 |
| |
A
Montessori school is a special place for the child to cultivate
his/her own natural desire to learn. The Montessori philosophy
for child development was first formulated by Dr. Maria Montessori,
an Italian physician, during the early 1900's. Dr. Montessori's
program for education focuses on the natural development of
the whole child from birth through maturity. Children 2 to 6
years of age are the focus of most Montessori educational programs.
The concept allows children to experience the joy of learning
at an early age and provides an environment in which intellectual,
moral, creative, physical, and social growth flourish. |
|
|
|
Children
have a sense of the worth and value of what they desire. They choose
all activities eagerly and spontaneously, and become totally involved.
The work process involves attaining skills, refining tastes, developing
sensitivities, strengthening concentration, solving problems, building
self-esteem, and achieving new insights.
|
| |
Sensitive
age periods are described as periods when the child shows unusual
capabilities in acquiring specific skills. Another name for this phenomenon
might be "formative periods" in which a child is psychologically
attuned to acquire given ideas or skills more readily than at any
other period. Examples of the "sensitive periods" are for
acquiring a sense of order, between 2 1/2 to 3 1/2 years of age for
the average child, for precise movement and coordination, 2 1/2 to
4 years, for writing, 3 1/2 to 4 1/2 years and for reading and numbers,
4 to 5 years of age. Recent studies show that 80% of a child's mental
development is complete by the age of seven. |
| |
A child can work
with older children in one subject, younger children in another, and
still have social interaction with children his or her own age. Mixed
age groups permit younger children a graded series of models for imitation,
and older children have the opportunity to reinforce their own knowledge
by helping the younger ones. |
| |
Montessori is based
on a profound respect for the child's personality. The child works
from his own free choice and is allowed a large measure of independence.
This forms the basis of self-discipline. As each child progresses
at his own pace and successfully completes the self-correcting exercises,
he develops confidence in his ability to understand his accomplishments. |
| |
Discipline is a
prerequisite condition for learning. Montessori discipline is an "inner
discipline" and inner control which the child develops from his
or her own behavior and in conjunction with his or her home environment.
Dr. Montessori noted that many so-called undisciplined children were
really frustrated by the lack of proper stimulation and an inadequate
opportunity to achieve. She noted that young people became happier
and more self-controlled after a period of time in a Montessori class.
They experienced challenging tasks which not only absorbed their energies,
but resulted in a sense of achievement. |
| |
The Montessori
approach is designed to assist the child in acquiring the social skills
and self-confidence which are needed to fulfill his own potential.
This is accomplished by building on interests, nurturing enthusiasm
and making activities available to fit individual needs. |
| |
|
