Montessori Plus School Kent WA

Montessori Teacher Preparation Kent WA

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New Paradigm by Dr. Montessori (cont.)

6) MATERIALS:

For Dr. Montessori, the classroom provided an environment for young children that is a growing, living place. It is a reflection of all that is in the world, with a special emphasis upon those things that interest the teacher and children. In her training, our Montessori teacher is challenged “to give the child the world!” Our classrooms display materials, therefore, from all of the areas of learning for the world of the young child: practical living, sensorial, math, language, geography, history, science, art, and music. Our teachers enjoy introducing new handmade or purchased materials and present them with enthusiasm and excitement to our happy children.

New Paradigm by Dr. Montessori (cont.)

5) SENSITIVE PERIODS:

Through her observations, Dr. Montessori labeled two modes of early learning: unconscious (0-3) and conscious (3-6) learning, within which sensitivity for certain aspects of learning can be seen. For instance, waiting until age five or six to assist young children to read is too late. By waiting until late in their formative period (0-6) to begin preparation for reading, the child’s crucial years of keen hearing and great interest in sounds and letters have passed by. She found that young children, at ages 3 and 4, who play games with phonetic sounds are usually reading by 4 ½ or 5 years and have taught themselves to read. They step into the wonderful world of books and never leave it.

New Paradigm by Dr. Montessori (cont.)

4) FREEDOM OF MOVEMENT:

One of Dr. Montessori’s first premises was that, in order for the young child’s intellect to be free and to create, his body must be physically free as well. Since the first Montessori schools opened in the U.S. in the early 20th century, most early childhood specialists have feared that the Montessori child would focus on academic skills at the expense of socialization and play. If Montessori education were paper and pencil work at a table, they might be right. A Montessori classroom, however, is founded on the free but controlled movement of the child. Her first small, low tables were not nailed to the floor but were portable and available for the young children to carry them as they needed. Purposeful movement in young children, ages two-and-a-half to six, brings awe to the observer. How can these children know what to choose and where to get it? How can physical and mental discipline come about with such freedom of movement? Is it possible for these children to be well-disciplined without being made to sit for long periods in their desk? Finally today, researchers on the human brain are finding that real and profound learning happens when children are allowed to move their bodies throughout space in the classroom. Entrusted by teachers, the child sharpens his pencil and uses the bathroom at will. He moves about as a free agent, only limited by his own muscle development and will.