The Educator
Dr. Maria Montessori (1870-1952) was a physician, scientist,
educator and the first woman to receive a medical degree in
Italy.
Dr. Montessori's life's work began with a group of slum
children in 1907 when she opened her famous "Casa dei
Bambini". Through her observation and work with the children,
she discovered their remarkable, almost effortless ability to
absorb knowledge from surroundings.
'Children learn by themselves' this simple and profound truth
inspired Dr. Montessori's life long pursuit of educational
reform, curriculum development, methodology, psychology,
teaching and teacher's training - all based on her dedication
to further the self-creation process of the child.
Dr. Montessori's focus on the individual child, the peaceful
unfolding of self, the prepared environment, offer opportunity
for renewal in the appreciation of materials in writing,
reading, mathematics, art, science, practical life and
sensorial activities. Seeing the task of the small child as
the ordering of perception and the preparation of the mind for
the accumulation of knowledge, Dr. Montessori designed
materials that are enjoyable, attractive and inviting to use
and at the same time these materials foster independence,
sharpen the senses and develop a continuity of effort and
passion for learning.
The Montessori Approach
Montessori respects child as different from adults and as an
individual, who differs from each other. A free and
spontaneous learning environment with individual care and
guidance helps the child to explore his fullest potential.
Children have a deep love and need for purposeful work and
choose freely from carefully planned Montessori activities,
developing new capabilities daily at the child's own pace.
Teaching is indirect. It does not impose nor burden the child
by constantly alerting him. The teacher works with the child
to help achieve his goals. As there are no separate classes,
the children learn to get along and work with other children
of various ages. Through this complete process of
self-building and self -discipline, each child gradually
becomes confident, industrious and independent.
The Primary Child
The Montessori Primary Education builds upon the child’s
experiences acquired during the first six years from the
family and the house of children. The child who is six years
old is entering a new stage of development. When the younger
child was concerned with the world in which he lives, the
interest of the older child demands a closer examination of
not only the world of humans but beyond it into the vastness
of the universe.
The child of the age above six, besides his/her reasoning
power and the need to explore the physical and social world,
differs from the pre-primary child, in his/her capacity to
imagine. He is interested in the extraordinary and wants to
know the moral values.
 Accordingly, the programme of primary child differs from the
pre-primary child and offers him the vision of the whole
Universe. This is done according to a scientifically devised
and tested plan called “Cosmic Education”.
The child is given an introduction to every aspect of cosmic
development and the achievement of human beings. No longer
possessing the non-conscious absorptive power of the younger
child, the older child uses his profound imagination to
understand essential ideas of the history of humans and the
universe. Specially designed materials and activities are
provided to help the child experience the discoveries and
inventions through the ages. She/he then gradually understands
that nature is a delicate web of inter-relationship, of which
the human being is a necessary part. The child realizes that
it is his responsibility to live in a balanced way, so as to
preserve and protect all life. The future of the world depends
upon this vision, this energy and this deep realization by the
child.
 The Montessori Primary Environment is designed to help the
child grow in responsive self-controlled freedom in a social
setting without any artificial restraints/barriers.
Mathematics, Language, History, Geography, Geometry, Botany,
Zoology, Science and Arts and crafts - all the traditional
disciplines are presented to the children in an integrated way
with the understanding that they are cultural gifts bequeathed
by the previous generations and that exploratory and
expressive tools enrich our lives and that they are all part
of the entire whole. The environment is not an artificial one
but an extension of the social world in which the child lives.
Moral education thus occurs spontaneously within this social
environment, which values the best in human
beings-cooperation, mutual love, self-discipline and love of
knowledge.
The Parent's Role
Education is an ongoing process and does not stop at the
school level. What is imparted to the child at school has to
be expanded at home. Your child may not come home with loads
of home- work or lists for monthly tests, which would make it
seem that you have nothing to do. Not so, because the child
carries home his mental hunger and you have to help in
satisfying it. This does not mean that you have to
preserve/conserve a huge amount of knowledge or take the place
of the teacher. You are requested to, as often as possible,
consult the teacher and find out how you can participate and
help in your child’s joyful journey towards the development
into a wholesome adult.
Click thumbnails to enlarge
|
