REMARK:
information about the life and work of Maria Montessori are easy to read anywhere on the Internet. A book recommended would be by Rita Kramer.
This text is here to serve those who are confronted by the name Montessori school, etc., have heard it before, and get a general overview of the basis of the principle.
1) "Children are different" (German title of a book)
2) a) THE ATTITUDE OF ADULTS TO CHILDREN
b) ... .. AND THE CONSEQUENCES FOR ADULTS
3) EDUCATION FOR THE PURPOSES OF LEARNING
"HELP ME TO DO IT YOURSELF" (also learning to do it myself).
4) prepared environment
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1) " CHILDREN ARE DIFFERENT "
The view, looking at the Maria Montessori, the child (or, experienced), all of their specific approaches to the children. She saw the child as an individual personality, (and as an independent spirit, who may not adults has revealed to us), with the role of their own development to adulthood in itself. Every child has Montessori's vision for an "inner teacher" who tells him, adding to its positive development and what not.
That means also that the child is doing on its own and not evil, "evil" deeds in the small child reactions to obstacles that it encounters along the way of his development.
2) a) THE ATTITUDE OF ADULTS TO CHILDREN
from point 1) results in the most logical attitude of the adults. The "inner teachings" of the Child free rein given to give the child all the opportunities it needs to develop optimally.
That is, is the responsibility of adults to observe the child in an objective, idle manner. He sees what the child needs, and act only in accordance. He takes each child as it is. Consequently, a teacher is one of several children individually to each child. On
groups in Montessori schools until later (from at least 4 years) and only in certain situations covered.
A measure of the child, which is undesirable from the perspective of the adult is, by Return prevented.
In young children, can it be that the adult the child is aware of somewhere else out when he says to the child: "Come, let me show you something"; in older children, the one wrapping up a conversation be that the child calls back to speak to the present, so that the child is aware where is it now.
b) ... .. AND THE CONSEQUENCES FOR ADULTS
INSIDE THE PREPARATION
Such behavior towards the child seems at first sight be difficult to implement. Especially if you're one of the family members of the child. For we have in our past, we may already have developed patterns of behavior to "protect" us, without us, perhaps the perceived consciously.
This "processing" to "modification" Maria Montessori treated pretty much in each of her books.
Such a chapter can read it: "the preparation of the teacher." There is not about the substantive knowledge of the teacher, but on its own, internal preparation that is required to unconditionally, without its own Self-feelings, craving, etc., to observe the child, and can act accordingly to.
core of the "inner preparation" it is to be able to watch himself, or to learn.
example, to capture the still-sitting there and do nothing, what is going on in one. Without judging this judge be-without-each other from now to share, but only observe. Without the sense to try desperately off.
You always hear more about meditation, and this "inner preparation" without doubt without Meditation goes, it goes without doubt only meditation, one should turn in the adoption of a "specific meditation methods" his own inner teacher, to check whether the up- called, contains or whether it represents a kind of brainwashing.
Again, key points are:; watch, listen to the inside past have thought, can not wrap them. (Note: "I do not want to such-and-thinking" is a negative thought to The -and-so, and will fetch these thoughts again and again, rather than allow him to fly,), and the sense, perceive themselves and the surrounding area can, and here as well. without being wrapped up to see uneingenommen like the look of a train window.
This sounds very philosophical, but it is absolutely necessary, according to M. Montessori, one might be able to see the child as it really is, and no "evil" intentions against us etc in the actions of the child to see.
3) EDUCATION FOR THE PURPOSES OF LEARNING
"HELP ME TO DO IT YOURSELF" (to do their own learning).
a child, the funds, materials and other things like space and time, etc, made available to themselves to go exploring, and learning by themselves.
The child is shown, for example, how a particular material is used.
Depending child - because that is out by "observation", you show the child a whole step (max materials for small children 2 to 3 minutes.), Or only a small sample.
The child has so still be able to own a material that has already shown him to take out and to deal with it.
4) PREPARED ENVIRONMENT
MATERIAL LIEN
Maria Montessori discovered, as children do certain acts over again. Acts which adults say they are unnecessary.
example, something from and give back. With this action, it may even be that a child goes from one end to another of the room and back again, several times. Then she watched
precisely, of what the child often makes use. With what it is best employed. These were not the general (then) usual toys, but things where the child's motor skills, especially his hands, could practice it. For several years
Observation developed out M. Montessori materials, children can use to learn their environment directly.
The material is divided into:
-
Lifestyle (for cleaning, pour water, buttons to close and
etc) -
sensory material
-
"academic" material
-
, materials for the Fine Arts.
target of the material is not to achieve a specific learning goal, but to focus on something to satisfy himself, and that over a certain period of time. M. Montessori discovered when a child so busy for a while focused, it goes out from that employment often relaxed, balanced and calm. This in turn promotes social characteristics, such as respect for others, an outreach to the other, etc. Also, a child through this concentrated work openly for his own "inner teacher" who "tells" him what to his "inner" curriculum now is tuned.
does not mean that kids are only and exclusively to deal with this material / want. There is concern for the child a desire to be so with himself and his abilities, as well as the need for movement and free play with other children - or alone.
All such needs to be investigated in a child-friendly environment to Montessori. includes
MORE IN THE PREPARATION ENVIRONMENT
The prepared environment in addition to the material:
a) the room / the room in which / whom the child lives,
b) The social environment: other children, time management, etc,
c) The adults. (Their preparation see point 2b).)
All this should be designed so that the child can develop freely, and encounters no obstacles.
given a few examples:
space: in such a way that the child himself to approach things is that it needs. That is, from his clothes as soon as it gets on its own, on the coat hook, where it can hang his jacket alone, and the materials are cleaned up, that the child take it themselves and can clean up again. One obstacle may be an outlet that is dangerous at the same time understand the child too small to, hinfassen why there should not. These and similar obstacles should be eliminated from the outset.
TIMETABLE
Maria Montessori always emphasized the orderliness of the children: they get the security they need, when each day is classified as similar as possible.
The adult should itself be prepared in the sense that he is not impatient, that he is not distracted by internal, personal goals, or the environment ("what will they think if I ... ..").
This three / four things are the way content of a (good) Montessori education.
layer and the "inner preparation" of the teacher.
One of the three points is not enough.
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