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The key elements of the Montessori approach
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Watching a small child discover how to operate his or her favorite plaything is awe inspiring. The look of wonder at the item as it's carefully chosen from amongst their belongings and studied ever so carefully for each and every nuance. How that little face lights up with each new discovery no matter how large or small. The sounds of delight an even dismay at an unwanted result are beautiful. Consider an educational system that would continue to utilize a child’s natural curiosity, unyielding ingenuity and thirst for knowledge. Montessori education creates that environment for children by allowing them the freedom to not only gain knowledge in a natural progression, but also provide a basis on which to continue to grow no matter where future educational paths lead.
The Montessori educational approach began in 1907 with Maria Montessori. The method was originally created to benefit disadvantaged youths in the area around Rome, Italy. It quickly gained notoriety and popularity throughout Europe and into America. By honing in on the observation that children inherently learn through personal observation and interaction regardless of socioeconomic status Maria Montessori created a method that followed what children do naturally, explore (Larson). Nurturing these tendencies and encouraging children to not simply achieve academic knowledge but to strive for whole being education, through self exploration, mentorship and internal conflict resolution in a peaceful manner helps young children develop a stronger sense of self and awareness of those around them. Children are not simply “taught” but also learn how to “teach” others, fostering a quality that will serve them well in any environment. Instead of a teacher lead classroom, presch...
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...Marilyn E. Mecca. "A 3- Year Study of Self- Regulation in Montessori and Non- Montessori Classrooms." Montessori Life: A Publication of the American Montessori Society (2010)Web. 22 Nov 2013
Larson, Heike. "The Montessori Method: Educating Children for a Lifetime of Learning and Happiness." Objective Standard: A Journal of Culture & Politics 5.2 (2010): 41-59. Web. 22 Nov 2013
Lillard, Angeline S. "Preschool Children's Development in Classic Montessori, Supplemented Montessori, and Conventional Programs." Journal of School Psychology 50.3 (2012): 379-401. Web. 22 Nov 2013
Montessori, Maria, 1870-1952. A Montessori Handbook : "Dr. Montessori's Own Handbook.". Ed. Reginald Calvert Orem. New York: New York : Putnam, 1966. Web. 22 Nov 2013
Seale-Collazo, James. "Bringing Montessori to San Juan." Educational Leadership 67.7 (2010): 70-3. Web. 22 Nov 2013
Ninth ed. of the book. New York: Worth, 2014. 468 - 71.
Ed. Harold Bloom. New York: Chelsea House Publishers, 1985. McQuade, Donald, ed., pp. 113-117.
The New Republic, Vol. 210. (1994): May, pp. 39-42. Wattenberg, Daniel.
Novel, Vol. 11, No. 1. 43-50. JSTOR. Rubin Rabinovitz, Spring 1979. Web. 13 Nov. 2013.
Rathunde, K., & Csikszentmihalyi, M. (2005). The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. Elementary School Journal, 106, 59-79.
Preschool is a highly debated area of a child’s educational journey. One of the primary goals of preschool is to prep the child for traditional elementary school. There are various contemporary models of early education that have been constructed to help children develop their educational career. A few examples of these models are the Bank Street Approach, The Reggio Emilia Approach, The Montessori Approach, and the Head Start Program just to name a few. The Waldorf approach is the program of discussion in this particular paper. The Waldorf Approach was originated in 1919 with the basic analysis that children can learn traditional educational subjects through artistic activities. The assumption is that children should dictate the classroom curriculum, and that the material learned should benefit the child as a whole. There are four conditions that teachers focus on when using the Waldorf Approach. The four conditions are Aesthetic, Social, Symbolic, and Sensitive conditions. In a classroom setting these four conditions are put into practice by ...
Ed. X. J. Kennedy and Dana Gioia. 7th ed. of the book. New York: Longman, 1999.
There are basic Montessori methods. They are: The teacher must pay attention to the child, rather than the child paying attention to the teacher, the child proceeds at his/her own pace in an environment controlled to provide means of learning, and Imaginative teaching materials are the hear...
As a teacher I believe that the most effective way to teach children is teaching through play and example by using pictures and gestures. Children are motivated to learn when they have opportunities to make choices in an environment that are inspiring and stimulating. Children are interested from infancy and have a desire to learn from their environment and those around them. When children are encouraged to interact with their peers and adults in positive ways, they feel safe to explore their surroundings. I as teacher have the opportunity to nurture and educate my students on all levels, making sure that my students are being taught developmentally appropriate
With the success of working with these children she was asked to open a school in a housing project in Rome, which was opened on January 6 1907, which was called Casa dei Bambini or Children’s House. Montessori was focused on teaching the children how to develop their own skills at their own rate, which was a principle Dr. Montessori called “spontaneous self-development”. [Early Childhood Today, p. 74.] Montessori discovered that children’s innate power for learning worked best when the children were able to be left alone in a safe, and a hands on environment. When the children were given furniture, equipment, and supplies they were able to work by themselves, they were also self-motivated to explore experiment and reach new understandings. Montessori found self...
Maria Montessori was born in Italy in 1870 and influenced childcare massively in the 20th century. Montessori believed that children learn best through using their hands. She felt that one of the main factors that contributed to the child’s development was the ‘prepared’ environment. Children learn through exploration and the adult’s role is to create an environment where they can do
The education of children has existed since the beginning of time as parents have taught and molded their children into the young adults they desired them to be. Initial training of children was not in a formal setting, although history would see numerous settings, purposes, and methodological changes. Philosophies of education have also changed through the years as various voices have seemed to grasp the purpose of educating the next generation, thus laying out objectives to reach those goals of teaching children.
This Essay will discuss and identify how Aistear’s four themes- well being, identity & belonging, communication and exploring & thinking- are represented in the Montessori and High/Scope pedagogical methods. Nóirín Hayes explains in her research paper Perspectives On The Relationship Between Education and Care In Ireland (2007), how demand for early years education in Ireland has increased in the last two decades for a multitude of reasons. Due to this growing demand for quality early years education the NCCA (National Council for Curriculum and Assessment) introduced Aistear as the early childhood curriculum framework for 0-6 years in Irish early years settings in 2009.
When I began the unit, I believed that unless you sent your child to a Montessori or a Steiner school, you were basically getting the same pedagogy wherever you went. Killen (2007) states, “in the past 30 years our understanding of how people have learnt has changed dramatically. New approaches to cognitive research and developmental psychology suggest that learning is a much more individualised process than was previously thought” (p.2). I did not realise that there had been so much research on ...