The Montessori Method early childhood

The Montessori Method early peasanthood unveilingThe Montessori Method was conceived in the early 1900s by Dr Maria Montessori, and was give riseed as an alternating(a) regularity of early childhood learning. (Stevens, (n.d.) Montessori sums became established and recognised internation completelyy including within Aotearoa NZ. Basic to Montessori is the premise that children are deemed individuals and need to be tacit and given the freedom to be guided or directed with the system as opposed to being instructed. Learning should be resolute by, and adapt to the postulate, as they change by means of childhood. (Chattin-McNichols, 1992) Emphasis is placed on the subr prohibitedine of specific equipment and other designated re offsets. The whole milieu of a Montessori centre is designed to capture interest and lead to self learning, self field and fulfilment of a childs potential. (Montessori, 1912) As with other countries, a sociocultural formula has been introduced here, and on with the launch of Te Whriki, brings modifications to the original dogma. Although long contr everywheresial, the method is in demand as a valid means of alternative knowledge and a wide variety of literature presents a valuable source of theoretical and unimaginative knowledge. (Shuker, 2004)BackgroundEarly yearsMaria Montessori (1870 1953). She receive as a doctor of medicine with honours in 1896 from the University of Rome. Her CV in the following few years included research take a leak at a psychiatric clinic where her interest in children was sparked. She studied the whole works of academics and practitioners such as Seguin, Rousseau, and Froebel and undertook courses in anthropology, philosophy and psychology. Tests and experiments in the 1900s at a school for the retarded children successfully helped develop her theories. This was followed in 1907 with the successful coating of her methods at a untested school in the slums of Rome. With success came planetar y fame and acclaim for her and her system, followed by the establishment of centres globally. (Hainstock, 1997)Montessori in NZIn Aotearoa New Zealand, Montessori started in 1912, continuing till the 1950s when there was a decline. A revitalization started in 1975 continuing to this day. (Shuker, 2004)Montessori terminologyA few examples of Montessori terminology full to the system are as follows didactic materials, discovery of the child, liberty, normalised child, order, prepared environment and sensorial exercises. (Hainstock, 1997)OverviewPurposeThe essence and essential purpose of Montessori is well encapsulated in the following statement. If young people are to meet the challenge of pick that faces them today, it is imperative that their education develop to the fullest extent possible for their potential for creativity, initiative, independence, inside discipline and self confidence. (Lillard, (1972) p. 138) Written in the 1970s, the statement is timeless in concept, bein g just as applicable today as it was then. milieuMontessori believed that the most important factors in achieving her ideal concept were the environment and the teachers. a spell(predicate) from being organised and free from clutter, the environment had to be supporting, encouraging and nurture a self belief in the child that would reveal his individualized attributes and interests. The indoor and outdoor environments provided activities that were meaningful learning experiences. This environment contained only resources and materials that were specifically made to Montessoris standards chairs, tables, equipment, all made in regard to the childs size and strength. (Lillard, 1972) 2 very important pieces of furniture that could not be done without were a long low cupboard for the resources, and a set of colourful knickerbockers for the child to put their belongings in. (Montessori (1912) as cited in Shuker, 2004)Teachers sectionThe role of the teacher is to be able to understan d from observation, the childs individual learning needs and the changes in those needs as they occur. This leads to directing or facilitating, the childs interest in and habit of the didactic materials, exercises and games. The teacher is simply a link and so needs to be Montessori practised so as to be learned in the use of all the materials, techniques and processes to be used. (Montessori, 1988)Curriculum delivery and heart and soulThe delivery of the political platform is fed through observations to tailfin essential defends practical life, sensorial education, nomenclature education, mathematics and the cultural area. The materials used in these areas all helped the childs perception using size, shape, volume, colour, pattern, odour, sound and texture. Later materials help the children in discoveries relating to mathematics, language and literacy, art, music, science, and social studies (Chisnall, 2008, web-based) The practical life experiences cover all the everyday routines and how to header with them tying shoelaces and opening and closing drawers. Sensorial education covers the use of the five senses smell, touch, taste, sight and hearing. Language development encompasses reading and writing and learning how to use good speech. This area is closely attuned to the sensory training, for without knowing how to feel and look into a pencil a child cannot learn how to write. The mathematics stage teaches the child the fundamental decimal system of counting up to and in groups of 10. The cultural aspect is shown through pictorial material, along with a ball of the world, puzzles and similar resources. (Hainstock, E.G. (1968)DiscussionThere are few similarities between a Montessori Method and a traditional mainstream approach while the differences are m any. almost examples of both are as followsSimilaritiesMontessori believed that each child is unique with a potential that needs releasing. (Montessori, 1912) The Te Whriki Curriculum takes this approach and states that children learn through individual exploration and reflecting. (Ministry of Education, 1996, p. 9)Montessori encouraged parents and caregivers to let down the classroom at any time however, they were not allowed to distract the children or the teacher. (Montessori, 1912) Parents and caregivers are encouraged to visit the mainstream classroom and take an interest in their children. Parental involvement and savvy are necessary ingredients to realising the full potential of a Montessori education. (Hainstock, 1997, preface)Montessori believed that every child had a right to an education regardless of class, culture, race and ability. (Montessori, 1912) Te Whriki states the curriculum assumes that their care and education will be encompassed within the principles, strands and goals set out for all children in early childhood panoramas. (Ministry of Education, 1996)DifferencesMontessoris method was to stand back, observe, and let the child solve the problem the mselves regardless of time taken. (Montessori, 1912) Education is unalike today. Teachers confine to use the New Zealand curriculum which dictates what and when they have to teach. (Ministry of Education, 2007) There is allay a certain amount of flexibility however, the teachers are unable to pass along children for a long time.Montessori grouped children into three age groups which they stayed in until they were out of date enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912) Our education system insists that children are put into aged associate classrooms. (Ministry of Education, 2007)Montessori was a great believer in children working individually or in small groups. (Montessori, 1912) Todays children are taught in classroom group situations. (Hainstock, 1997)Influences line and confusion, mainly through misunderstanding, misinterpretation, and partial application of the method were common over the years. Other influences impacting include mainstream resistance, political and philosophical vagaries, and funding problems, statutory and regulative impositions. Cultural elements have also been introduced into the curriculum and modifications have occurred. The shortage of Montessori trained teachers had a detrimental effect as well. (Shuker, 2004)Contribution to educational settingThe whole concept, philosophy and application of the Montessori Method obviously confine it to an alternative role in the field of education in Aotearoa New Zealand. intent pioneers of the system such as Martha Simpson and Binda Goldsbrough have been followed by equally anxious and committed parents. The formation of a Montessori movement, teacher training standards, and the evolution to higher(prenominal) education levels shows there is an enduring and well supported demand for the Montessori approach. The option of Montessori for over 100 years is due in some part to its portability, culture sensitivity to its resident country an d adaptability. (Shuker, 2004)ConclusionPersonal coefficient of reflection by Catherine MitchellMaria Montessori was ahead of her time. She had the childrens best interests at heart. However I feel had she been able to accept criticism in a positive way then her methods would have had more of an influence in auberge today. Montessoris methods were built on her observations of the children and were adapted to meet their needs.I will use a lot of Montessoris methods in my teaching, as I agree with her approach. from each one child is an individual we should be embracing this and allow the child to develop at their own pace. It is important as a teacher that you do what is best for the children in your care. My own attitudes have not changed instead they have enforced my beliefs that each child is unique.Personal reflection by Faye spendWhat to make of Montessori? With no real previous knowledge, apart from being assured that is was an alternative education centre, this study has been extremely interesting and revealing. The credibility of the method is well supported by the founders wide academic background allied with her actual experience and observations with both special needs and mainstream children. In this regard, the method is well founded. Although there is a wide range of literature on the subject, acceptance or otherwise of the approach invites further in-depth study, preferably along with hands on experience. As a staff member at an early childhood centre, I can see the potential for the introduction of certain elements, in particular, the use of Montessori didactic materials. Montessori once said she had discovered the child. This may well be the key to her method.