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
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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
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When it comes to classroom design layout‚ it is very important that the classroom is developmentally appropriate. Ensuring that the classroom environment is safe‚ warm and inviting‚ is very important for a child’s development. If the classroom is warm and inviting‚ it makes the child feel safe‚ secure‚ less stressed and welcomed. Also‚ making sure that the environment is age appropriate‚ and individually appropriate helps stimulate a child’s mind. Things like games‚ activities and the curriculum
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1a. What is the greatest task of each child? Mother Nature has endowed every child with the necessary powers for a great task is that of building the adult human being. Dr. Maria Montessori emphatically states that the first and the foremost of all that the child needs to do is the great and miraculous construction of a healthy human adult. All the different aspects of teaching‚ child rearing or even child care should revolve around this thought especially when we are dealing with the two to six
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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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While working with my group‚ we also experienced the different periodic phases of group development‚ which Tuckman (1965) describes in four phases as forming‚ storming‚ norming‚ and performing. These four phases are not sequential and not all groups pass through these phases in a liner way and groups can cycle back to a phase that has already been completed. Group development can be classified in an initial phase where individuals join together for some reason‚ which is the forming phase. We join
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“Education should no longer be mostly imparting knowledge‚ but must take a new path‚ seeking the release of human potentials.” In the above mentioned lines Dr. Maria Montessori wants to convey that purpose of education is not just transfer the knowledge from person to person or teacher to students but to help students release their full human potential. It is not just that teachers give and students take either way they get understood or not. “Education is a natural process carried out by the
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to exactly measure how children develop‚ asking questions such as “How much developmental change occurs gradually over time‚ and how much occurs in a series of clearly defined steps‚ or stages?(pp 52)” More questions presented are “How much of development is the result of inheritance (heredity)‚ and how much is the result of what we have learned?(pp52)” Seeking answers to these questions can help us understand how much a child really should be responsible for. Lawrence Kohlberg researched
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psychologist‚ has been studying the development of children’s thinking for more than fifty years. Only in the last decade‚ however‚ has American psychology and education come to recognize that Piaget is in fact one of the giants of developing psychology." This idea‚ as well as others throughout my readings‚ has given me a better understanding of the way children develop psychologically through education and Piaget’s stages of cognitive development. Piaget proposed four different developmental stages
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from birth to adulthood. The Piagetian model includes the sensori motor period‚ preoperational period‚ concrete operational period and then the formal operational period. Children begin to learn at a very early age. The first stage of cognitive development is sensorimotor period. This stage begins at birth and lasts until about 2 years old (Otto‚ 2012). It involves the use of motor activity without the use of symbols (Wood‚ 2012). Piaget believes that in this stage children tend to systematically
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