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Montessori
Course Structure
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In
designing this course, the CERDS
team has aimed at giving you an understanding of the Montessori
Method and an insight into the applications of the Montessori
Tools. |
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Child
Psychology:
A
study of the human development from birth to adulthood,
the physical and psychology aspects of the child between
three and six years. The child is seen as the constructor
of the adult. Dr. Maria Montessori refined her theory
of child psychology, borrowing heavily from the sciences
of biology and psychology. She described childhoods as
a process in which a hidden but definite plan of nature
unfolds as the child works to create the adult personality.
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Montessori Philosophy:
Focus
is on the concepts of Montessori principles, such as the
'Absorbent Mind', Sensitive Periods'
and the 'Human Tendencies', which are
the subconscious powers, which guide the child in his
self-construction.
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Freedom:
within
a structured environment. The child is allowed to move
around freely talking to other children and working with
the equipment, which she/he chooses after demonstration
of its use, by the teacher. However, she/he is not allowed
to abuse the equipment or disturb other children, thereby
limiting their freedom to work.
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Independence:
the
child's natural need for independence is encouraged. Self-discipline:
this is gradually developed through freedom of movement
and freedom of choice.
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"The objects in our system are
instead a help to the child
himself, he chooses what he
wants for his own use, and
works with it according to
his own needs, tendencies
and special interests. In this
way, the objects become
a means of growth."
- Discovery of the Child
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Concentration:
children
are encouraged to concentrate by being introduced to materials
at the right developmental level for them, and to complete
each activity.
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Reality
and Nature:
the
value of growing up in close contact with nature. Children
need real objects rather than imitation playthings, which
do not work.
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Beauty:
the
environment should be aesthetically pleasing, simple and
clean.
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Social
awareness:
this
is aided by placing children in 'family' or mixed age
groups.
Order: both materials and the environment promote order.
Children usually feel comfortable in an ordered classroom
where they understand the routine.
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Respect:
children
have to be respected as being different from adults and
as individuals who differ from each other.
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"Let
us always remember that
inner discipline is something
to come and not something
always present."
- The Absorbent Mind
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Sensitive
periods:
children
have times in their lives when they are particularly attuned
to certain types of learning.
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Co-operation
with parents:
schools
are part of the local community; children learn most effectively
when a partnership exists between the child, parent and
teacher and she/he is allowed to do things by him/herself.
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Additionally, the curriculum includes the organization and
administration of a new 'Montessori House of Children'.
It also deals with tackling various responsibilities involved
while merging into an existent classroom and adapting to
the children. It offers training in the technique of objective
observation, material making, record maintenance, evaluation,
parent orientation, and parent education, etc.
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Montessori
Methodology:
The
theory deals with the origin and development of the Montessori
method. Also dealt in detail are the role and the training
of the adult as the 'Montessori Directress'
and the function of the 'Prepared Environment'
as a cohesive and scientific environment to self-formation
of the child.
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The
Importance of the Early Years: when young children possess
an 'absorbent mind' and learn far more easily and effectively.
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Montessori
materials: These are a key element in the environment, as
the child learns through the materials, many of which are
self-correcting, rather than directly through the teacher.
The role of the teacher in the Montessori classroom is different
from that of the traditional teacher. The Montessori teacher
first observes the child to ascertain his/her interests
and developmental level, and then gently directs the child
towards appropriate activities so that she/he learns for
him/herself through the environment and through the specially
designed educational materials. Montessori tools can be
grouped into 5 areas of activities. |
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PRACTICAL
LIFE
In
the Practical Life area, children carry out familiar home
activities, such as sweeping, polishing, dusting, pouring,
preparing foods, etc. These activities are designed to help
the child achieve independence and confidence through meaningful
activity with real life objects; they help develop co-ordination,
concentration, independence, hand dexterity, care of one's
self and environment, patience and grace and courtesy. |
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SENSORIAL
MATERIAL
The
Sensorial Material allows the child to understand his environment
while learning through his senses. Each piece of material
has one isolating quality, such as colour, weight, size,
shape, texture, sound, smell, etc., which enables the child
to take in impressions with true understanding and gives
purpose, order and structure to his/her learning. Montessori
materials are didactic and allow the child to see his/her
mistakes and correct them, which develops perseverance and
a positive self-image and attitude towards mistakes. |
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LANGUAGE
Many
activities are designed to proceed naturally towards the
development of skills for reading and writing. The child
first learns the phonetic sound of the letters, which leads
to Building short phonetic words, he/she progresses at his/her
own pace to reading longer phonetic words and is finally
introduced to the different parts of grammar. |
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"They
do not understand us,
they cannot defend themselves
from us, and they accept
whatever we tell them. They not
only accept abuse, but feel guilty
whenever we blame them."
- Secret of Childhood
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MATHEMATICS
The
child is introduced to Mathematics through the use of concrete
materials. By working with the specially designed materials,
he/she learns the physical quantities and matching abstract
symbols. The child always works from the concrete to the
abstract. By working with concrete materials, the child
can see and understand the operations of Addition, Multiplication,
Subtraction and Division. A solid foundation is formed for
Algebra and Geometry through working with concrete materials.
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CULTURAL
SUBJECTS
We
introduce the children to Cultural Subjects (Geography,
History, Botany, Zoology, Science, Music and Art) to help
feed their imagination and understanding of the real world
during the time that they are most sensitive to them, which
enables them to understand their role and the fact that
they are part of the whole system. |
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