INTRODUCTION
THE SITUATION and IT’S BACKGROUND
Learning is an indispensable process in a human’s life. It is a lifestyle (Carreon, 2004). It cannot be separated from us because it is a part of us that brings growth and maturity. We learn when we actively access the wealth of knowledge of the world and accumulate as much as we want. All of us encounter it at home, at school, through our parents, teachers or our experiences. Since this is the year of the “digital age”, we can also learn from the internet with the help of our gadgets. Learning happens because of our curiosity. We are naturally curious and we love to know the answers to everything (Stafford, 2012). “[It is] an additional source of motivation” (Rodgers, 2002, p. 851), that is why
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What teaching and educational principles of Montessori shall the educators implement?
ASSUMPTIONS In this paper, I perceive the following assumptions:
1. Unlimited access to technology is a distraction to children’s studies; whether it is in school or at home. In effect, it greatly influences their progress in their learning process.
2. Montessori’s educational principles can help improve the children’s interest and concentration in their studies by acquainting educators of Montessori’s philosophies.
3. Teachers, who face their fears and challenges in class, who determined and adjusted to the comforts and needs of their students, who experienced a paradigm shift, have experienced transformational learning.
SIGNIFICANCE I believe that the result of this study would be relevant to the academic community in three different ways. First, to the Schools, Institutions, and Church: This paper can assist the teachers and educators to better understand their roles, not only in the education and learning of their students, but in their lives as well. Their awareness of this learning gap must encourage them to give importance on the interest and concentration of the children to duly bring back their love of learning in the
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The focus of this paper is on Montessori’s philosophies and principles that perhaps may translate into the teachers and educators’ principles which will develop, improve, and innovate more creative techniques and methods to make the learning of the children interesting, consequently develop quality education.
The scope of this study involves the most prevalent cause which is technology. This study is not against it, because it brings positive effects as well. It is designed to give awareness to teachers so that they know what to expect from the children and how to address the parents’ distressed inquiries. It is limited to preschoolers who are two to five years old.
Interviews are conducted with teachers and educators to provide information on their roles in the lives of the children. There are six participants who work from different schools and churches.
SOME STUDIES ON KID’S INTEREST, CONCENTRATION, AND
Alexander and Entwisle, two sociologist planned to study how children navigate one of life’s first major transitions, from home to school. They wanted to follow them from first grade into second. Their research was called, “Beginning School Study”. Alexander and Entwisle did not set out to follow these children for what would become whole careers and lives. This research was conduct for a quarter-century.
In modern society, people want to read books and learn the information that the books
Nowadays when we are not sure of question we turn towards the Internet, to try and find answers. In the Article "You Still Need Your Brain," Daniel Willingham argues that memorizing facts remains an essential skill even in today's world of internet searches. He builds his argument by first acknowledging the importance of technology and then explaining why it cannot replace human memory. . Willingham provides scientific evidence and real-life examples to support his claim, making a compelling case for the value of memorization in our ever-changing world.
Being in front of this challenge students try to work harder in order to succeed. In the article, Sherry uses pieces of evidence from her personal experience and examples to support her thesis. Also, her article is well-organized, and Sherry uses an academic language. However, Sherry do not consider many aspects that might affect students. She gives to much importance the example that she gives with her son.
Hilary Jo Seitz suggests that teachers can identify and learn about children’s interests, experiences, questions, comments and conversations. Then help, extend and encourage them to follow their interests. After that, construct a plan for an effective learning experience that are connected deeply to their interests. Teachers initiate this process through their observation first, then documentation. The documentation could be presented through children’s conversation, photos and work samples.
In Reggio Emilia approach, there are many strengths as it supports children that a child’s image is viewed as having rights and not just needs and child has been viewed as beautiful, competent, powerful, curious, creative as well as full of ambitious desires and potentials. In addition, it supports children’s individual differences and needs, documentation that Reggio teachers collect about their students and a mix of long- and short term projects which provide students with a deeper understanding of the subject matter. While the strength in Montessori curriculum is children are 5 prepared for the real world, where they work side by side with people of all ages, they develop self-discipline, independence and analytical thinking, all materials in a Montessori classroom have a proper place, and it is the responsibility of each student to properly store their materials when they are done to maintain order, independence is greatly emphasized and focuses on individual intelligences. The weakness point in Montessori and Reggio Emilia Curriculum: There are some weakness point in Reggio Emilia approach such as this approach puts a lot of emphasis on the importance of large space as is considered educational, Reggio Emilia schools are found in wealthy countries and are attended by children from wealthy families while the poor cannot opt for the Reggio Emilia approach, public schools get limited funding while private schools mostly focus on results and not process and also the
This theme addresses the question of whether or not children shape their own development. It is evident that the active child theme applies to the subject of infant cognitive development, as infants contribute to their development through the use of visual preferences and observation, interaction with the environment, and through the use of play. The bountiful research in the field of infant cognitive development serves as a confirmation that infants are not as inactive as they were once thought to be. Infants are the pioneers of their minds and they are able to gain a great deal of knowledge through their observation of the world
Novelist, John Taylor Gatto, in his speech essay, “Why Schools Don’t Education”, conveys schools aren’t as educational as they should be. John’s purpose is to narrate the idea that teachers and school district aren’t putting enough effort to educate children and to also motivate more teachers to help bust up children’s education. He adopts a passionate tone in order to appeal in his that education should be taken serious. In order, to convey his appeal of the subject he uses rhetorical analysis to help drill in the audience.
Educational Technology Annotated Bibliography Kozma, R. (2003). Technology and classroom practices: an international study. Journal Of Research on Technology in Education (1539-1523), 36(1), 1. The author of this article, his name is Roboer B. Kozma, is now working for the Technology in Learning center, the name of the center is SRI International. In this article he explores all of the findings of research that was done by many researchers on how the technology is affecting our classrooms.
The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.
The 1800’s marked the foundation of modern era studies of child development. Prior, children were viewed as inherently evil (original sin view) and at some point as “a blank blanket” that inherits characteristics through child experiences (tabula rasa view) (Santrock, 2011). Comprehending child development is a pivotal aspect of Child and Youth Development (CYD). With an understanding of child development, Child and Youth Care (CYC) workers can improve their approaches to children.
Integrating technology in education can be extremely beneficial. It can be a useful method for the students and their teachers, which improves both their skills. In addition, being active on the Internet when learning can make students and teachers’ academic journey easier. There is a lot of evidence that proves how useful technology is for both students and their instructors. This paper attempts to show that using the Internet allows
Although it is important to learn new things, the new material learned is not as important as the process of learning itself. In the process of learning, one’s mind is transformed and engaged. They will be introduced to new things and their ideas and thinking will be changed forever. When learning new things, seeing the value of things become
In the Montessori Media centre (2009) they speak of how “Montessori education is driven by an ambitious aim: To aid the child’s development into a complete adult human being, comfortable with himself, with his society and with humanity as a whole. Whereas the traditional approach to education, remains focused on the transmission of prescribed blocks of knowledge, the Montessori approach is focused on giving support to the natural development of the child.” Maria Montessori spoke about how the development of the child between the age of 6 and 12 is a notable time in their life. She highlighted how it is a period of holistic development, which brings out the child’s need for wider horizons, the movement from the concrete to thinking abstractly and the development of the morale. The child is also very interested in socialising with peers.
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.