Montessori believes that childhood is a state that needs to be protected and children should be allowed to develop a specially prepared environment . (Montessori 1975:Pg13)( Bruce 2004) Steiner says the first seven years of a child 's life should be spent becoming well-grounded and familiar with the world. This should be done in a fun playful manner. Children should be allowed to use their imagination during
The child will learn from their mother because they think of their mother as a guardian. The mother will guide the child and he shall follow. Meanwhile, Montessori thinks that a child’s structure is by learning themselves and by improving from their mistakes. To start, Montessori wants the child “not shirk effort, he rather goes in search of it, and with great joy overcomes obstacles within his capacity”. The child will search for the answer and try to overcome the obstacle.
(At Home With Montessori, n.d.) In each sensorial activity, the child is taught the appropriate language and in turn paving the way for a widened vocabulary and leading the child towards aspects of literacy. (Samui Montessori, n.d.) The foundation of the intellectual development of the child is laid throughout the sensorial exercises as it assists the child to continuously organize, make comparisons and judge the activity at hand (Montessori Mom, n.d.). The child is able to make a mental link between an abstract indication and its physical demonstration by his hand and mind acting together. (Montessori Mom, n.d.) The child is also taught logical reasoning as he is required to work in a systematic manner whereby following sequential steps in a specific order to complete the activity. In this way it enables the child to refine and expand his senses by differentiation, making observations and interpretations, life-long tendencies of precision and accuracy, being able to concentrate for a longer amount of time, understands feelings, tastes and noises as well as has a sense of order and to arrive at conclusions for himself.
(Onstein, Levine, & Gutek, 2011). Montessori developed five main principles fairly and accurately represents how her educators implement her method in several kinds of programs in the United States. These principles include: (1) respect for the child, (2) the absorbent mind, (3) sensitive periods, (4) the prepared environment, and (5) auto education. (Morrison, Bacon, & Hall,
In her handbook, Montessori explains that a teacher “should never be the obstacle between the child and his experience.” This shows that she wants children to live their lives freely and without hindrance to their successes. Montessori believes that children should solve problems for themselves, not have a teacher intrude upon their thought process. She wants children to be able to rely on their teacher to help them when necessary and allow them to learn and think for themselves, which would let them to expand their understanding of the world and lead a successful life in the future. Also, Montessori explains that “we try to force them to follow us without regard to their special needs.” As a result, children can feel inferior or lesser when compared to their teachers or adults. Montessori brings light to this in hopes to accommodate all children and their possible needs.
He says this will exhibit teacher appreciation for the areas of interest of the students as well as confidence in their ability (Andrea, 2012). 7 | P a g e Montessori: During her observation, Montessori recalls a day when the teacher was slightly late and upon her arrival, she found that children removing objects to work with them. She says that children could choose their own work according to their own preferences and that is how the principle of free choice was thus added to that of repetition of the exercise. The free choices made by the children enabled her to observe children’s psychic needs and tendencies (Montessori, 1972). Differences: ENCOURAGING, FANTASY AND DISCIPLINE Erikson: “If parents are encouraging, but consistent in discipline, children will learn to accept without guilt that certain things are not allowed but, at the same time, will not feel shame when using their imagination and engaging in make-believe role- plays.
Is education really important? Do kids nowadays value their education? Common questions people hear all the time. Every day students wake up early to go to school and have to go through long periods of lessons, strict teachers that are nerve wracking, and endless amounts of homework. This is school isn’t it?
I think the Montessori approach was more preferable because of the way in which she tries to encourage the children in her classroom to become independent individuals, cleaning up their own spills and messes as they are prepared for the real world. I admire with her efforts into a hands on approach to teaching, how she encourages children to learn through play, how she brings nature to them, into their classroom with the use of her “nature shelf” help them learn about metamorphosis by letting the children personally experience it for themselves, as I feel as though if you experience something for yourself it is easier to learn about it as some children may be more active learners and may find it more difficult to learn by reading about it from a book. The Montessori Method has a lot more free play than the Froebel Method as some see Froebel’s method as rigid and have decided to add more toys for the children to play with as another way to express themselves e.g. a doll house and musical instruments. I also feel that instead of focusing on fine motor skills Froebel could have instead put more effort into teaching children more academic types of activities, such as reading and
Maria Montessori (1965) says that children learn best when the environment supports their natural longing to acquire skills and knowledge. She also states that a constructivist or “discovery” model where pupils learn concepts from working with materials, rather than by direct instruction. Theory of
She observed in young children the situation she called absorbent mind. Children learn from their everyday surroundings. ”The most important period of life is not the age of university studies, but the period of birth to age six”. She studied that between conception to age four, 50% of mature intelligence is developed and from ages four to eight 30% is developed. In Montessori schools the teacher in the classroom allows every child to pick activities which interest them [Montessori country school, 2017].