In order to explain the relationship between discipline and obedience from a Montessori perspective‚ it would be useful define and compare the more common explanations of these terms with the interpretations of Maria Montessori. The development of the child within the Montessori setting and in particular the maturational development of discipline‚ obedience and the will shall then be discussed. In so doing‚ a very close and almost symbiotic relationship between all three will become apparent. Discipline
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education is Italian born Dr. Maria Montessori. Her innovative classroom conception and specialized‚ natural flowing educational design were unique for her time period. Maria Montessori’s background assisted in shaping her personal philosophy of education‚ which is still widely applicable in schools today. Maria Montessori was born in the town of Chiaravalle‚ Italy on August 31‚ 1870 (“A Biography of Dr. Maria Montessori”). Her father was Alessandro Montessori‚ an accountant; her mother Renilde
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Next to the family‚ the Montessori classroom is the place of importance in the world of a child. The Montessori classroom is a social institution that not only determines the present state of the child but also their future. In “The Absorbent Mind”‚ Dr Maria Montessori wrote‚ “The most important period of life is not the age of university studies‚ but the first one‚ the period from birth to the age of six. For that is the time when man’s intelligence itself‚ his greatest implement is being formed…At
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delivering ideas or feelings by the use of conventionalized sounds and signs‚ thus‚ being the spoken and written language. It is part of the human tendencies to want to communicate with others and this could underlie the emergence of language. Montessori said‚ “To talk is the nature of man.” Humans needed language in order to communicate‚ and soon‚ the powers that come with language revealed. The evolution of the human language began when communication was done through pictograms and drawings.
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The Stages of development according to Dr. Montessori and an explanation of what happens during each “re-birth”. Dr. Montessori defined 4 stages of development. She identified that within these stages of development it is intense at the beginning‚ consolidates and then tapers to the next stage. She talks about the re-birth of a child and describes it like passing through a kind of metamorphosis. The 1st and 3rd stages are periods of intense creation‚ while the 2nd and 4th stages are the calm periods
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what does the Montessori teacher need to make this a realistic statement? | Mali Engelbrecht | Table of contents: Introduction ……………………………………………………………………………………………p 4 Enlightened generalist ……………………………………………………………………………p 4-8 Pre-school vs. elementary ………………………………………………………………………p 5 Cosmic Education …………………………………………………………………………………..p 5 Parent education and communication ……………………………………………………p 6 Tim Seldin ………………………………………………………………………………………………p 6&7 Traditional vs. Montessori ……………………………………………………………………
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Maria Montessori Maria Montessori was a famous doctor and teacher; she was the first woman to graduate from the University of Rome La Sapienza Medical School‚ and she was one of the first female physicians in Italy. Montessori worked with children for most of her life; teaching them‚ observing them‚ and taking care of them; her theory was: “Children teach themselves if only we will dedicate ourselves to the self-creating process of the child (Gordon and Brown 13-336).” She believed that
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The Montessori Method by Maria Montessori (1870-1952). Translated by Anne Everett George (1882-). New York: Frederick A. Stokes Company‚ 1912. [Frontispiece] DR. MONTESSORI GIVING A LESSON IN TOUCHING GEOMETRICAL INSETS [Title Page] THE MONTESSORI METHOD SCIENTIFIC PEDAGOGY AS APPLIED TO CHILD EDUCATION IN "THE CHILDREN’S HOUSES" WITH ADDITIONS AND REVISIONS BY THE AUTHOR BY MARIA MONTESSORI TRANSLATED FROM THE ITALIAN BY ANNE E. GEORGE WITH AN INTRODUCTION BY PROFESSOR HENRY
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I choose Maria Montessori’s theories on education because I believe that her ideas make the most sense when it involves children learning in the classroom and at home. Her theories of observation and hands on learning were given much recognition in the twentieth century. She was recognized as one of the pioneers of early childhood education. (Kramer‚ Rita Marie. 1988. Maria Montessori: A Biography. Reading‚ MA: Addison-Wesley). Most schools today are still using several of Montessori’s theories and
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impression that discipline has to be exerted forcefully upon a person. This differs greatly from the Montessori perspective of discipline being created from within a child rather then being imposed from the outside. Discipline rises naturally within a child when s/he is given freedom within limits. Montessori says that freedom in intellectual work is found to be the basis of internal discipline. Montessori believed that the first dawning of real discipline comes through work. When a child becomes engaged
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