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Montessori

MONTESSORI

Developmentally appropriate practices occur some of the time in all brain-compatible developmentally appropriate in practice and expectation environments and settings. To insure that the program in which you participate is responsive to the intellectual as well as social needs of children, a collection of ideas and practices consistent with the Montessori Method, in which learning is defined as a process whereby a relatively permanent change of behavior occurs within an individual, can be integrated into primary practices.

Montessori Philosophy

  • sensitive periods
  • importance of observation
  • learning materials
  • role of the teacher
  • learning environment
  • areas
  • evaluation

Montessori “Method”

  • motor education
  • *primary movements
  • *care of the person
  • *management of the household
  • *gardening
  • *manual work
  • *gymnastic work
  • *rhythmic movements
  • sensory education
  • language

Absorbent Minds

  • the child is fundamentally different from an adult in the way he learns
  • an “absorbent” mind is one that unconsciously soaks up information from the environment at a rapid rate
  • unique to the young child and lasts for the first six years of life
  • the impressions made on the child actually form and shape the mind
  • each and every experience is of vital importance
  • birth to three, conscience learning has not emerged

Sensitive Periods

  • sensitivity to order
  • sensitivity to language
  • sensitivity to walking
  • sensitivity to the social aspects of life
  • sensitivity to small objects
  • sensitivity to learning through the senses

Desire to Learn

  • all children have an “inborn motivation” to learn
  • learning begins at birth
  • all children learn through active participation
  • all children learn at their own pace and in their own time
  • all children need to do things over and over again in order to perfect their actions
  • when an activity is continually repeated, the child is building up automatic patterns, which eventually become fixed as mental images, these mental images can be represented by language

Learn Through Play

  • play is enjoyable, voluntary, purposeful and a spontaneously chosen activity
  • often creative as well as involving problem-solving, learning new social skills, new language and new physical skills
  • play allows the child to learn new ideas and put them into practice, to adapt socially and to overcome emotional problems

Stages of Learning

  • observation and discovery
  • care and responsibility
  • processes and predictions
  • interdependence
  • cultivation and control