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 towards autonomy should be supported, rather than thwarted, so the individual can successfully enter the fourth phase, that of maturity, which involves spiritual and personal self-awareness and…...

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Works Cited

Montessori, Maria. (1995). The absorbent mind. New York: Macmillan.

Similarly, Maria Montessori's life provides key lessons for educators and for other individuals confronted with large systems that they can see to be clearly broken. Montessori managed to overcome the general gender discrimination typical of her time, and more than that she managed to challenge and the preconceived and largely entrenched patriarchal notions of education as an exercise in control, replacing them with her own theories based solely on the fact that they worked so indisputably well (a fact that has failed to bring many theories and projects to light). In this manner, she is a direct inspiration to educators and others working to fix a flawed system, or at least to mitigate its damage.
It is difficult to determine the extent of Montessori's impact on the overall practice of education, as she was not the only force working towards the liberalization of educational practices in the first half of…...

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References

AMS. (2011). American Montessori Society. Accessed 13 November 2011.  http://www.amshq.org/ 

IMI. (2011). International Montessori Index. Accessed 13 November 2011.  http://www.montessori.edu/ 

Kramer, R. (1988). Maria Montessori: A Biography. Chicago: University of Chicago Press.

Montessori, M. (1912). The Montessori Method. Accessed 13 November 2011.  http://digital.library.upenn.edu/women/montessori/method/method.html

Maria Montessori and the Process of Maturation
Maria Montessori has had a dramatic effect on the methods of education. She was an insightful teacher who was had the courage to challenge traditionally held views of education at the beginning of the modern era. Maria Montessori brought vitality and insight into the classroom where children were routinely thought of empty vessels to be filled with information given to them by adults. She did not agree with this point-of-view but instead believed that children were filled with a "vital force" waiting to unfold the child's personality, potential, and independence. ith this point-of-view, children were seen as captivating individuals with original ideas and the ability to participate in his or her education. This insight into the way children learn is the topic of this paper and can be illustrated by this statement:

"The child's conquest of independence begins with his first introduction to life. hile…...

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WORKS CITED

Montessori, Maria. (1912). The Montessori Method (Online Version), Retrieved from   2010http://digital.library.upenn.edu/women/montessori/method/method.html ;Dec

Montessori, Maria. (1967). The Absorbent Mind. New York: Dell Publishing Co.

Montessori, Maria. (1972). The Discovery of the Child. New York: Ballantine Books.

Working with both the poor and the disabled, Dr. Montessori further developed her ideas of a system under which all children can develop at their own pace and, again, to fully develop to their own potential. She instituted a study of Cosmic Education, or the "gradual discovery, throughout the whole of childhood, of the interrelatedness of all things on earth, in the past, present, and in the future" (Stephenson, 1998, p. 2). She contended that through Cosmic Education, the needs of the individual child would be met and would lead, in turn, to the needs of the greater world being met. In attempts to further these ideas, Dr. Montessori incorporated methods now considered key to the overall Montessori Method. These include: grouping children by periods of development, usually in three-year age spans; applying methods based on human tendencies, like tendencies to move, share, explore, and abstract ideas from experience; and…...

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References

Dubble, S.L. Evolving people/evolving schools. North American Montessori Teachers' Association Conference. Phoenix. 33-24 Jan 1998.

DuCharme, C.C. Margaret McMillan and Maria Montessori: Champions of the poor. Annual Meeting of the National Association for the Education of Young Children. New Orleans. 12-15 Nov 1992.

Stephenson, S.M. (1998). Michael Olaf's essential Montessori. Arcata, CA: Michael Olaf Publishers.

Thompson, B. (1991). A qualitative research approach for investigating and evaluating an emergent early childhood inclusion model for children with severe disabilities in a Montessori Preschool. (Report by Kansas University & Kansas Early Childhood Research Institute for Special Education Programs, Washington, DC, Nov 1991).

Moreover, the Montessori method seems to be rediscovering its roots as a universal method of instruction. Montessori education has become "popular with some black professionals and are getting results in low-income public schools with the kind of children on which Montessori first tested her ideas," (Matthews 2007). Just as Maria Montessori practiced her pedagogy with the poorest children of ome, modern Montessori educators are noticing "long-term success in several local public schools that attract low-income students," (Matthews 2007). The Montessori method is used at thousands of private schools across the country, and now up to 300 public schools are classified as Montessori (Matthews 2007). Incorporating Montessori's methods with those of mainstream public education allows the ideals of social change and social justice to permeate an ailing educational system.
eferences

American Montessori Society (nd). The history of the Montessori movement. etrieved April 13, 2009 from http://www.amshq.org/montessori_history.htm

Flaherty, T. (nd). Maria Montessori (1870-1952). Women's…...

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References

American Montessori Society (nd). The history of the Montessori movement. Retrieved April 13, 2009 from  

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 attention. Montessori published The Montessori Method in 1912. In 1913, Alexander Graham Bell from the United States founded the Montessori Educational Association based on her methods. Montessori was invited to speak at Carnegie Hall in 1915, and also lectured in San Francisco. In 1929, Maria Montessori founded the Association Montessori International in the Netherlands and in 1947 also established a school in London. During Mussolini's reign in Italy, Montessori refused to turn her schools into training centers that would "mass-produce…...

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Works Cited

Flaherty, Tarraugh. "Maria Montessori." Retrieved June 5, 2010 from  http://www.webster.edu/~woolflm/montessori.html 

The International Montessori Index. "Maria Montessori." Retrieved June 5, 2010 from  

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 be effective unless it helps a child to open up himself to life."

Dr. Maria Montessori

Maria Montessori was an Italian doctor who worked among the socially and intellectually handicapped children in ome at the start of 20th century (Kramer 1988, p.1-418). From close observation of the children in her Children's House (the name she gave to her nursery schools), she concluded that children pass through sensitive periods of development when certain skills and competencies are learned more easily. Montessori's stages covered…...

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References

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Author

Book Name

Publication/Year

Dr. Montessori did, however, work to ensure that her method would continue on by establishing training centers designed to pass her philosophies on from generation to generation. Interestingly, in the only country that allowed her to expand her methods to older children, are the only training centers that train elementary school teachers. An online article by Prachi Nayak reports, "Currently Indian Montessori schools cater to children only till the age of six. But to train teachers at a higher level, the elementary level 6-12 AMI [Association Montessori Internationale] teacher training course is now made available at Navdisha in Chennai. To train more teachers at this level, the IMF [India Montessori Foundation] will help in starting more training centres for the AMI 6-12 years course."

India was also the place where Dr. Montessori conceived her "Education for Peace" initiative. Montessori believed that in order to achieve peace, it must be taught and…...

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WORKS CITED

Bhavnagri, Navaz Peshotan. "An Interview with Professor Amita Verma: A leader in Early Childhood Education in India." Childhood. Education, 71.3.(1995):156-160. Print.

Kramer, Rita. Maria Montessori: A Biography. Reading, MA: Perseus. 1988. Print.

Lubienski-Wentworth, Roland a. Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on a Rediscovery of the True Principles and Vision of Maria Montessori, Mahwah, NJ: Lawrence Erlbaum Associates. Print.

Montessori, Maria. Education and Peace. Chicago: Henry Regnery Company, 1972.

The Secret of Childhood In her 1936 book, “The Secret of Childhood”, Maria Montessori details the results, conclusions, and opinions she had reached after several years of investigating children’s conduct. Maria’s view of children is holistic and considers the body, mind, and soul. The book details her findings in three major parts or categories and several subcategories divided into chapters.
The first category of the book discusses the concept of the spiritual embryo. According to Maria Montessori, it is more natural for the world to adjust itself to the needs of children than for children to adapt themselves to the world. The first subcategory looks at the fascinating reality today where child psychology is dominant in almost all disciplines of medicine and philosophy. The second subcategory expounds on the concept of spiritual embryo and notes that life begins at conception. In the third subcategory, the book explores the idea that even the…...

Essay Topic Examples 1. The Montessori Method: Educational Innovation or Timeless Approach?:
    Explore the core principles of the Montessori method and discuss whether it is a revolutionary approach to education that remains relevant or an outdated system that needs reevaluation in the context of modern educational demands.

2. Comparing Montessori Schools to Traditional Education Systems:
    Delve into the differences between Montessori schools and traditional educational systems, including teaching methodologies, student autonomy, curriculum, and assess the potential impacts on student development and learning outcomes.

3. Montessori Schools and Their Role in Fostering Creativity and Independence:
    Analyze how the self-directed, hands-on learning environment in Montessori schools can contribute to the development of creativity and independence in children, providing evidence from educational studies or real-life examples.

4. The Global Spread of Montessori Education: Cultural Adaptation and Challenges:
    Examine the worldwide adoption of the Montessori method and the challenges faced in different cultural contexts, including adaptations that have…...

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Primary Sources

Montessori, Maria. The Montessori Method. Schocken Books, 1964.

Montessori, Maria. The Advanced Montessori Method - I. Clio Press, 1965.

Lillard, Angeline Stoll. Montessori: The Science Behind the Genius. Oxford University Press, 2005.

The International Montessori Index. \"AMI Standards: The Essential Characteristics of a Recognized Montessori School.\" The International Montessori Index, www.montessori.edu/AMIstandards.html.

United States Patent and Trademark Office. \"Montessori - Certification Mark Details.\" USPTO.report, United States Patent and Trademark Office, uspto.report/TM/72404179.

Essay Topic Examples
1. Comparative Analysis of Early Childhood Education hilosophies: Montessori, Reggio Emilia, and Steiner
     Explore the core principles, educational strategies, and classroom environments within each pedagogical model, emphasizing their distinct approaches to child development, learning processes, and the role of educators. Delve into how each method fosters independence, creativity, and social responsibility in young learners.

2. The Influence of Environment in Montessori, Reggio Emilia, and Steiner Schools
     Investigate how each educational model views and utilizes the classroom environment as an integral component of learning. Compare how the prepared environment of Montessori, the third teacher concept in Reggio Emilia, and the homelike quality of Steiner settings contribute to children\'s education.

3. Curriculum Focus and Subject Integration: A Comparative Study
     Evaluate how the Montessori, Reggio Emilia, and Steiner methods approach curriculum design, particularly in their incorporation and treatment of traditional subjects. Examine differences in structured learning versus emergent curriculum and the significance of…...

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Primary Sources

Lillard, Angeline. Montessori: The Science Behind the Genius. Oxford University Press, 2005.

Edwards, Carolyn P. \"Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia.\" Early Childhood Research & Practice, vol. 4, no. 1, 2002.

Gandini, Lella, et al. \"Fundamentals of the Reggio Emilia Approach to Early Childhood Education.\" Young Children, vol. 49, no. 1, 1993, pp. 4-8.

Ashley, Martin. \"Steiner Waldorf Schools in England.\" British Journal of Educational Studies, vol. 57, no. 3, 2009, pp. 330-345.

Rathunde, Kevin. \"A Comparison of Montessori and Traditional Middle Schools: Motivation, Quality of Experience, and Social Context.\" The NAMTA Journal, vol. 28, no. 3, 2003, pp. 12-52.

Montessori & High Scope
In order for students understand the contemporary curriculum, it is important that they be able to connect it to themselves in a meaningful way. This is particularly true in the modern classroom that is more diverse than ever before. Connection involves drawing on prior knowledge and experience in order to relate to the text. In this way, the students become participants in the story and are apt to be engaged in the reading process. There are a number of approaches to early-childhood education that range in nature and focus. The HighScope program was developed using the work of both John Dewey and Jean Piaget, as well as the constructivist approach to classroom learning from educational philosopher Lev. Vygotsky. The basic presumption is taking the child's development at present and helping them build upon it continually, pushing the "zone of development" up through a series of steps provided…...

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Works Cited

What is HighScope? (2004, June). Retrieved from perpetualpreschool.com:  http://www.perpetualpreschool.com/highscope/highscope_info.htm 

Hainstock, E., 1997. The Essential Montessori. New York: Plume Publishers.

Hohmann, M., et al. (2008). Educating Young Children. Ypsilanti, MI: HighScope Press.

Kim, S. (2005). The Effects of A Constructivist Teaching Approach. Asia Pacific Educational Review, 6(1), 7-19.

educational theory by comparing and contrasting two authors of education theory with the Montessori method of teaching. The writer explores all three ideas and discusses their similarities. The writer used four sources to complete this paper.
Since the advent of the educational system there have been many changes throughout the years. As the world evolves and matures and technology advances the world discovers more things that it wants its students taught. In addition there are many different ways to teach and the system has gone from whole language to back to basics and back again. Several forward thinking theorists have developed education theories in which they discuss what they believe to be the most sound foundation for teaching that is available. In John Dewey's Experience and Education and Curriculum and Aims by Decker F. Walker, and Jonas F. Soltis both suggest and develop critiques on education systems that have been…...

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References

Decker F. Walker, Jonas F. Soltis. Curriculum and Aims (Thinking About Education Series)

Publisher: Teachers College Press. (August 1997)

Dewey, John. Education and Experience. Touchstone Books (August 1997)

John Dewey (Accessed 10-27-2002)

Timeline
American education has evolved considerably since the late 19th century. One of the first philosophers to influence the character of modern American education was John Dewey. Dewey was a progressive, and believed that children should not just sit in classrooms passively memorizing material. Instead, students should learn via experience and interaction with their environments. Dewey's humanistic approach to education revolutionized the ways people thought about schooling and pedagogy. A timeline of American education begins with Dewey, because he was the person to first codify the structure and philosophy of education, and then offer the methods and means to implement those ideas. Dewey is known as a "pragmatist" because of his ability to fuse philosophy and practice, and had "the most significant contribution to the development of educational thinking in the twentieth century," (Smith, 2001).

Maria Montessori was the first female to become a doctor in Italy. Working closely with children inspired…...

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References

"No Child Left Behind Worsened Education, 48% Of Americans 'Very Familiar' With The Law Say In Gallup Poll," (2012). Huffington Post. Retrieved online:  http://www.huffingtonpost.com/2012/08/21/no-child-left-behind-wors_n_1819877.html 

Smith, M.K. (2001). John Dewey. Infed. Retrieved online:  http://www.infed.org/thinkers/et-dewey.htm 

Smith, M.K. (2012). Maria Montessori. Infed. Retrieved online:  http://www.infed.org/thinkers/et-mont.htm

This cultural enrichment would provide nutritional information all the children could use when with their families or in their neighborhoods.
constructionist teacher will find examples of careful and systematic thinking about how children learn that can guide him or her in the classroom. Piaget and Vygotsky (Gredler, 2002) give us solid examples of what children are ready for and at what ages they are most likely to benefit from specific kinds of instruction. Piaget's theories help the constructionist teacher be aware that although children think about what they're doing, they go through cognitive developmental stages. Respecting the types of cognitive thinking a child is likely to use at a given age is another way to teach the child respectfully -- by neither teaching below their abilities or by demanding that they perform as little adults.

Maria Montessori might serve as an excellent role model for such a teacher. Montessori looked…...

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Author not available, "Montessori, Maria." The Columbia Encyclopedia, Sixth Edition 2004.

Gredler, Margaret E. 2002. "A review and analysis of constructivism for school-based practice." School Psychology Review, Jan. 12.

Shaughnessy, Michael F. 1994. "Educating for understanding (Howard Gardner Interview)." Phi Delta Kappan, March 1.