The child is uniquely retentive in his or her capacity. It is the duty of the educator to create such favorable conditions for learning, and expanding the child's capacity for abstract thinking, while still respecting the child's self-directed role in the process. The child must be treated like an integrated being, and attention must be paid to the child's developing body and sensory perceptions, as well as to the more conventional aspects of academic learning (Montessori, 1995, p. 136). The third phase of adolescence is often a turbulent phase because of its transitional nature. It spans from ages twelve to eighteen. The adolescent demands personal independence and control over his or her education. This quest must be respected by the educator. Positive gestures...
A child will have a less absorbent mind if he or she has had a stunted period of stimulation in infancy. An adolescent cannot become independent without having enjoyed a supportive learning environment as a child. Maturity as an adult is impossible without learning how to be independent and test one's limits in a responsible fashion as an adolescent.
Another keynote of the Montessori method is the de-centering of the teacher (Smith). The teacher's role was more of an observer and monitor than an instructor. Therefore, the Montessori is a quintessentially student-centric pedagogical method. The child determines what and how to learn, and the teacher observes, monitors, and facilitates. Having gained respect among the medical community and having spoken at more than one women's conference, Montessori's methods drew considerable international
Dr. Maria Montessori "We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in its entire intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the Sun which appears at dawn one flower just beginning to bloom. Education cannot
The Absorbent Mind “The Absorbent Mind” by Maria Montessori gives a comprehensive education about the various stages of child development. The book has 22 chapters that cover different ideas in six major categories. The first category focuses on the formative education of the child when they are most malleable. Here, under the subcategory of world reconstruction, the author notes that the first two years of development provide the foundation of psychic
Sensorial Theory Paper Introduction Sensorial work aims to enhance a child’s acquisition of information that is not only conscious, but also clear in a way that enables the child to make sense of the environment and create or fashion classifications. It is important to note that Maria Montessori was of the opinion that a child’s sensorial experiences commenced at birth and that a child’s study of the environment takes place through these
Montessori Schools The Child as an Active Learner Theoretical Underpinnings Foundations of the Montessori Learning Approach Maria Montessori was a native of Chiaravalle Italy, born in 1870 during the time when Italy was declaring its independence (Kramer, 1988). Montessori did not originally wish to go into teaching, but your life path lead her to become the founder of the Montessori schools and philosophy. Montessori refused to assume traditional women's roles. Her independent spirit is
Montessori is an educational approach that was created by the doctor and pedagogue, Maria Montessori. The basic pillars of a Montessori education revolve around the ideas of the necessity of independence, freedom within certain limits, and an overall respect for a child's organic development, in regards to all that is both psychological and physical, but also verbal, intellectual and even social. Some scholars argue that no two Montessori schools are
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