"Montessori Mathematical Mind" Essays and Research Papers

  • Montessori Mathematical Mind

    wish to write out the operation. They thus carry out an abstract mental operation and acquire a kind of natural and spontaneous inclination for mental calculations. Dr. Maria Montessori, The Discovery of the Child, Maria Montessori Discuss the statement and explain how a Montessori directress develops the mathematical mind of young children in the prepared environment. Everything in our life involves mathematics. Our body is involved with numbers. We have two hands, ten fingers, two eyes, one...

    Decimal, Maria Montessori, Mathematics 2161  Words | 6  Pages

  • Mind and Montessori

    However, Maria Montessori observed a much more natural process at work among human beings that did not need to be taught, much less drilled, into the human psyche. She believed that discipline, obedience and a person’s will go hand in hand and it would be quite impossible to have one without the other. We can quite easily see that in order to obey in any meaningful sense there must already be the will to do so. This thought process requires a level of discipline. Discipline to Montessori is not something...

    Consciousness, Human, Maria Montessori 2219  Words | 6  Pages

  • Montessori

    Montessori Montessori Method has not only developed in the United States, but has spread worldwide. There are over 4000 Montessori schools in the United States and Canada, and total about 20,000 worldwide. Parts of the world include Asia, Western Europe, New Zealand, Australia, and Central and South America. The general impression is that all Montessori schools are the same, however, there is a great deal of diversity within the school system; no two schools are the same. Montessori schools...

    Developmental psychology, Education, Educational psychology 607  Words | 3  Pages

  • Absorbent Mind - Montessori

    ABSORBENT MIND ESSAY Dr Montessori discovered that the child possess a mind which is totally different from that of an adult. The child absorbs all that is found around him, very much identical to the process of osmosis. A key word before further development about the absorbent mind would be adaptation. Adaptation might be considered as the trigger point. Why ? From his birth, in order to survive and to fulfil his role, the infant is adapting himself to the environment. He was...

    Absorption, Consciousness, Digestion 1868  Words | 5  Pages

  • HOW CHILDREN UTILIZE THEIR MATHEMATICAL MIND AS PART OF THEIR NATURAL PROGRESSION

     “Dr Maria Montessori took this idea that the human has a mathematical mind from a French philosopher Pascal and developed a revolutionary math learning material for children as young as 3 years old. Her mathematical materials allow the children to begin their mathematical journey from a concrete concept to abstract idea”. With reference to the above statement please discuss how these children utilize their mathematical mind as part of their natural progression, to reason, to calculate and estimate...

    Decimal, Idea, Maria Montessori 2859  Words | 9  Pages

  • Mathematic Minds for Child

    Developing the Mathematical Mind in the Montessori Environment The highest form of pure thought is in mathematics. ~Plato Maria Montessori believed that human intelligence is no longer based on natural intelligence but on mathematical intelligence. Humans have moved beyond the innate survival instincts of early humans and moved toward an analytical awareness of the world. Math is more than math facts and computations. It deals with shape, space, patterns, symbols and the relationships found therein...

    Abstraction, Elementary arithmetic, Logic 827  Words | 3  Pages

  • The Absorbent Minds by Maria Montessori

    questions. Having the ability to geographically analyze allows us to understand the world in which we live. Social question: The Young Child Dr. Montessori referred to the young child (from birth to six) as having an absorbent mind, in that children literally absorb information of all kinds from their environment effortlessly, much like a sponge. Montessori believed that, to develop the full potential of a young child, one must appeal to his instinctive love of and need for purposeful activity. She...

    Asia, Earth, Geography 1703  Words | 5  Pages

  • Montessori Math Rationale

    MATH RATIONALE “The mathematic mind is a mind that is especially interested in mathematics. Rather than find them boring and absurd, they find them interesting and absorbing. It is a fact that most children in our Montessori schools manage to achieve great enthusiasm while working with mathematics. Is the preparation of their minds that allows them to reach this pleasure." Maria Montessori, London Lectures, 1946, p 41 Mathematics has always been a difficult subject for students. Many children...

    Developmental psychology, Maria Montessori, Mathematics 1121  Words | 4  Pages

  • Montessori Creative Imagination

    Montessori believed that the imagination be encouraged through real experiences and not fantasy. She felt very strong that this powerful force was not wasted on fantasy. It was important to allow a child to develop their imagination from real information and real experiences. Montessori believed that young children were attracted to reality; they learn to enjoy it and use their own imaginations to create new situations in their own lives. They were just excited about hearing a simple story of a...

    Creativity, Imagination, Learning 1286  Words | 4  Pages

  • Math Area Is an Integral Part of the Overall Montessori Curriculum

    The Math area is an integral part of the overall Montessori curriculum. Math is all around us. Children are exposed to math in various ways since their birth. They begin to see numbers all around their environment. It is inherent for them to ask questions about time, money and questions about quantities. Math should be included in the Montessori curriculum because math materials are bright, colorful and aesthetically pleasing, math materials are clear and concrete that children are able to understand...

    Critical period, Maria Montessori, Montessori method 1522  Words | 5  Pages

  • Montessori Sensitive Periods

    as periods of growth being; phase one – birth to six years which is known as the Absorbent Mind (Montessori, 1966 and 2007a), phase two – six to twelve years known as Childhood and then phase three – twelve to eighteen years which is referred to as Adolescence. The first phase is basically divided into to two sub stages, the spiritual (Montessori, 1966 and 2007a) and the social embryonic (Montessori, 2007a) stage. “The developing child not only acquires the faculties of man: strength, intelligence...

    Consciousness, Digestion, Maria Montessori 2213  Words | 5  Pages

  • Montessori

    Title: The Montessori Education System General Purpose: To inform about another type of education Specific Purpose: To inform about the Montessori Education System Thesis: Education can come in many forms, Montessori Education System is just one of these many forms. Transition: What type of education did you have? Education can come in many forms, the Montessori Education System is just one of the many forms. Today, I would like to take a few minuets of your time to tell you a bit more about the...

    Education, Educational psychology, Learning 931  Words | 3  Pages

  • Montessori - the Human Tendencies

    unparalleled work of Nature” (Montessori, M., From Childhood To Adolescence, 1973) Discuss the eight human tendencies as developed by Dr. Montessori and her followers. Show how children show these tendencies during the three main stages of development. Discuss how you think knowledge of human tendencies helps us when educating children. Give examples to support your answer ******************************** One of the greatest discoveries made by Dr. Montessori was that all humans love certain...

    Child, Developmental psychology, Fundamental human needs 1800  Words | 6  Pages

  • Montessori

    child’s development should take nature’s laws of development into consideration. Help should be given as indirectly as possible taking care not to intervene or interfere too much in the process of development. Q2: How do you explain the idea of Dr. Montessori that the child is not a miniature of man but has his own identity in the human family? Child is often treated as somebody who needs to be taught by instruction. He is incapable of doing many things but he has the qualities in him to develop into...

    1174  Words | 4  Pages

  • Sensitive Period and Absorbent Mind

    physical development is more or less complete while psychologically it is still in the embryonic state. For this reason Dr. Maria Montessori called that the human being is still a "spiritual embryo" when it is born. "Man seems to have two embryonic periods, one is prenatal like that of the animals; the other is postnatal and only man has this." -The Absorbent Mind, p55, Chapter 7. “A child possesses an active psychic life even when he cannot manifest it, and must secretly perfect this inner...

    Consciousness, Developmental psychology, Embryo 1085  Words | 5  Pages

  • Sensorial Montessori

    call the stereognostic sense. Explain what stereognostic education is? And how sensorial materials in the classroom develop the stereognostic perception of young children SENSORIAL ESSAY The child is introduced to the Sensorial area of the Montessori classroom after he has worked in practical life, become familiar with classroom rules and correct handling of materials, and is used to the idea of a full cycle of activity. While the sensorial exercises no longer involve familiar objects, they...

    Maria Montessori, Olfaction, Perception 2481  Words | 7  Pages

  • Montessori Sensorial

    child's concentration, ability to make judgments, move with purpose. Maria Montessori was greatly influenced by the ideas of his two predecessors – Jean Itard and Edouard Seguin. She took the idea of introducing didactic materials and the three period name lessons to the child in Sensorial curriculum from Seguin. In fact, it was Seguin who first followed the scientific method of teaching, which was later adopted by Dr. Montessori in a more concise and modified form. She also took the idea of isolating...

    Edouard Seguin, Maria Montessori, Montessori method 2273  Words | 7  Pages

  • “the Montessori Math Materials Progresses from Concrete to Symbolic Representation. Illustrate This Progression with Appropriate Exercises”

    you?” “You were born on the 2nd” “I have 2 brothers”. Number itself cannot be defined and understand of number grows from experience with real objects but eventually they become abstract ideas. It is one of the most abstract concepts that the human mind has encountered. No physical aspects of objects can ever suggest the idea of number. The ability to count, to compute, and to use numerical relationships are among the most significant among human achievements. The concept of number is not the contribution...

    Abstract object, Abstraction, Concept 2658  Words | 7  Pages

  • Why Is the Sensorial Material an Essential Part of Prepared Environment in a Montessori School?. Discuss How to Initiate a Child Into These Exercises with Sensorial Material

    Young children like to explore experiment, tinker and try new things. They like to touch and feel and manipulate objects. They feed their minds through activities. They learn through their senses to satisfy their insatiable appetite for things to do. The first of the child’s organs to begin functioning are his senses. Dr. Maria Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period for the refinement...

    Montessori method, Olfaction, Perception 1812  Words | 5  Pages

  • Montessori Philosophy

    “Normalization comes through “concentration” on a piece of work” (The Absorbent Mind, pg 206). Montessori uses the term ‘normalization’ to describe this unique process a child experiences in a classroom. The first time hearing the term of normalization, myself wondering what does it means, does it means a child is not normal? After further reading, I’d discovered that a Normalized Child as describe by Dr Maria Montessori is one who has overcome himself and lives in peace and harmony with the environment...

    Child, Childhood, Developmental psychology 2535  Words | 7  Pages

  • Maria Montessori

    Maria Montessori ECE101 Early Childhood Education of Today Tracy Lathrop Professor Darlene Newcomb. July 23, 2012 Born Maria Montessori Chiaraville, Italy on May thirty-first eighteen seventy. She came into a very well educated Catholic family. Her mother was also very educated along with her father who was once a in the military but found his calling as a financial advisor in the tobacco company. Maria's father was to be seen as a very traditional but firm peremptory man, while her mother...

    Childhood, Developmental psychology, Education 2132  Words | 6  Pages

  • Mathematical Mind

    Geography Introduction Montessori geography helps a child understand the world they live in and their place in it. Geography work is done to teach the child about the society he lives in and the others around the world. It gives a better understanding to the child to make him realize that he is not only a member of his society but a member of this world. He learns about different people around the world. Geography is the study of the life of man, the way humans live, and the way of life that...

    Africa, Asia, Climate 451  Words | 2  Pages

  • Montessori Method

    mean? 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...

    Child, Childhood, Creativity 712  Words | 3  Pages

  • Montessori Today

    Adulthood” Paula Lillard, director of a Montessori school ranging in age from 18 months to fifteen years, provides a clear and cogent introduction to the Montessori program for the elementary and later years. In detailed accounts, Lillard shows how children acquire the skills to answer their own questions, learn to manage freedom with responsibility, and maintain a high level of inte...morePaula Lillard writes a clear and detailed introduction to the Montessori program for the elementary and later years...

    Childhood, Educational psychology, Learning 791  Words | 3  Pages

  • Montessori Quotes and Sensitive Periods

    educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state." The Absorbent Mind p 167, Chap 17 Montessori was very influenced by the work of Edouard Seguin. He specialised in working with mentally deficient children and had developed a series of exercises that helped to train the children's senses and to teach them the skills of everyday...

    Attention, Education, Educational psychology 1894  Words | 6  Pages

  • Montessori Method

    Lucia Gathman Professor Carla Ahmann ECE 101.920 July 26th, 2012 Montessori Method “The Montessori Method has influenced many programs that came after it, at least in part”(Casper, Virginia). A classroom that provides the Montessori method includes chosen material that “work” for children placed in the open. All the sets of material are for a chosen activity is clearly defined and ready for the child to use on its own. When the child is done with the toy, they may return in to the shelf where...

    Educational psychology, Learning, Montessori method 1003  Words | 4  Pages

  • The Montessori Method

    Montessori Method � PAGE �8� The Montessori Method Judge Edward Singleton Instruction Television College Prof. Eileen Roth PSY 41 - Lifespan Psychology July 7, 2007 � When Dr. Maria Montessori became the director of a school for mentally-handicapped children, she exposed them to an environment that was highly conducive to learning. After two years, the children, who had formerly been labeled _uneducable_, were able to pass a test with normal children. This dramatic success led her to study...

    Education, Educational psychology, High school 1984  Words | 7  Pages

  • Maria Montessori

    The Montessori Philosophy Maria Montessori (1870-1952) was truly a radical in terms of her philosophy regarding children and the fact that she was putting it forward at a time when children were most often thought of as extensions of their parent, their parents' beliefs and culture, and a creature to be shaped in ways that would create an "appropriate" and "successful" adult based on those beliefs. The collective consciousness regarding childrearing was that it was important to replicate...

    Childhood, Developmental psychology, Education 1079  Words | 4  Pages

  • Absorbent Mind.

    Absorbent Mind A child has a special mind and Dr. M. Montessori called it “Absorbent Mind”. She thought that there is nothing more important for the man than his absorbent mind, which creates the adult and adapts him to any kind of climate, country or culture. Without the absorbent mind “…, man could never adapt himself to such different places and habits, nor evolve in his social manners, nor take up such different forms of work.” (M. Montessori 2009, “The Formation of Man” Montessori-Pierson Publishing...

    Absorption, Consciousness, Digestion 1918  Words | 5  Pages

  • Montessori Ed.

    THE PREPARED ENVIRONMENT Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. The prepared environment offers the essential elements for optimal development. The key components comprise the children, teacher and physical surroundings including the specifically designed Montessori educational material.There are prepared environments for children at each successive developmental plane. These environments allow children to take...

    Child, Childhood, Environment 2043  Words | 6  Pages

  • Montessori Education

    Maria Montessori developed her approach based on important principles that make a Montessori school. The principles that will be discussed throughout this paper will help you to understand the principles that are practiced and developed for each classroom. Model early childhood program is an exemplary approach to early childhood education that serves as a guide, (Morrison S.G. P 142). Montessori Program would best service the interest of children and their families. This program has basic principles...

    Child, Childhood, Developmental psychology 1772  Words | 5  Pages

  • Maria Montessori

    On August 31st 1870, Maria Montessori was born in Chiaravalle in the province of Alcona, Italy to father Alessandro Montessori and mother Renilde Stoppani Montessori. Her father, being a soldier, had old-fashioned ideas, conservative manners and apparent military habits. Her mother, Renilde Stoppani, was a bright well-educated woman. Being a well-read person, she also encouraged Maria to do the same. For Renilde it was important for girls to have a good education. With Renilde’s influence, Maria...

    Antonio Stoppani, Edouard Seguin, Educational psychology 2065  Words | 6  Pages

  • Absorbent Mind Theory

    The Absorbent Mind Theory of Dr. Maria Montessori This paper will explore Dr. Maria Montessori’s Absorbent Mind Theory, the implementation of The Absorbent Mind Theory in Montessori practices; The Absorbent Mind Theory’s relation to Wallace J. Kahn’s ABC Model and to my own personal philosophy statement, in regards to the education of young children. The Absorbent Mind Theory states that the minds of young children, ages birth to six-years-old, are comparable to sponges, in that they ‘soak...

    Childhood, Educational psychology, Maria Montessori 1169  Words | 4  Pages

  • Philosophy of Montessori Education

    “Education should no longer be mostly imparting of knowledge, but must take new path, seeking the release of potentialities.” Discuss the statement with reference to Montessori philosophy. Dr Maria Montessori started her work in the field of education and child psychology, when she had already obtained a doctor’s degree in medicine and surgery. Her scientific training and experience were exceptionally broad based and unique. Her approach to education encompassed the whole development of man...

    Developmental psychology, Human, Maria Montessori 2691  Words | 7  Pages

  • Normalization: Maria Montessori

    In Montessori education, the term “normalization” has a specialized meaning. “Normal” does not refer to what is considered to be “typical” or “average” or even “usual”. “Normalization” does not refer to a process of being forced to conform. Instead, Maria Montessori used the terms “normal” and “normalization” to describe a unique process she observed in child development. Normalization refers to the focus, concentration and independence of the child, by his own choice. It means the child has acquired...

    Child, Childhood, Developmental psychology 2032  Words | 7  Pages

  • Normailisation (Montessori)

    deviations. (10)Outline the importance of the favourable environment in supporting normalisation.(20)Explain the maturational nature of normalisation linked to the child’s growing socialisation – link to the social embryonic stage of the absorbent mind.(10)Describe the teacher’s initial approach with new children.(10) Explain the change in the teacher’s role as each child begins to concentrate and focus on activities, and the impact this has on the child’s growing normalisation. (20)Show an understanding...

    Child, Childhood, Ecology 1762  Words | 5  Pages

  • The Role of a Teacher in a Montessori Classroom

    develop naturally. She believed that every child held the ability to learn but only needed to be shown or guided on how to correctly do so. The teachers role in the class room is to cater for these needs. Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a passive, much more than an active, influence, and her passivity shall be...

    Classroom, Education, Environment 1273  Words | 4  Pages

  • Montessori System of Education

    MONTESSORI SYSTEM By: Saleem Younis Cheema (Chairman Angels School System Daska) M.A. (Education) M.A. (Pol. Sc.) M.A.(History) D.I.A., P.G.D.E.,D.C.S., D.E.L. Diploma in Montessori (American Council) Diploma in Admin. (Govt. of Pak.) Certificate in Education,(Oxford University) Certificate in Teacher...

    Critical period, Developmental psychology, Maria Montessori 1253  Words | 4  Pages

  • Montessori Senstive Periods

    thorough understanding and knowledge of the 'sensitive periods' (Montessori, 1972) that a child passes through is crucial in aiding the teacher to provide a suitable environment to assist a child's optimum development as the environment that the child is in plays a crucial role to their formation according to Montessori. A sensitive period refers to "a special sensibility which a creature acquires in its infantile state" (Montessori, 1966, page 38). Such sensitive periods were first discovered...

    Child development, Critical period, Maria Montessori 1769  Words | 5  Pages

  • Montessori Sensitive Periods

    to “a special sensibility which a creature acquires in its infantile state" (Montessori, 1966, p.38). Such sensitive periods were first discovered in insects by the Dutch scientist Hugo de Vries, but according to Montessori, can also be found in children and are very important to consider in teaching. Each sensitive period is a "transient disposition and is limited to the acquisition of a particular trait" (Montessori, 1966, p.38). Once the sensitive period is over, the sensibility disappears due...

    Childhood, Maria Montessori, The Child 1572  Words | 5  Pages

  • The Absorbent Mind

    The Absorbent Mind Introduction ‘….the child goes through a transformation. Impressions do not merely enter his mind; they form it. They incarnate themselves in him. The child creates his own ‘mental muscles’, using for this what he finds in the world about him. We have named this type of mentality, The Absorbent Mind’. (Montessori, Absorbent mind pg.24) According to Montessori’s research, birth to 6 years is the most important stage of a human being. She calls this period of life ‘The absorbent...

    Consciousness, Developmental psychology, Digestion 2307  Words | 7  Pages

  • Language in Montessori

    The Montessori classroom uses the phonics approach to teach reading. Outline the graded phonics sequence and state the reading skills required at each stage. “Language lies at the root of that transformation of the environment that we call civilization.” (source 3) Language is the ability to understand speech and a desire to convey one’s feelings and thoughts. It is through communication that human beings are able to cooperate with each other to solve common problems. It is through communication...

    Alphabet, International Phonetic Alphabet, Language 2126  Words | 6  Pages

  • Normalization Through Montessori Method

    child. Dr. Montessori used the term normalization to distinguish one of the processes that she saw in her work with the children at San Lorenzo in Rome. This process, the process of normalization, occurs when development is proceeding normally. She used the word normalization as she believed that these wonderful traits, these impressive qualities belonged to all children and was not a characteristic found only in some children. Through her work at Casa dei Bambini, Dr. Montessori observed an...

    Child, Childhood, Energy 916  Words | 3  Pages

  • Montessori Life and works

    1. Describe the life and works of Dr. Maria Montessori? Dr. Montessori is recognized as the founder of Montessori Method and one of the pioneers in the development of early childhood education. She is also respected and reputed for promoting a substantial number of important educational reforms, which now have become integral components of 21st century's educational core. She is one of the most renowned women in the history of education of children. Her revolutionary and innovative findings and...

    Childhood, Edouard Seguin, Education 1824  Words | 6  Pages

  • Role and Responsibilities of a Teacher in Montessori

    The Montessori teacher plays an important role in the Montessori environment. The teacher needs to acquire a deeper sense of the dignity of the child as a human being, a new appreciation of the significance of his spontaneous activities, a wider and thorough understanding of his needs. The most essential part of the teacher is that the teacher should go through spiritual preparation. The moral preparation is necessary before one is fit to be entrusted with the care of the children in a principle...

    Child, Childhood, Educational psychology 2544  Words | 7  Pages

  • Montessori vs. Piaget

    Vs. Jean Piaget’s Theory Maria Montessori and Jean Piaget are two educational philosophers whose theories are still being used and influence today’s educational system. Their theories and methods were revolutionary for their times, but they came to be greatly respected. Both of these theorist developed their own stages of child development and were able to base education on these stages. Although in many ways Piaget and Montessori were very similar in their thinking they were also...

    Child development, Childhood, Developmental psychology 1471  Words | 4  Pages

  • Montessori Sensorial Education

    Sensorial education begins the mionte a baby is born. He receives impressions through his senses. Mria Montessori believed that there was nothing in the intellect that did not first exist in the senses and the first of the childs organs that begin to function are the senses. During the forst thress years of a child life all the impressions received from the childs environment are stored in the unconscious memeory, The “mneme” A young child receives and perceives everything, both positive and negative...

    Educational psychology, Mind, Montessori sensorial materials 1209  Words | 4  Pages

  • Montessori Philosophy & History

    Philosophy & History Paper Maria Montessori was born in 1870 and in 1896 became the first female doctor in Italy, graduating from the University of Rome's medical school. In 1899 she was in charge of director of an Orthographic School, a school for children who were regarded as 'hopelessly deficient'. For 2 years, she worked with these children and under her direction, the children developed to such an extent that a number of them were able to read & write well enough to be successful at a public...

    Child, Childhood, Geometry 1178  Words | 3  Pages

  • Review of the Montessori Method

    “The Montessori Method” Review Paper Lisa Ahlgrim National Louis University Maria Montessori was a visionary woman, passionate about providing quality education to all children. Born in 1870, at a time where few women attended college and were not expected to work in any area other than teaching, Maria grew up determined to become a doctor in spite of society, and even her father’s reservations. She was not accepted into the University of Rome, but with her spirit of perseverance, Maria gained...

    Childhood, Developmental psychology, Education 1360  Words | 4  Pages

  • Role of montessori teacher

    The Montessori teacher plays a radically different role from more well-known roles in relation to children such as parent, babysitter, friend, primary grades teacher or traditional pre-school teacher. The vision we all have of a teacher, standing before the blackboard and giving a good lesson to the whole class, is very seldom a part of what Montessori teachers do. This is because the founder of this new challenging educational system for young children below six years old, Dr. Maria Montessori believed...

    Education, Educational psychology, Learning 1759  Words | 5  Pages

  • Montessori practical life essay

    this essay I will be discussing the importance and different aspects of the practical life area in a Montessori classroom. Children are naturally interested in activities they have witnessed, therefore Doctor Maria Montessori began using what she called “practical life exercises” to allow the child to do activities of daily life and therefore adapt themselves in their society. Doctor Maria Montessori developed her philosophy of education based upon actual observations of children; she observed that...

    Childhood, Educational psychology, Learning 1582  Words | 8  Pages

  • Philosophy Essay Montessori

    Maria Montessori, the first Italian woman to qualify as a physician, is renowned worldwide for her devotion to the philosophy of education and for the educational method that bears her name. Amongst others ground-breaking innovations, Montessori had a unique approach to discipline and obedience in the education of children. In this essay I will define and explain the terms ‘discipline’ and ‘obedience’, paying particular attention to the relationship between them. I will then address the issue of...

    Educational philosophy, Embryo, Human 2109  Words | 6  Pages

  • life of Dr. Montessori

    Discuss the life and works of Dr. Maria Montessori and why is she referred to as a lady much ahead of her time? Answer Life of Dr Maria Montessori: Dr Maria Montessori was the first lady of Italy who was graduated from the University of Rome and become a doctor of pediatrics medicine. She was born on 31st August, 1870 belongs to middle class family. Her father, Alessandro Montessori was military officer of conservative mind and her mother, Renidle Montessori was a liberal lady and she supported...

    Alexander Graham Bell, Edouard Seguin, First Lady of the United States 810  Words | 3  Pages

  • Montessori Physical Science

    experiments. Students at this level will learn how to formulate a hypothesis, and through keen experiences prove and or disprove a theory. This form of exploration appeals to the curiosity and imagination of a six to nine years old child. Maria Montessori pointed out that every element in our world has some important task to perform. This task will not only satisfy its own need but also contribute to the need of others in the process. This is one of the many facets of cosmic education. Cosmic education...

    Atom, Chemistry, Earth 975  Words | 3  Pages

  • The Montessori Method and modern child

    501.1 – Assignment One: Summary of Topics (approx. 2000 words) Read The Montessori Method and modern child development texts. In approximately 400 words for each topic, summarize Dr Montessori's approach and discuss how Montessori's views on these topics are regarded in child development texts today. (a)The Role of the Environment (b)Children's Diet and Exercise (c)Nature in Education (d)Education of the Senses Dr Montessori also expresses the need for ‘Scientific Pedagogy’, i.e. using scientific...

    Childhood, Developmental psychology, Environment 2342  Words | 6  Pages

  • Sensitive Period to Order - Montessori

    six are, order, movement and language. There are also other sensitive periods such as, refinement of motor skills, sensitivity to small objects, social behaviour and sensory refinement. (Daily Montessori-Montessori Education, www, 27/09/10) Maria Montessori believed that the first phase of the absorbent mind period is from birth to three years and that this is the most important time in a child’s development, as the child unconsciously learns his/her basic skills. She called this the period of unconscious...

    Child, Childhood, Learning 1178  Words | 4  Pages

  • Dr Maria Montessori

    1 1. Discuss life and work of Dr. Maria Montessori and why is she referred to as a lady much ahead of her time? * Dr. Maria Montessori was born in Italy in 1870. Most of her life was spent in Rome. Her father Ale jandro was an accountant in government services. Her mother, Renilde , had good education for a woman of her time and was more open to the many transformations that affected daily life at the end of the 19th Century. Maria Montessori, an only child, she was a vivacious, strong-willed...

    Childhood, Down syndrome, Education 1479  Words | 4  Pages

  • A short History of Maria Montessori

    of Dr. Maria Montessori and her Methods Teaching a two years old child how to be independent, responsible and confident sounds impossible, but more than 100 years back an Italian doctor named Maria Montessori made it possible. As she believed "the study of child psychology in the first years of life opens to our eyes such wonders that no one seeing them with understanding can fail to be deeply stirred. Our work as adults does not consist in teaching, but in helping the infant mind in its work of...

    Edouard Seguin, Maria Montessori, Montessori method 2214  Words | 6  Pages

  • The Montessori Method- A Rhetorical Analysis

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