Discoveries of Maria Montessori

2. What ar the discoveries of Dr. Maria Montessori ? Dr. Maria Montessori was a keen observer of electric razorren. She used her empirical and experimental proclivities from her medical background to reveal, what we might today call, a Constructivist rationality of the process of acquisition. She studied them scientifically. If she saw some(prenominal) unusual behavior in a tyke, she would think,I wont conceptualise it now, I shall if it happens over again. She studied the conditions in which the kidren would run those actions.She thought education always entangled three elements The conducter, the Prep atomic number 18d Environment, and the Trained Adult. The primary areas in which she gave importance was license, indep wipe kayoedence, keep an eye on and responsibility. She believed that the tyke constructs noesis from experiencing the humane race. Learning, she said, was non something that directed to be forced or motivated. Instead, learning is something that humans do graphicly. The early years especially are ones of great mental growth. Throughout the early years of life, the child absorbs impressions from the world around him. Not with his mind, but with his life.She recognized that children go through certain phases during which they learn more easily than at any opposite fourth dimension in their lives. This innate potential to learn is dependent upon a good-natured environment that encour dayss the active pursuit of knowledge. The child should be given the freedom to do his work and must be given the respect for the child as an individual. The behavioral change sh give birth to respect and freedom is very sublime Dr. Montessoris ripeningally-appropriate approach to learning is designed to fit each child sooner of making each child fit into a preset program.She believed that learning should take place in multi-aged classrooms where children who are at various stages of development discharge learn from and with each o ther. This learning should take place in a non-competitive atmosphere in order for each child to develop at his/her own speed. Dr. Montessori observed that the best way for immature children to learn is by active, hands-on experiences. She developed the idea of the prompt environment, where the classroom contains a wide variety of cognitive materials that foster learning in numerous areas.The purpose of the materials is non just to impart knowledge to children, but quite an to provide them with stimuli that capture their attention and initiate a process of concentration. She was compelled to believe that the children love to do constructive work proved it suited their age and the stage of development. She observed that they worked with great interest and repeated the activities on their own volition to reach a stage of concentration. Montessori saw two streams of postal code within the young child. The first is the somatic energy of the body expended in willful movement.And t he second is mental energy the energy of intellect and will. She entangle that these two streams of energy are often separated by the forces of red-brick life. And children who are not helped to unite them tend to move aimlessly and clumsily and have unfocused thought patterns. A unification of mental and physical energies brings about when a child becomes absorbed in work. Montessori called this normalization. And concentration, she said, was the key. The carefully prepared environment in the Montessori schools provide the opportunity for children to grow intellectually and emotionally.She indomitable to follow the child. Thanks to the revelations and the freedom she allowed to the children she was able to discover several aspects of the child and childhood. With her scientific approach of mind she tested whether every child in similar opportunities and similar conditions would manifest the same types of behavior. She tested these again and again and after twenty two years of such experimentation Dr. Montessori could say that she had found a method of helping children in their educational pursuits. and so came the Montessori Method of education.Some of the discoveries Dr. Maria Montessori made during her work. 1. Children love to work purposefully. The national drive to work is sufficient to reach their goal if it corresponded with the inner developmental need. With the provision of the necessary conditions and necessary environment the child without the instigation of an openhanded can reach his goal. 2. When an inner need to do something meets with the inner revolutionize spontaneous Interest is generated. When the inner urge or the Interest finds a suitable working condition it leads to spontaneous Repetition.When this spontaneous Repetition of an activity is done with interest the natural result is Concentration. Concentration is not the end product of education, its just the beginning. Any true learning happens with concentration. The children revealed that given the adept conditions they would work with concentration. 3. Very young children need order for their development. This order need not be only with things in the environment but overly with value, functions and other human activities. The child needs to see human values like Say the Truth being practiced. But the adults do not practice in the everyday life.The child gets confused and this can make water a warp in his development. Similarly any object in the environment being used for a purpose other than it is meant for creates disturbance. (e. g. the other end of a teaspoon used as a screwdriver). strange instructions about conduct muddle his decisions how some action is allowed at some other time (for example. when a visitor is there). The examples can go on multiplying but the important factor that we need to remember is that the young child is in the process of building his personality which lasts his lifetime.He needs consistency in everything in his en vironment. It takes a while for him to understand that things can also be different 4. Freedom is another basic indispensableness of a childs development process. Dr. Maria found that to perform rise in any activity they should be given the choice to choose their own activity then only they excel it check to their own capabilities. 5. Normality depended on all the human powers working in unison, in collaboration. Very often children deviate from this normality because they do not find the conditions necessary for their development.D Montessori says that during the early childhood it is possible to find any developmental errors and bring the child back to normality The correction can be made possible only by the childs working individually at the developmental activities in freedom. action was essential. 6. These developmental activities belonged to areas that the child needed for building his personality generally activities involving receptive concepts, language, arithmetic, a rt, culture were considered necessary for the childs education.The introduction of the exercise of pragmatical life as developmental activities was Dr Montessoris contribution to education. She found out how the children needed to perform these activities of everyday life. These became developmental activities especially because they brought the intelligence, will and voluntary movements together this co-ordination brought about integration of the personality Dr Montessori trulyized that these activities were very well unders excessivelyd by the children and thus mobilized their intelligence to the fullest participation. 7.Several other topics that were considered too high and out of reach for the children of 3 to 5 years were brought into the dramaturgy of Children. Dr Montessori found out that these areas of knowledge are necessary for the childs total development rather than being subjects to be learnt and, perhaps, memorized. The children showed that they could assimilate the knowledge if they were given in a suitable form. 8. In the House of Children, depicted object that is a bugbear in educational institutions came in a newfound form. The children managed their individual life,their manner of speaking, moving, handling material, interacting with other children.The children revealed quiesce, orderliness, remarkable work posture striving for perfection, sense of responsibility towards themselves and the environment and also others in the fellowship Above all they showed independence in their control of errors, love for silence, tranquillity with regard to reward or punishments. Discipline did not have to be enforced. 9. At a social level they lived and let others live, helping others, co-operating with them, having quarrel, exhibiting no possessiveness and giving respect for elders who worked with them.At some point of time it was also seen that the children worked irrespective of whether the elders were there or not. The absence of adults did not influence their decline, orderliness, quiet in their individual or social life. This suggested that crystalize must come from within and not imposed from outside. Discipline is an inner development natural in freedom. Freedom and discipline are two faces of the same coin. These are two forms of discipline. the outer and the inner the inner discipline is a natural and inner urge to follow the laws that govern development. This inner discipline is the basic on which the outer discipline can rest.So the outer discipline imposed by the adults on the child should be in a form that will be given to the inner innate discipline and it can reveal itself in all its glory 10. Real regard is based on love, respect and faith. When obedience leads to inner satisfaction it becomes real obedience and hence it becomes real development. 11. Dr Montessori discovered that the children are often seen to exonerate in a certain manner- destructive, disorderly, stubborn, disobedient etc. But in speci ally prepared environments and with specially trained adult they show orderly, responsible, lovable behaviour both are seemingly real.But why is the contradiction in terms? Dr Montessori says that the second instance is the real one and the very common behaviour is the result of the child not finding the right conditions for development. Dr Montessori calls this the social disbelief of the child. This discovery was possible because she could witness this grandeur of human normality 12. some(prenominal) of the activities presented to children in Montessori Houses of Children are results of observing the child and, therefore, may be considered as discoveries- The Silence Activity, Exercises of Practical Life, Walking on the Line are some of the examples. 3. It is a well-known truth that human life is a series of steps in gaining independence and credit could go to Dr Montessori who pointed that this is true with child life also. All the help we offer should lead the child to indep endency in his individual and social life. The Montessori Method bases itself on these and various other discoveries Dr Montessori made while she worked with children. We might conclude by saying that Dr Montessori calls upon every adult human being to develop the humility to earn from the child in order to help the child create a healthy human being.