and that he should know how to perform an exercise. The aim is an inner one, namely, that the child train himself to observe; that he be led to make comparisons between objects, to form judgments, to reason and to decide; and it is in the indefinite repetition of this exercise of attention and of intelligence that a real development ensues.
The series of objects to follow after the cylinders 34 consists of three sets of geometrical solid forms:.
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The sides of the cubes diminish from ten centimeters to one centimeter. With these cubes the child builds a tower, first laying on the ground upon a carpet the largest cube, and then placing on the top of it all the others in their order of size to the very smallest.
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As soon as he has built the tower, the child, with a blow of his hand, knocks it down, so that the cubes are scattered on the carpet, and then he builds it up again. Photo taken at Mr. The length of the prisms is twenty centimeters, and the square section diminishes from ten centimeters a side to the smallest, one centimeter a side. The child scatters the ten pieces over a light-colored carpet, and then beginning sometimes with the thickest, sometimes with the thinnest, he places them in their right order of gradation upon a table.
The child scatters the ten rods on a large carpet and mixes them at random, and, by comparing rod with rod, he arranges them according to their order of length, so that they take the form of a set of organ pipes.
As usual, the teacher, by doing the exercises herself, first shows the child how the pieces of each set should be arranged, but it will often happen that the child learns, not directly from her, but by watching his companions. She will, however, always continue to watch the children, never losing sight of their efforts, and any correction of hers will be directed more towards preventing rough or disorderly use of the material than towards any error which the child may make in placing the rods in their order of gradation.
The reason is that the mistakes which the child makes, by placing, for example, a small cube beneath one that is larger, are caused by his own lack of education, and it is the repetition of the exercise which, by refining his powers of observation, will lead him sooner or later to correct 36 himself.
Sometimes it happens that a child working with the long rods makes the most glaring mistakes. As the aim of the exercise, however, is not that the rods be arranged in the right order of gradation, but that the child should practise by himself , there is no need to intervene. One day the child will arrange all the rods in their right order, and then, full of joy, he will call the teacher to come and admire them. The object of the exercise will thus be achieved. These three sets, the cubes, the prisms, and the rods, cause the child to move about and to handle and carry objects which are difficult for him to grasp with his little hand.
Again, by their use, he repeats the training of the eye to the recognition of differences of size between similar objects. The exercise would seem easier, from the sensory point of view, than the other with the cylinders described above. As a matter of fact, it is more difficult, as there is no control of the error in the material itself. Hence the difference between the objects should strike the eye at once; for that reason larger 37 objects are used, and the necessary visual power presupposes a previous preparation provided for in the exercise with the solid insets.
During the same period the child can be doing other exercises. Among the material is to be found a small rectangular board, the surface of which is divided into two parts——rough and smooth. The child knows already how to wash his hands with cold water and soap; he then dries them and dips the tips of his fingers for a few seconds in tepid water. After this, the child is taught to pass the soft cushioned tips of his fingers as lightly as possible over the two separate surfaces, that he may appreciate their difference.
The delicate movement backwards and forwards of the suspended hand, as it is brought into light contact with the surface, is an excellent exercise in control. She will make no explanations; her words will be rather to encourage the child with his hand to perceive the different sensations. When he has perceived them, it is then that he repeats the act by himself in the delicate way which he has been taught.
After the board with the two contrasting surfaces, the child is offered another board on which are gummed strips of paper which are rough or smooth in different degrees. Graduated series of sandpaper cards are also given. The child perfects himself by exercises in touching these surfaces, not only refining his capacity for perceiving tactile differences which are always growing more similar, but also perfecting 39 the movement of which he is ever gaining greater mastery.