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Transcript of Montessori Method
Key Elements of Montessori Curriculum Model
How Observations Are Used in Montessori
Observations are tools used by educators to Follow the Child
Observations are used to help educators:
assess abilities and readiness for materials
plan lessons and the environment for small groups and individual children
classify, store, order, and work towards children's inner needs.
learn about the children from a scientific and objective perspective
understand behaviour, social capabilities and interests of children
How the Curriculum is Implemented
How Planning is Approached in Montessori
Montessori method strives to incorporate a three year cycle, so children will have the same educators for three years. This provides educators crucial information on each child about their individual and academic learning and also helps them create specific plans for their developmental needs.
Educators plan individual and small groups lessons around five ares:
Practical Life/Everyday Living Skills
(help children gain control in coordination of movement, and help children gain independence and adapt to society)
(Investigation using five senses)
(Yoga, Geography, Science, Music, Art)
Role of Documentation
Early child development sets the foundation for lifelong learning, behaviour and health.
Partnerships with families and communities strengthen the ability of early childhood settings to meet the needs of young children.
A planned curriculum supports early learning
Play is a means to early learning that capitalizes on children's natural curiosity and exuberance
Knowledgeable, responsive early childhood professionals are essential
Children have an innate curiosity about the world they inhabit. Modern Montessori methods encourage them to explore this world in a carefully-prepared learning environment that responds to their need to learn and grow by exposing them to materials and experiences that stimulate intelligence and promote physical and psychological development.
The Montessori Curriculum is implemented by:
A structured and prepared environment and materials
Planned individual and small group lessons in subjects such as math, science, language and literacy, geography, history, art, music and movement, and drama.
The educator is able to guide the children through their learning experiences and learn with them.
Allowing the children to make their own make decisions.
In this video a child is being observed with video technology. You can clearly see some of the abilities the child has learned thus far and it provides insight to viewers as to what other lessons that could be planned to build on the abilities he already has accomplished.
How the six principles of the ELECT document are demonstrated in the Montessori Method
Key Elements of Montessori Curriculum Model Continued
This is a video that helps demonstrate the Three Year Cycle of a Montessori classroom and the five areas of the curriculum
Prepared environments (indoors and outside)
Materials that will be used and even create their own
Montessori educators plan:
Individual and small group lessons
Goals for each child to achieve and build on their skills and abilities
For each child's physical, mental and spiritual needs
Montessori Educators plan:
American Montessori Society. (2015). Montessori Education. Retrieved from http://amshq.org/Montessori-Education/Introduction-to-Montessori
ICME. (n.d.). The Montessori Method. Retrieved June 21, 2015 from http://www.montessori-icme.com/method.html
Learn. Grow. Become. (2013). History of the Montessori Education Approach. Retrieved from http://www.alfredmontessori.com/montessori-education-history.htm
Montessori. (2015). The college of modern Montessori. Retrieved from http://www.montessoriint.com/key-elements-of-the-montessori-method
Montessori Curriculum Areas. (n.d.). Retrieved June 2, 2015, from http://athomewithmontessori.ca/montessori/curriculum/.
Montessori Curriculum Structure. (n.d.). Retrieved July 3, 2015, from http://www.montessori icme.com/method.html
Montessori Program Elements - Prince George Montessori Education Society. (n.d.). Retrieved June 2, 2015, from http://www.pgmontessori.ca/parent-info/montessori-program-elements/
Maria Montessori Theory - Daily Montessori. (n.d.). Retrieved May 28, 2015, from http://www.dailymontessori.com/montessori-theory/
The Montessori method teaches children skills such as:
independence at an early age
Children are given real life experiences and activities that help them develop independence and help them develop necessary every day skills, such as:
taking care of pets and animals
Educators use observations to assess the developmental stage of each child and then provide them with appropriate learning materials and challenges
Each child is allowed to develop at his or her own pace and is encouraged to repeat activities as many times as they want
(American Montessori Society, 2015)
Montessori supports the partnership with families and communities by:
Recognizing parents as partners in their child’s education
Encouraging parents to practice the Montessori approach at home and are also invited into the classroom to share special skills, something from their culture, or to help out with an activity
Sharing their observations and children’s work with parents so that they have a better understanding of their child’s progress
Emphasizing the importance of children connecting with their natural environment, and when possible children are encouraged to explore their natural and community surroundings
(American Montessori Society, 2015).
The Montessori Method supports respect for diversity, equity, and inclusion in their program by:
Preparing individual curricula that is carefully planned to reflect each child’s own culture and educational needs
Carefully observing each child to determine their developmental needs
Preparing the environment and materials to meet the various needs and interests of each child
Giving children the opportunity to develop their own innate abilities to their full potential, at their own pace and in an environment where competition is irrelevant and non-existent
Exposing children to hands-on activities that reflect the environment and cultures around them
The Montessori Method supports having a planned curriculum by:
Having educators plan the curriculum based on observations of individual child and identifies their needs and stages of development
Providing an environment and materials that are based on observations and making changes as children’s interests and development change
Educators learning alongside children by showing rather than telling the child how to engage with the materials
Setting up curricular areas of learning that include: practical life, sensorial, mathematics, language and literacy, cultural and creative subjects
Montessori argued that “children’s play is their work – their effort to master their own bodies and their environment – and out of respect she used the term work to describe all their classroom activities” (American Montessori Society, 2015)
Montessori educators emphasize the use of real-life and natural materials in the classroom so that children can have real-life experiences.
Example: Instead of dressing up like a dinosaur or pretending to be a princess, children in Montessori classrooms are provided with real life materials like a stethoscope, which they could use to pretend to be a doctor. Stethoscopes are real medical instruments; this can provide children with learning several science and sensorial lessons
The Montessori Method recognizes and supports the importance of employing knowledgeable and responsive educators. They demonstrate this by employing:
warm, calm, and caring individuals who are responsive to the needs of each individual child
Educators must have a college diploma and go through a Montessori Certification process. They must become certified in a specific child area ex. Infant, Toddler age. Once this is completed they still need to complete 1200 training hours in an accredited Montessori centre.
Educators are required to keep up on Montessori studies and become continual lifelong learners
The Montessori teacher is seen as a mentor, model, guide, skilled observer, and creative facilitator
(American Montessori Society, 2015)
Respect for diversity, equity, and inclusion are prerequisites for honoring children's rights, optimal development, and learning
"Montessori: Valuing Diversity," with Andrew Solomon
The Montessori approach to education takes its name from Dr. Maria Montessori, an Italian physician and educator (1870-1952). Dr. Maria Montessori developed her educational philosophy as a result of her observations of the way children naturally learn.
Dr. Maria Montessori's first class consisted of 50-60 children, ages 3-6, and most of them suffered from malnutrition and were shy and fearful since they lived in the slums of Florence, Italy. Montessori found that the children needed very little persuading to do everyday tasks, puzzles or other interesting activities which allowed them to not direct their energy toward destructive behaviours.
Dr Maria Montessori described the ages from three to six as a particularly sensitive time during which young children are especially attuned to acquiring knowledge from and about their environment. To enrich their experience, Dr. Maria Montessori developed a "prepared environment", of child sized furniture and material, to adapt to the surroundings to the child's natural size and behaviour. This helped the children to feel relaxed and comfortable which created a will to learn. Through this interaction and experience, the children developed an extraordinary high level of intellectual and social ability at young ages .
The Montessori Method, to date has more than 4,000 schools over six different continents and is well known as a child centred educational approach that uses scientific observations of children from birth to adulthood.
History of Montessori
(Learn. Grow. Become, 2013)
Almost all instructions at a Montessori school takes place on a one-on-one basis. This allows the educators to become familiar with and nurture the unique characteristics of each child. Individual didactic materials are always provided during group lessons to allow children to learn at their own pace. Lessons are short, concise, and direct and aimed at enhancing the child's self-worth.
Modern Montessori relies on specially designed didactic apparatus for every period of childhood development. They begin with simple learning tools for toddlers and then gradually move on to more complex materials. Each piece or set of equipment is designed to provide the child with a clear cut experience and then gradually lead to more complicated tasks.
3. Didactic Materials
2. Individual Instruction
At Modern Montessori schools the child is guided to make free and intelligent choices. All learning materials are placed within the child's reach and the general classroom environment is bright and comprised of living things such as plants and pets, which the child learns to care for. The Montessori Method, groups children vertically into three-year-cycle age-groups: two-and-a-half to six years old; six to nine years old; and nine to twelve years old. This family-type structure encourages younger children to learn from older ones, and encourages the older children to be role models for their younger counterparts. It also creates a pervasive context of security, as learners remain under the care of one Directress for a longer period of time.
4. A Specially Prepared Environment
Since the emphasis is on learning rather than teaching, the directress plays an enabling role. As such, she prepares and maintains the classroom to ensure that everything needed is within the children's reach. She is consistently available to respond to the needs of her learners and serves as a positive and inspiring role model who guides them towards self-study, independence, and self-confidence
5. The Teacher as a Trained Directress
The Child Chooses the Curriculum
To ensure that each child is progressing in a more positive way.
Help's educator's build lessons for small groups and individual children.
To help identify children's developmental and academic needs.
Allows for readiness of materials and tools.
Allows for changes to be made to the environment.
Helps parents and educators communicate.
The role of documentation in the Montessori Method:
Six Core Beliefs of Montessori Method
Correcting the Child
Following the Child
One goal of a Montessori educator is to make the children independent and able to do things for themselves. This is achieved by giving children opportunities to move, to dress themselves, to choose what they want to do, and to help the adults with tasks. This will increase a child's self belief, self confidence and esteem that they can carry on throughout their life.
Observation, or watching the child objectively exploring their environment is how educators learn about children and gather knowledge of each child's developmental and educational needs. Observing without preconceived ideas helps educators develop materials and activities that the children need and are interested in.
By following the child, they will show you what they need to do, what they need to develop in themselves and what area's they need to be challenged in.
Six Core Beliefs of Montessori Method Continued
Mistakes are meant to be made. Montessori educator's calmly recognize the mistake and take them as an opportunity to ask the child to do some practical work, for example, wiping up a spill of water. Children do like to clean up as they see it as something adults do. There is no need to point out a child’s mistake, instead they make them realize it.
Children under the age of three, do not need to have lessons in order to learn, they simply absorb everything in the environment by experiencing it and being part of it.
The prepared environment is ready, beautiful and positive for the children, so it invites them to work. This is the link for a child to learn from adults. Rooms are child sized with activities set up for success and children have freedom of movement and choice. The environment is safe for the children to explore freely.