The Montessori Method early childhood

The Montessori Method early childhoodIntroductionThe Montessori Method was conceived in the early 1900s by Dr Maria Montessori, and was developed as an alternative method of early childhood learning. (Stevens, (n.d.) Montessori centres became established and recognised internationally including within Aotearoa NZ. Basic to Montessori is the premise that children atomic number 18 deemed individuals and need to be understood and granted the freedom to be guided or directed through the administration as opposed to being instructed. Learning should be determined by, and adapt to the needs, as they change through childhood. (Chattin-McNichols, 1992) Emphasis is placed on the use of specific equipment and other designated resources. The whole environment of a Montessori centre is designed to capture rice beer and lead to self learning, self discipline and fulfilment of a childs potential. (Montessori, 1912) As with other countries, a sociocultural construction has been introduced her e, and a dour with the introduction of Te Whriki, brings modifications to the reliable dogma. Although long controversial, the method is in demand as a valid means of alternative pedagogics and a wide variety of literature presents a valuable source of theoretical and practical knowledge. (Shuker, 2004)BackgroundEarly yearsMaria Montessori (1870 1953). She graduated as a doctor of medicine with honours in 1896 from the University of Rome. Her CV in the following few years included research work at a psychiatric clinic where her interest in children was sparked. She studied the whole kit of academics and practitioners such as Seguin, Rousseau, and Froebel and undertook courses in anthropology, philosophy and psychology. Tests and experiments in the 1900s at a school for the retarded children successfully helped develop her theories. This was followed in 1907 with the successful application of her methods at a new school in the slums of Rome. With success came global fame and accl aim for her and her system, followed by the establishment of centres globally. (Hainstock, 1997)Montessori in NZIn Aotearoa New Zealand, Montessori started in 1912, continuing gutter the 1950s when there was a decline. A revival started in 1975 continuing to this day. (Shuker, 2004)Montessori terminologyA few examples of Montessori terminology integral to the system atomic number 18 as follows didactic materials, disco real of the child, liberty, normalised child, order, prepared environment and sensorial exercises. (Hainstock, 1997)OverviewPurposeThe essence and essential purpose of Montessori is well encapsulated in the following didactics. If young people are to amass the challenge of survival that faces them today, it is imperative that their education develop to the fullest extent possible for their potential for creativity, initiative, independence, inner discipline and self confidence. (Lillard, (1972) p. 138) Written in the 1970s, the statement is timeless in concept, be ing just as applicable today as it was then.EnvironmentMontessori believed that the most important factors in achieving her ideal concept were the environment and the teachers. Apart from being organised and free from clutter, the environment had to be supporting, encouraging and foster a self belief in the child that would reveal his private attributes and interests. The indoor and turn updoor environments provided activities that were meaningful learning experiences. This environment contained only resources and materials that were specifically made to Montessoris standards chairs, tables, equipment, all made in regard to the childs size and strength. (Lillard, 1972) Two very important pieces of furniture that could not be done without were a long low cupboard for the resources, and a set of colourful drawers for the child to dumbfound their belongings in. (Montessori (1912) as cited in Shuker, 2004)Teachers roleThe role of the teacher is to be able to understand from observati on, the childs individual learning needs and the changes in those needs as they occur. This leads to directing or facilitating, the childs interest in and use of the didactic materials, exercises and games. The teacher is simply a link and therefore needs to be Montessori trained so as to be knowledgeable in the use of all the materials, techniques and processes to be used. (Montessori, 1988) plan delivery and contentThe delivery of the curriculum is fed through observations to louver essential stages practical life, sensorial education, language education, mathematics and the cultural area. The materials used in these areas all helped the childs perception using size, shape, volume, colour, pattern, odour, sound and texture. Later materials help the children in discoveries relating to mathematics, language and literacy, art, music, science, and social studies (Chisnall, 2008, web-based) The practical life experiences cover all the eitherday routines and how to cope with them tyin g shoelaces and opening and closing drawers. Sensorial education covers the use of the quintuplet senses smell, touch, taste, sight and hearing. Language development encompasses reading and writing and learning how to use good speech. This area is closely attuned to the sensory training, for without knowing how to feel and hold a pencil a child cannot learn how to write. The mathematics stage teaches the child the fundamental decimal system of counting up to and in groups of 10. The cultural aspect is shown through pictorial material, along with a globe of the world, puzzles and similar resources. (Hainstock, E.G. (1968)DiscussionThere are few similarities between a Montessori Method and a tralatitious mainstream approach while the differences are many. Some examples of both are as followsSimilaritiesMontessori believed that each child is unique with a potential that needs releasing. (Montessori, 1912) The Te Whriki Curriculum takes this approach and states that children learn thr ough individual exploration and reflecting. (Ministry of Education, 1996, p. 9)Montessori encouraged parents and caregivers to visit the classroom at any time however, they were not throw overboarded to distract the children or the teacher. (Montessori, 1912) Parents and caregivers are encouraged to visit the mainstream classroom and take an interest in their children. Parental involvement and understanding are necessary ingredients to realising the full potential of a Montessori education. (Hainstock, 1997, preface)Montessori believed that every child had a right to an education regardless of class, culture, race and ability. (Montessori, 1912) Te Whriki states the curriculum assumes that their care and education will be encompassed within the principles, strands and goals set out for all children in early childhood settings. (Ministry of Education, 1996)DifferencesMontessoris method was to stand back, observe, and let the child solve the problem themselves regardless of time take n. (Montessori, 1912) Education is different today. Teachers put one over to use the New Zealand curriculum which dictates what and when they have to teach. (Ministry of Education, 2007) There is still a certain amount of flexibility however, the teachers are unable to leave children for a long time.Montessori grouped children into three age groups which they stayed in until they were old enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912) Our education system insists that children are put into aged related classrooms. (Ministry of Education, 2007)Montessori was a great believer in children working individually or in small groups. (Montessori, 1912) Todays children are taught in classroom group situations. (Hainstock, 1997)InfluencesControversy and confusion, mainly through misunderstanding, misinterpretation, and partial application of the method were common over the years. Other influences impacting include mainstream resistance, politi cal and philosophical vagaries, and patronage problems, statutory and regulatory impositions. Cultural elements have also been introduced into the curriculum and modifications have occurred. The shortage of Montessori trained teachers had a detrimental effect as well. (Shuker, 2004)Contribution to educational settingThe whole concept, philosophy and application of the Montessori Method obviously confine it to an alternative role in the field of education in Aotearoa New Zealand. animated pioneers of the system such as Martha Simpson and Binda Goldsbrough have been followed by equally enthusiastic and committed parents. The formation of a Montessori movement, teacher training standards, and the evolution to higher education levels shows there is an enduring and well supported demand for the Montessori approach. The survival of Montessori for over 100 years is due in some part to its portability, culture sensibility to its resident country and adaptability. (Shuker, 2004)Conclusion Personal reflection by Catherine MitchellMaria Montessori was ahead of her time. She had the childrens best interests at heart. However I feel had she been able to meet criticism in a constructive way then her methods would have had more of an influence in society today. Montessoris methods were built on her observations of the children and were adapted to meet their needs.I will use a lot of Montessoris methods in my teaching, as I agree with her approach. Each child is an individual we should be embracing this and allow the child to develop at their own pace. It is important as a teacher that you do what is best for the children in your care. My own attitudes have not changed or else they have enforced my beliefs that each child is unique.Personal reflection by Faye WinterWhat to make of Montessori? With no real previous knowledge, apart from being certified that is was an alternative education centre, this study has been extremely interesting and revealing. The credibility of the method is well supported by the founders wide academic background allied with her real(a) experience and observations with both special needs and mainstream children. In this regard, the method is well founded. Although there is a wide range of literature on the subject, acceptance or otherwise of the approach invites further in-depth study, preferably along with hands on experience. As a staff member at an early childhood centre, I can see the potential for the introduction of certain elements, in particular, the use of Montessori didactic materials. Montessori once said she had discovered the child. This may well be the pick up to her method.