Proyecto educativo de Maria Montessori

Children's learning to Maria Montessori

Knowledge should not be introduced into the head of children. By contrast, using knowledge of existing information must be perceived by them as a result of his reasoning. The most important thing is to motivate children to learn with ease and enable them to satisfy the curiosity and experience the pleasure of discovering your own ideas instead of receiving the knowledge of others. Allow the child to find the solution of problems. Unless it is very necessary not to provide new knowledge from outside. Allow them to be build based on their experiences. With regard to competition, this behavior should be introduced only after the child has confidence in the use of basic knowledge. Among his writings will show: "Never let the child risk failure until you have a reasonable opportunity to succeed." Considered geniuses could not be created but, to give each individual the opportunity to fulfill their potential to be a human being independent, secure and balanced. Another of his innovative concepts was that each child sets own learning pace or speed, and these times must be respected

Teachers in the Montessori system

________________________________________ the role of teachers is to teach each child individually. The highlight is that it imposes no lessons to anyone; his work is based on guiding and helping each child according to their needs, and can not intervene until they need it, to direct their psychic activity. Maria Montessori called the teacher, principal, which must be prepared internally (spiritually) and externally (methodologically). Environment has to be organized in an indirect way to help children to develop a "structured mind." Children are full of possibilities, but those who are responsible for showing the way for their development is the "principal," which has to believe in the ability of each child respecting the different rates of development. This allows integrated into a single group with other disabled children and those with whom they have a higher level. The idea of Montessori is that children need to convey the feeling of being able to act without continually in adults, with time to be curious and creative, and learn to think for themselves. http://www.uhu.es/cine.educacion/figuraspedagogia/0_montessori.htm#La_importancia_d e_los_materiales_did%C3%A1cticos_

The Montessori Curriculum

The curriculum is compartmentalized into different materials with predetermined topics are treated only once at each level of education. In the early years, the lessons are presented simply and concretely and are reintroduced several times in subsequent years with increasing levels of abstraction and complexity. The course of study uses an integrated thematic approach, linking the various disciplines of the curriculum, in studies of the physical universe, the natural world and human experience.

Literature, arts, history, social issues, political science, economics, science and the study of technology all complement one another. This integrated approach is one of the great virtues of Montessori. For example, when students study Ancient Greece also study Greek mythology, read stories and novels set in the Greek world, produce authentic period costumes, build models of Greek buildings, and explore the Greek art. Study the climate, ecosystems, flora, fauna, and natural resources in the world of the ancient Greeks. They make plays, festivals, and replicate their own version of the Olympic Games held between the cities of ancient Greece. A typical day In Montessori, the school day is divided into fixed time periods for each subject. Atypical workday is divided into "activities" that were given to faculty and selfmanaged and research projects chosen by students. Students work to complete assignments at their own pace. Teachers closely monitor the progress of their students, maintaining a high level of demands. Students are encouraged to work together collaboratively, and many activities can be resolved only as a team. Students constantly share their interests and discoveries. The smaller daily stimulation experience their older friends, and naturally this can encourage them to do "what the great can do." What results can we expect if we give our child a Montessori education?

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Academic Preparation: Montessori prepares students for both higher education and for life. On an academic level, Montessori helps students acquire skills that will functionally independent adults and students for life. Intrinsic Motivation: Montessori Children feel an activities for pleasure and satisfaction. innate desire to participate in

Rules of Conduct internalized and Ability to Work with External Authority: Montessori students feel comfortable, usually with rules of conduct that define the limits of their interactions within the school community. Since these rules are internalized, Montessori students generally learn to behave properly present or not their teachers. Social Responsibility: Montessori children are usually sensitive to the rights and needs of others. They tend to make positive contributions to their community. Autonomy: Montessori students tend to be independent, calm, and morally autonomous. Confidence and Capacity: Montessori students tend to be confident, competent, introspective and therefore successful. Usually not afraid of failure and learn from mistakes. Creativity and Originality of Thought: Montessori students usually have the confidence to express their own ideas and creativity. Recognize the value of their own work, respect the creative process of others and are willing to share their ideas regardless of the risk

of being rejected. Montessori students tend to enjoy when they are expressed openly. Spiritual Awareness: Montessori students generally are exceptionally compassionate, understanding, and sensitive to the natural world and the human condition. Montessori children to complete their five years are usually curious students with confidence in themselves, they crave to go to school. Generally, committed and enthusiastic. Naturally there are differences. The curriculum in Montessori schools is usually complete and rapid than many other kindergartens and elementary schools in the United States. The values and attitudes of children and teachers can also be quite different. Learning is often focused more on tasks assigned by the adult, made from memory, tasks done with enthusiasm and understanding. But other families for economic or other reasons that their children do not plan to continue in Montessori. Often wonder if there is any particular age level, which Montessori children are particularly difficult transitions. There is no absolute answer, because there are individual differences among children and schools which will be available below. But in general, we strongly recommend that parents plan their children to continue in Montessori at least through the end of kindergarten. Each year at our winter edition, we make an article that considers the reasons behind this, in more detail. Ideally, families should consider making a commitment to at least the end of the primary elementary, but I want to point out with emphasis, that is during the difficult years of middle school, when children most need what Montessori has to offer. Montessori prepares children for the real world?

1. Montessori teaches children to master the intellectual skills and knowledge that are basic to our culture and technology. As Montessori students master a skill level can engage in academic tasks with increasing difficulty of demand across academic disciplines. Students tend to be reflective. Write, speak and think carefully and clearly. They have learned to learn by doing real things in the real world -experiential learning. They have learned to integrate new concepts, to analyze data, and think critically. Children who grow up in Montessori schools tend to be cultured, well educated, highly successful in college and in later life. 2. Montessori develops intrinsic motivation: the innate desire that causes students to engage in an activity for pleasure and satisfaction. 3. Montessori cultivates creativity and originality. Montessori students are generally exceptionally creative in their thinking and confident to express their ideas. Recognize the value of their own ideas, respect the creative process of others, and are willing to explore ideas together in search of truth or new solutions. 4. Montessori students tend to be very confident and competent. They see themselves as successful people, but not afraid to make mistakes and learn from them.

5. Montessori students do not see themselves as "children", but as young members of the world. They tend to admire their teachers and other adults as mentors, friends and guides, rather than as unwelcome overseers who put limits on their freedom. 6. Children who grow up in Montessori, rarely feel the need to rebel and misbehave. Although Montessori children explore the boundaries and challenge the determination of his parents, basically responding to a domestic creed dignity. Generally accepted limits and common sense. Moreover, often seek consciously to his friends and the larger community, in pursuit of ways to help others and make appositive contribution to the world. 7. Montessori children are easily influenced by their peer group to do anything stupid. Like all of us, children who grow up in Montessori schools want to have friends and are affected by their interests and attitudes. Moreover, in addition to having grown up in a culture that teaches them firmly and follows universal values of kindness, honor, and respect, Montessori children tend to reason for themselves. 8. Montessori students are spiritually lively, exceptionally compassionate, understanding, and sensitive to the natural world and the human condition. Montessori children are usually outstanding. They have all the values and attitudes that pays off in college and the real world. They are not afraid to work hard. They are eager to learn, think and explore new ideas. They enjoy people and know how to develop new friendships. Generally, follow the rules and act responsibly. Living withal basic sense of dignity and rarely engage in self-destructive situations. They tend to be selfdisciplined and very well organized. They usually meet deadlines, come to class prepared, and sincerely enjoy their classes. They are the typical college professors dream, come true! In the world after college, become students for life, are creative and efficient employees, and very often are entrepreneurs. Montessori students tend to be when they grow up, people of great character, someone you can trust and who can be counted. They are warm and compassionate. Their lives reflect both joy and dignity. Its the kind of men and women who wish to be our children.

http://www.montessori.org/imc/index.php?option=com_content&view=article&id=309:mont essori-101-traduccil-espa&catid=16:articles-introducing-montessori-education&Itemid=44

Pedagogy
Aside from a new pedagogy, among the premier contributions to educational thought by Montessori are: instruction in 3-year age groups, corresponding to sensitive periods of development (example: Birth-3, 3-6, 6-9, 9-12, 12-15 year olds) with an Erdkinder (German for "Land Children") program for early teens children as competent beings, encouraged to make maximal decisions observation of the child in the prepared environment as the basis for ongoing curriculum development (presentation of subsequent exercises for skill development and information accumulation)

small, child-sized furniture and creation of a small, child-sized environment (microcosm) in which each can be competent to produce overall a self-running small children's world creation of a scale of sensitive periods of development, which provides a focus for class work that is appropriate and uniquely stimulating and motivating to the child (including sensitive periods for language development, sensorial experimentation and refinement, and various levels of social interaction) the importance of the "absorbent mind," the limitless motivation of the young child to achieve competence over his or her environment and to perfect his or her skills and understandings as they occur within each sensitive period. The phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories (Example: exhaustive babbling as language practice leading to language competence). self-correcting "auto-didactic" materials (some based on work of Jean Marc Gaspard Itard and Edouard Seguin)

Montessori education theory

Self-construction, liberty, and spontaneous activity Montessori education is fundamentally a model of human development, and an educational approach based on that model. The model has two basic elements. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children, especially under the age of six, have an innate path of psychological development. Based on her observations, Montessori believed that children at liberty to choose and act freely within an environment prepared according to her model would act spontaneously for optimal development. Planes of development Montessori observed four distinct periods, or "planes", in human development, extending from birth to six years, from six to twelve, from twelve to eighteen, and from eighteen to twenty-four. She saw different characteristics, learning modes, and developmental imperatives active in each of these planes, and called for educational approaches specific to each period.

First plane
The first plane extends from birth to around six years of age. During this period, Montessori observed that the child undergoes striking physical and psychological development. The first plane child is seen as a concrete, sensorial explorer and learner engaged in the developmental work of psychological self-construction and building functional independence. Montessori introduced several concepts to explain this work, including the absorbent mind, sensitive periods, and normalization. Absorbent mind: Montessori described the young child's behavior of effortlessly assimilating the sensorial stimuli of his or her environment, including information from the senses, language, culture, and the development of concepts with the term "absorbent mind". She believed that this is a power unique to the first plane, and that it fades as the child approached age six. Sensitive periods: Montessori also observed periods of special sensitivity to particular stimuli during this time which she called the "sensitive periods". In Montessori education,

the classroom environment responds to these periods by making appropriate materials and activities available while the periods are active in the young child. She identified the following periods and their durations: Acquisition of languagefrom birth to around six years old Orderfrom around one to three years old Sensory refinementfrom birth to around four years old Interest in small objectsfrom around 18 months to three years old Social behaviorfrom around two and a half to four years old

Normalization: Finally, Montessori observed in children from three to six years old a psychological state she termed "normalization". Normalization arises from concentration and focus on activity which serves the childs developmental needs, and is characterized by the ability to concentrate as well as "spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others."

Second plane
The second plane of development extends from around six to twelve years old. During this period, Montessori observed physical and psychological changes in children, and developed a classroom environment, lessons, and materials, to respond to these new characteristics. Physically, she observed the loss of baby teeth and the lengthening of the legs and torso at the beginning of the plane, and a period of uniform growth following. Psychologically, she observed the "herd instinct", or the tendency to work and socialize in groups, as well as the powers of reason and imagination. Developmentally, she believed the work of the second plane child is the formation of intellectual independence, of moral sense, and of social organization.

Third plane
The third plane of development extends from around twelve to around eighteen years of age, encompassing the period of adolescence. Montessori characterized the third plane by the physical changes of puberty and adolescence, but also psychological changes. She emphasized the psychological instability and difficulties in concentration of this age, as well as the creative tendencies and the development of "a sense of justice and a sense of personal dignity." She used the term "valorization" to describe the adolescents' drive for an externally derived evaluation of their worth. Developmentally, Montessori believed that the work of the third plane child is the construction of the adult self in society.

Fourth plane
The fourth plane of development extends from around eighteen years to around twentyfour years old. Montessori wrote comparatively little about this period and did not develop an educational program for the age. She envisioned young adults prepared by their experiences in Montessori education at the lower levels ready to fully embrace the study of culture and the sciences in order to influence and lead civilization. She believed that economic independence in the form of work for money was critical for this age, and felt that an arbitrary limit to the number of years in university level study was unnecessary, as the study of culture could go on throughout a person's life. Education and peace As Montessori developed her theory and practice, she came to believe that education had a role to play in the development of world peace. She felt that children allowed to develop according to their inner laws of development would give rise to a more peaceful and

enduring civilization. From the 1930s to the end of her life, she gave a number of lectures and addresses on the subject, saying in 1936, Preventing conflicts is the work of politics; establishing peace is the work of education. She received a total of 6 nominations for the Nobel Peace Prize in a three year period: 1949, 1950, and 1951.

Montessori education practices

Ages birth to three Infant and Toddler Programs: Montessori classrooms for children under three fall into several categories, with a number of terms being used. A "Nido", Italian for "nest", serves a small number of children from around two months to around fourteen months, or when the child is confidently walking. A "Young Child Community" serves a larger number of children from around one year to two-and-a-half or three years old. Both environments emphasize materials and activities scaled to the children's size and abilities, opportunities to develop movement, and activities to develop independence. Development of independence in toileting is typically emphasized as well. Some schools also offer "ParentInfant" classes, in which parents participate with their very young children. [21] Preschool and kindergarten Montessori classrooms for children from two-and-a-half or three to six years old are often called Childrens Houses, after Montessoris first school, the Casa dei Bambini in Rome in 1906. This level is also called "Primary". A typical classroom serves 20 to 30 children in mixed-age groups, staffed by one trained teacher and an assistant. Classrooms are usually outfitted with child-sized tables and chairs arranged singly or in small clusters, with classroom materials on child-height shelves throughout the room. Activities are for the most part initially presented by the teacher, after which they may be chosen more or less freely by the children as interest dictates. Classroom materials usually include activities for engaging in practical skills such as pouring and spooning, materials for the development of the senses, math materials, language materials, music and art materials, and more. Ages six to twelve Elementary Classrooms: Classrooms for this age are usually referred to as "Elementary", and can range in size from very small up to 30 or more children, typically staffed by a trained teacher and one or more assistants. Classes usually serve mixed-age six- to nineyear old and nine- to twelve-year old groupings, although six- to twelve-year old groups are also used. Lessons are typically presented to small groups of children, who are then free to follow up with independent work of their own as interest and personal responsibility dictate. The scope of lessons and work in the Elementary classroom is quite broad. Montessori used the term "cosmic education" to indicate both the universal scope of lessons to be presented, and the idea that education in the second plane should help the child realize the human role in the interdependent functioning of the universe. Classroom materials and lessons include work in language, mathematics, history, the sciences, the arts, and much more. Student directed explorations of resources outside the classroom, known as "going out" in Montessori, are an integral element of the Elementary work. [23] Ages twelve to eighteen Middle and High School: Montessori education for this level is less well-developed than programs for younger children. Montessori did not establish a teacher training program or a detailed plan of education for adolescents during her lifetime. However, a number of

schools have extended their programs for younger children to the middle school and high school levels. In addition, several Montessori organizations have developed teacher training or orientation courses and a loose consensus on the plan of study is emerging. Montessori wrote that. The essential reform of our plan from this point of view may be defined as follows: during the difficult time of adolescence it is helpful to leave the accustomed environment of the family in town and to go to quiet surroundings in the country, close to nature. Although a number of Montessori middle schools have incorporated some form of landbased education, only one (the Hershey Montessori School in Concord Township, Ohio) operates a full boarding program. http://en.wikipedia.org/wiki/Montessori_method