Montessori early childhood 13
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Transcript of Montessori early childhood 13
Montessori Early Childhood
Early Childhood (ages 3-6/preK & Kindergarten)Lower Elementary (ages 6-9/grades 1-3
Upper Elementary (ages 9-12/grades 4-6)Adolescent/Middle School (ages 12-15/grades 6-9)
Agenda
Who was Maria Montessori?
Primary tenants of Montessori Educational Philosophy
Planes of Development
Sensitive Periods
Absorbent Mind
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Maria Montessori
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Maria Montessori
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Birth of a Movement
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Innovator, Feminist, Idealist
In the years following, and for the rest of her life, Maria dedicated herself to advancing her child-centered approach to education.
As a public figure, Maria also campaigned vigorously on behalf of women’s rights. She wrote and spoke frequently on the need for greater opportunities for women, and was recognized in Italy and beyond as a leading feminist voice.
Maria Montessori pursued her ideals in turbulent times. Living through war and political upheaval inspired her to add peace education to the Montessori curriculum.
At war’s end she returned to Europe, spending her final years in Amsterdam. She died peacefully, in a friend’s garden, on May 6, 1952.
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Primary Tenants/Principles
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Primary Tenants
Prepared Environment
Kinesthetic/Tactile/Sensory Learning
Individualized Learning
Choice/Development of Life Skills
Motivation/Intrinsic Rewards
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Prepared Environment
Structure and Order
Beauty
Nature/Reality
Social Environment
Intellectual Environment
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The Role of the Teacher
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Multi-age Classroom Setting
Interaction
Learning from Each Other
Work at Child’s Own Pace
Community
Familiarity
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Sensory Learning
Kinesthetic (Body)
Visual
Auditory
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Neuroscience of Learning
By engaging as many senses as possible in the learning process, learning becomes a neurological vs exclusively a cognitive process
Through Repetition/Practice Learning increases the development of neuro-connections
Brain Development is Time Sensitive
Use it or Lose It Pruning begins at birth Maturation of the Neural Bridge by age of 13
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Sensory Learning
Using multi-sensory, hands-on materials foster the proliferation of neural connections among different lobes of the cerebellum. Using materials that rely on self-correction and active, discovery learning activate the pre-frontal cortex (the most ‘advanced” part of a child’s brain in terms of evolutionary development and higher powers of thinking).
Michael Duffy – Math Works
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Individualized Learning
Not inhibited nor constrained based on that of their peers
Actively recording, monitoring, and educating the individual child across every dimension of the curriculum
Constant assessment of skill/concept acquisition
Scientific analysis for amendments, diversity, modifications, and accommodations
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Choice/Life Skills
3 hour work cycle
Life Skills Responsibility Time Management Autonomy Prioritization Independence Self advocacy
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What do you want from the child?
Life-long Learners
Successful
Curious, Creative
Happiness, Independence
Responsibility, Self-Discipline
Peaceful, Compassionate
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The Absorbent Mind
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Importance of Early Years
“The most important period of life is not the age of the university studies, but the first one, the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement, is begin formed. But not only his intelligence; the full totality of his psychic powers….At no other age has the child greater need of intelligent help and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.”
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Sensitive Periods
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Sensitive Periods
Periods of intense fascination for learning a particular characteristic or skill, such as going up and down steps, pulling things into order, counting or reading.
It is easier for a child to learn a particular skill during the corresponding sensitive period than at any other time in her life.
In a Montessori classroom, the child is allowed the freedom to select individual activities that correspond to her own periods of interest.
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Planes of Development
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First Plane (Age 0-6)
Early Childhood/Creation of the Person
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Second Plane (Ages 6-12)
Childhood/Construction of the Intelligence
Intellectual Period “He wants to know everything. His thirst for knowledge is so
insatiable that generally, people are at their wit’s end about it.” (Maria Montessori, Lecture at the University of Amsterdam, 1950).
Sense of order is internalized
Driven to reason the "how", "why", and "where" behind things
Ability to imagine beyond the concrete
Social development seeks independence and is monitored by a deep sense of morality and justice. Functioning within peer group “micro societies” enables the child to test the limits of right and wrong. 04/13/23 www.snhma.org25
Third Plan (Ages 12-18)
Construction of Social Self
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Fourth Plan (Ages 18-24 & beyond)
Adulthood (Construction of Self Understanding)
Characterized by construction of the spiritual.
Conscious discernment of right and wrong.
Seeking to know one’s own place within the world.
Financial Independence – “I can get it myself”.
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Motivation/Intrinsic Reward
“Intrinsic motivation is the desire to engage in an activity for its own sake. Extrinsic motivation is participating in
an activity because of some other benefit that doing so will bring” – Alfie
Kohn
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Non-Competitive Atmosphere
Because the children work independently with the materials, there is no competition in the Montessori classroom
Each child relates only to his own previous work, and his progress is not compared to the achievement of other youngsters.
Competition should not be introduced until after the child has gained confidence in the use of basic skills “Never let a child risk failure, until he has a reasonable
chance of success” – Dr Montessori
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Human Tendencies
Order
Orientation and Exploration
Communication
Activity, Manipulation and Work
Repetition and Exactness
Abstraction
Self Perfection
Natural Impulses that Drive Humans to Achieve
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Montessori Approach
Develop the child’s self-discipline
Source of discipline comes from within each individual child
Can control his/her own actions and make positive choices regarding personal behavior
Self-discipline is directly related to development of the child’s will
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Cu
rriculu
mPractical Life http://www.youtube.com/watch?v=ItqJCvOyWrA
Sensorial http://www.youtube.com/watch?v=NlnHVxJKEiM
Learning to Write
From Writing to Readinghttp://www.youtube.com/watch?v=1fbs-Qr8lf8
Introduction to Mathematics http://www.youtube.com/watch?v=mIFQjONnn1g
Geography, Cultural Arts, Botanyhttp://www.youtube.com/watch?v=DU7nuUlTf-4
http://www.youtube.com/watch?v=K6eycuVILVc
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Montessori Materials
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Three Period Lesson
http://www.youtube.com/watch?v=EH2nZmX0ntc
Used to introduce new concepts, ideas and vocabulary to the child
The First Period is representing the language to the child
The Second Period allows the child to point to the object after a verbal clue is given to them, given to help the child build their auditory memory.
The Third Period allows the teacher to verify the child’s understanding of the new concepts.
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Fam
ous
Monte
ssian
s
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Montessori Vs. Traditional A Comparative Glance
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Thank you
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