Preview

Discuss How the Role of the Teacher Changes in the Process of the Child's Growing Normalisation

Better Essays
Open Document
Open Document
1568 Words
Grammar
Grammar
Plagiarism
Plagiarism
Writing
Writing
Score
Score
Discuss How the Role of the Teacher Changes in the Process of the Child's Growing Normalisation
‘The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied by mental concentration.’ (Montessori, 2007a, pg.186) This is what Montessori termed ‘normalisation’.

Montessori (2007a) said that the life of an individual from 0 to 18 years may be divided into three periods – 0-6 years, 6 – 12 years and 12-18 years old. The first period 0-6 years old is the most important part of life which is one of creativeness. It is important to note that from birth to three years adults cannot directly influence the mind of a child hence it must be nature that lays the foundations. A child in this first period mentioned above does not know right from wrong as he is unaware of adults and society’s principles. In the second period of 6-12 years the child begins to become conscious of right and wrong of his actions. Moral consciousness is being formed and this leads later to social sense. The third period from 12-18 years is that of patriotism when social awareness is apparent. Although each period is different each lays the foundation for the one following and the success of each foundation positively influences the subsequent. ‘We serve the future by protecting the present.’(Montessori, 2007a, pg 177) The most critical years of life are those from birth to three years, as a child’s personality is developed however if obstacles are encountered the child’s personality deviates. Montessori (2007a) believed that a model individual is one who at three has not encountered any deviations. Her prognosis of a child between 0-3 years with deviations was curable during the period of 3-6 years as this is when nature is still perfecting many newly formed powers. However if the defects in this period are not corrected they remain and get worse and have an influence on the second main period when as mentioned above begins the awareness of right and wrong.

Montessori (2007a) further classified deviations into two groups, -



Bibliography: 1. Montessori, M, (1972). The Secret of Childhood, Ballantine Books, New York 2. Montessori, M, (2007a). The Absorbent Mind, Montessori – Pierson Publishing Company, Amsterdam 3. Montessori, M (2007b). The Discovery of the Child, Montessori – Pierson Publishing Company, Amsterdam

You May Also Find These Documents Helpful

  • Satisfactory Essays

    The Montessori approach’s belief is for a child, birth to age 3 is the time of the "unconscious absorbent mind," whereas age 3 to 6 is the time of the "conscious absorbent mind". The theory believes in a child aged 0-3 being given the freedom to choose activities and explore without adult interruption. Then a child aged 3-6 should have adult demonstration and interaction during play.…

    • 419 Words
    • 2 Pages
    Satisfactory Essays
  • Powerful Essays

    Unit 12

    • 3043 Words
    • 13 Pages

    Maria Montessori 1870-1975 was a doctor and worked with children with learning disabilities. She believed that up until the age of six a child was capable of learning things quickly and more easily than the mind of an older person. She believed up until the age of six years old that a child has an ‘absorbent mind’ and that people should make good use of this time and that it should not be wasted. She believed…

    • 3043 Words
    • 13 Pages
    Powerful Essays
  • Good Essays

    Mooney, C. G. (2000). Theories of childhood: An introduction to Dewey Montessori Erickson Piaget & Vygotsky. St. Paul, MN: Red Leaf Press.…

    • 1059 Words
    • 5 Pages
    Good Essays
  • Better Essays

    Who is Maria Montessori

    • 3827 Words
    • 13 Pages

    Maria Montessori was the founder of the Montessori approach to education, she was born in Italy in 1870. As a teenager she was an engineer, but later she studied her favor major of medicine. Graduated as Italy's first female medical practitioner she embarked on a career in mental health. Following on from this she was asked to head up a childcare project for a social housing initiative and her first 'Children's House' opened in 1907. Here too she introduced the equipment she had designed and observed the children very closely as they used it, tailoring what she provided in the environment to meet their developmental needs. There was great astonishment at the amount of learning that these pre-school children showed themselves to be capable of, not least their explosion into 'writing'. From this time onward education became her life and she continued to develop educational theories to fit what she observed among the children in her care. She died in Holland in 1952. leaving an international legacy of Montessori schools and training centres around the world.…

    • 3827 Words
    • 13 Pages
    Better Essays
  • Best Essays

    Grubin, D. (Producer). (2001). The Baby 's Brain: Wider Than the Sky [VHS]. Hainstock, E. G. (1997). The essential montessori. New York, NY: Penguin Books. Helfrich, S. (2004). Dr. montessori and the implications of current research [Web log message]. Retrieved from http://www.qldmontessori.com.au/brain_research_Montessori.html Herschkowitz, N., & Herschkowitz, E. C. (2001). A good start in life. Washington, D.C.: The Dana Press and Joseph Henry Press. Hughes, S. (2010, March 2). Selected screencasts [Web log message]. Retrieved from http://www.goodatdoingthings.com and http://vimeo.com/9994321 Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. McClurkin, S. J. Montessori 's theory of the "absorbent mind" as compared with brain research in the 90 's [Web log message]. Retrieved from http://www.montessoriplus.org/MTP/absorbentmind_article.htm Montessori, M. (1973). From childhood to adolescence. New York, NY: Schocken Books. Montessori, M. (1995). The absorbant mind. New York, NY: Henry Holt and Company. Montessori for Everyone. (2009, July 13). The neurology of montessori [Web log message]. Retrieved from http://www.blog.montessoriforeveryone.com/the‐neurology‐of‐montessori.html Pathway for Families. (2010, June 27). Montessori for infants and toddlers (0‐3 years old) – sensitive periods. Retrieved from http://tsl.org/family/?s=sensitive+periods+0‐3&.x=0&.y=0…

    • 4805 Words
    • 20 Pages
    Best Essays
  • Satisfactory Essays

    Montessori Child Thoriest

    • 274 Words
    • 2 Pages

    Montessori education is characterized by an emphasis on independence, from freedom within limits, and respect for a child’s natural psychological development, as well as technological advancements in society. Although a range of practices exists under the name “Montessori”, the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential.…

    • 274 Words
    • 2 Pages
    Satisfactory Essays
  • Better Essays

    Maria Montessori developed three developmental stages within the primary school setting. These stages serve as a guide and help teachers in considering the education approach they need to take. In order for children to achieve each of these stages they need to start with a foundation in order for teachers to reach higher ideals with their students (Gobbi, 1998, pg76). A child’s intelligence is continually increasing as they complete each developmental stage. Montessori states that these stages are also know as sensitive periods which will help guide the development and learning of the children. E.M Standing (1998, pg. 119) states describes the sensitive periods as “ with certain organisms there come periods of special sensibility.” Montessori states that once a period has passed, it never returns which therefore makes it harder to learn later in the child’s life (O’Shea, pg. 68).…

    • 1381 Words
    • 6 Pages
    Better Essays
  • Good Essays

    Geometry Rationale

    • 822 Words
    • 4 Pages

    Lillard, Paula Polk. Montessori Today: a comprehensive approach to education from birth to adulthood. New York: Schocken Books, 1996. Print.…

    • 822 Words
    • 4 Pages
    Good Essays
  • Powerful Essays

    The Montessori Method by Maria Montessori (1870-1952). Translated by Anne Everett George (1882-). New York: Frederick A. Stokes Company, 1912.…

    • 119760 Words
    • 480 Pages
    Powerful Essays
  • Better Essays

    Early Childhood Pioneers

    • 2644 Words
    • 11 Pages

    Edwards C. P., 2002, Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia, Early Childhood Research and Practice, Volume 4 Number 1, 2002…

    • 2644 Words
    • 11 Pages
    Better Essays
  • Better Essays

    Preschool Classroom

    • 2137 Words
    • 7 Pages

    Edwards, C. P. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research and Practice, 4(1), 2-14. Retrieved from http://ecrp.uiuc.edu/v4n1/edwards.html…

    • 2137 Words
    • 7 Pages
    Better Essays
  • Good Essays

    Montessori Method

    • 712 Words
    • 3 Pages

    Normalization is a term that causes a great deal of confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice of words! It suggests that we are going to help children who are not normal to become “normal.” This is definitely not what Maria Montessori meant. Normalization is Montessori’s name for the process that takes place in Montessori classrooms around the world, through which young children learn to focus their intelligence, concentrate their energies for long periods, and take tremendous satisfaction from their work. In his book, Maria Montessori: Her Life and Work, E.M. Standing described the following characteristics of normalization in the child between the age of three and six:…

    • 712 Words
    • 3 Pages
    Good Essays
  • Good Essays

    Sensitive periods

    • 2117 Words
    • 9 Pages

    Dr. Maria Montessori, basing on her scientific child observation, concluded that children learn and adjust to their surroundings on their own and by the means of inner powers (Montessori, 1966) they possess at birth: the Absorbent Mind (Montessori, 2007a), human tendencies (Montessori, 1966) and sensitive periods (Montessori, 1966). Essential skills acquisition and adjustment occurs in the first six years of life and requires a great deal of freedom, a mindful assistance of an adult and a favorable environment (Montessori, 2007b).…

    • 2117 Words
    • 9 Pages
    Good Essays
  • Good Essays

    The Absorbent Mind

    • 439 Words
    • 2 Pages

    Montessori saw the absorbent mind in two phases. During the first phase, from birth to three years old, the young child unknowingly or unconsciously acquires these basic abilities. She called it the unconscious creation or the unconscious absorbent mind, which by no means is inferior to the conscious mind of the adult. The child’s work during this period is to become independent from the adult for his basic bodily functions. Once these basic skills are learned, by about three years old, he moves into the next phase of the absorbent mind, which Montessori called the period of conscious work or conscious absorbent mind. During this period, the child mind compels him to prefect in himself that which is now there. Now is the time that the impressions that were taken in by the non-conscious absorbent mind need to be compartmentalised. Therefore a child’s fundamental task during this phase is freedom: freedom to move purposefully, freedom to choose and freedom to…

    • 439 Words
    • 2 Pages
    Good Essays
  • Good Essays

    Absorbent Mind Essay 3

    • 576 Words
    • 3 Pages

    A child gains knowledge from the environment through the absorbent mind. Dr Montessori considered nothing is more important for the man than his absorbent mind, which shapes the adult and adapts him to any kind of social order, climate or country. Absorbent mind is the stage or period whereby a child absorbs or soaks in information, impressions, and impressions effortlessly from the environment consciously and unconsciously. It is one of the internal aids that aids in the child’s unfolding, reconstruction and revealing of his predetermined or hidden potentialities of course through his interaction with the environment. It is this absorbent mind that enables the child as an infant to recognize his mother’s voice, when the mother smiles at him he smiles back, when he is not comfortable or needs a diaper change he cries for attention and so on. Dr Maria Montessori divided absorbent mind into two: unconscious mind (0-3 years) and the conscious mind (3-6 years).…

    • 576 Words
    • 3 Pages
    Good Essays