Montessori terms
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The document defines key Montessori terms related to a child's development and education. It describes the absorbent mind period from birth to age 6 when a child's mind absorbs information like a sponge. It also explains the prepared environment which provides interesting, complete materials that stimulate the senses and allow independent learning. Finally, it discusses the importance of work periods that allow uninterrupted time for children to choose activities matching their interests and developmental needs.
Montessori terms
- 1. Montessori Terms By: Teacher Elen
- 2. 1. Absorbent Mind birth to six child’s mind like a sponge kids are capable of absorbing huge amount of information about the environment through their senses language acquisition, development of motor, cognitive and social skills
- 3. Conscious Mind Subconcious Mind Unconscious Mind The person is aware and is thinking or acting deliberately, choosing one thought, action, or object over another on the the basis of information gathered from the environment. Although the person may not be aware of the process, information from the subconscious constantly informs the person’s conscious mind. The person is not aware of acquiring information, but is mostly acting in response to sensory information and the information gathered in the subconscious.
- 4. “Children should be given opportunities to grow and develop through experience, training, and practice because they learn more thoroughly, quickly and efficiently than at any other time of life.”
- 5. 2. Control of error method of self-correction in materials and teaching methods not relying on control applied by the teacher through instructions or reward and punishment
- 6. 3. Cosmic education overall Montessori approach to education developing awareness that everything in the universe is connected and interdependent and forms a harmonious whole and that the child is part of and contribute to that whole global awareness, respect, cooperation and peaceful communication
- 7. Connection with nature outdoor activities using natural materials i.e. plants, wood, water and sand linking natural materials to their origins and indicate the role of humans in the collection and production of the materials
- 8. 4. Independence freedom from control by others freedom from dependence on others freedom with limits - respecting the work and rights of others
- 9. Inno dropped the tongs, Teacher Elen immediately picked it up and handed it back to him. Lance filled the watering can and started watering the plants. Teacher Jonah observes Primo as he compares and stacks the pink cubes. Teacher Rissa gave Ponching hand-over- hand assistance in writing his name.
- 10. 5. Modeling The teacher consciously behaves in a way that sets and example for the behavior she wants the children to emulate. “Good behavior is caught, not taught.”
- 11. 6. Montessori learning materials reflect the ideas of the Montessori method designed by Maria Montessori for specific reasons presented to the children in a particular way “didactic materials” – sensorial, practical life, academic, materials for motor skills
- 13. 7. Normalization Mental state children reach when they approach their studies with enthusiasm, work with little direction, treat others in a respectful way, and can work quietly on their own or with others.
- 14. 8. Planes of Development Learn to act as self-confident, competent individuals Learn to feel linked to community and culture Learn that they can make real contributions to the world outside the immediate community Learn that they can pursue educational studies that interest them in the context of making a difference to the world. birth-6 6-12 12-18 18-24
- 15. 9. Practical life activities Activities of Daily Living (ADL) motor tasks involving practical real-life goals i.e. dusting, sweeping, personal grooming, caring for plants, etc. develop useful skills – motor skills as well as concentration, independence and self-confidence
- 17. Elements of a well-prepared Montessori environment: Displays materials and equipment that are interesting, complete, and in working order Stimulates children’s interest and gives them a place to do things for themselves Accommodates children’s physical, cognitive, and social needs Appeal to all five of the senses Allows children to correct themselves through their own experience
- 18. Provides natural and real-life materials and activities as much as possible Encourages children to learn to the best of their abilities Gives children room to move easily and safely without disturbing others Helps children develop independence and confidence to choose and carry out activities by themselves Promotes children developing a strong and positive relationship with the classroom, including everyone and everything in it
- 19. Sensitive periods periods of time when children are absorbed by and focus their attentions and energies on one thing, sometimes seeming driven to develop a certain skill
- 20. Presentation a short, step-by-step demonstration of an activity and its materials most often given to an individual or a very small group is short (5 min. or less for young kids, up to 15 min. for older ones) and to the point geared to a child’s unique needs, interests, and sensitive periods
- 21. ends with an action chosen by the child involves traditional Montessori materials and other appropriated objects suitable for practical life skills given during a work period
- 22. Extensions refer to related activities that increase the complexity, range, or application of an activity that has been presented
- 23. Orientation introduce children to the classroom most often presented at the very start of the school year to individual children or very small groups or to the entire class during group time
- 24. Work period work cycle or work time uninterrupted periods of time made available in a Montessori program for kids to work with specific materials of their choice in the way for which the materials were designed
- 25. Research says The brain is more malleable and formative during the early years (Lipton, 2005). The brain is stimulated by the environment and as it learns, the more it is able to learn (Manalo, 2013).