The practical life materials involve the children in precise movements which challenge them to concentrate, to work at their own pace uninterrupted, and to complete a cycle of work which typically results in the feelings of satisfaction and confidence. The child's desire to seek order and independence finds expression through the use of a variety of materials and activities which support the development of fine motor as well as other learning skills needed to advance to the more complex Montessori equipment. Practical Life: The Practical Life component of the Montessori approach is the link between the child's home environment and the classroom. Considerable emphasis is also placed on Creative Arts, Music, Science, Geography and Cultural Studies. There are four main areas in the pre-school program: Practical Life, Sensorial, Language and Mathematics. Montessori Early Learning Centres offer this programme within their long day care settings. Often called 'Stage 1', children in a Montessori Children's House preschool will normally attend 5 days a week, with 3-4 year olds attending morning sessions, then moving to the full day session in the final year (extended day). The ‘Children’s House’ is the pre-school and/or long day setting for children from three to six years of age. Globes, maps, songs, land forms, collections of pictures of life in different cultures, and much more, is offered, with the aim of helping the child to grow as an individual appreciating the larger context of his or her world. The pre-school environment serves this drive abundantly, bringing the world to the child. Acquisition of one's own first culture is the child's central developmental drive in the first plane of development. The application of the Montessori philosophy and the specifically designed Montessori equipment aids the child's ability to absorb knowledge and continue this path of self-construction. The 3 to 6 year old child is undergoing a process of self-construction. Montessori 'school' starts at 3 years of age. Increasingly, these programmes are offered in Montessori Early Learning Centres as part of a long day care format. Parents learn how to observe what their children are doing, do in order to know what experiences to offer them. The Parent-Infant Programme provides an environment in which parents and children from 8 weeks to 3 years interact with the guidance of a trained Montessori educator. Rather than a classroom, it is a nurturing community where very young children experience their first structured contact with other children. Infant CommunityĪfter they begin to walk, children join the toddler group where their primary motor coordination, independence and language are cultivated. This programme is created especially to support working parents. This the name given to the early childhood setting for children from eight weeks old to the developmental milestone of walking independently. An understanding of the child's development and the development of the human mind allows environments to be prepared to meet the needs of the infant and foster independence, motor development and language acquisition. It is a period when the core of personality and the social being are developed. They acquire the culture and language into which they have been born. ![]() ![]() Yet a profound and less obvious development is taking place within the child.ĭuring the first three years of life the child's intelligence is formed. ![]() The infant's physical development is phenomenal and apparent and inspires our care and attention. ![]() The first three years of life are the most fundamental in the development of human beings and their potential. Maria Montessori believed that if education followed the natural development of the child, then society would gradually move to a higher level of co-operation, peace and harmony. In the last plane of development, from age eighteen to twenty-four, the adult explores the world with a "specialist mind" taking his or her place in the world. In the third plane from twelve to eighteen, the adolescent has a "humanistic mind" eager to understand humanity and the contribution he or she can make to society. In the second plane from age six to twelve, the child uses a "reasoning mind" to explore the world with abstract thought and imagination. In the first plane from birth to age six, the child is characterised by his or her "absorbent mind", absorbing all aspects of his or her environment, language and culture. Montessori’s stage theory of human development, which she called The Four Planes of Development. Montessori classrooms are multi-aged learning environments, based on Dr.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |