Here is a great science experiment to do with younger kids:
Tuesday, December 14, 2010
Friday, December 3, 2010
Scientific Observations of a Child
Works Cited:
"Maria Montessori - The Method." Montessori House Waterloo, Belgium. Web. 03 Dec. 2010..
Principles of the the Montessori Method of Education Administrator Michele Dutoict talks about the special elements of the Montessori method.
The whole child is educated: physical, social, emotional, intellectual and spiritual
*The importance of the inter-relation between the different areas of development are emphasized.
The child is an active learner
*Spontaneous activity: the child chooses an activity - the equipment supports concrete learning
*The links in knowledge are built up step by step, i.e. education of senses to abstract thought
*Individual activity is encouraged as every child learns at a different rate
*The importance of the connection between the hand and the brain is emphasized.
Intrinsic motivation
*Children want to learn; they do not have to be motivated by external forces. Punishments and rewards are not used.
*Through the prepared environment the child is free to select his/her chosen activity; therefore he learns what he/she wants to learn, at his/her own pace. This spontaneous activity encourages self-direction and self-reliance.
*Concentration develops if a child is self-motivated.
Self-discipline is encouraged
*Self-discipline comes from allowing intrinsic motivation.
*The child is protected from adult and other children's intervention.
*The apparatus also encourages self-discipline - by completing an activity satisfactorily, the child feels rewarded and is encouraged to take on longer and more complex tasks, thus disciplining him/herself.
The environment affects the child's development
*The quality of the child's interaction with the environment affects development
*The child learns from the environment
*Adults and other children are part of the environment
There are Sensitive Periods in development
*A sensitive period is short period of time when a child is completely absorbed by one aspect of the environment
*Dr. Montessori was the first educator to identify these sensitive periods
*Examples of sensitive periods: language, order, social aspects.
*From an educational point of view, if a child is in a sensitive period he/she is encouraged and allowed to follow it. His/her interest and concentration will not be broken.
A child-centered approach starting from what the child can do
*Through the prepared environment, the child builds on what he can do, gradually absorbing and accomplishing more and more skills and knowledge.
*The teacher is scientific in his/her approach: he/she observes and keeps careful records so that he/she can plan appropriate activities to extend the child's horizon.
*The teacher guides and directs the child's activities.
*The teacher serves the child
The inner life of the child is respected
*The child's dignity is respected
*Tranquility and peacefulness are encouraged.
*The classroom is often silent - silence is not imposed.
*Harmony, both externally and internally, are aimed at.
*The child's unique personality is allowed to develop naturally.
Social Interaction
*The adults and the children with whom the child interacts are seen as crucial to the child's whole development.
*Children respect one another's efforts and help only when it is necessary, they are free from envy and anything well done in the class arouses their enthusiastic praise.
*Children are vertically grouped and as they are of different ages they help one another; the younger ones see what the older ones are doing and ask for help. The result is harmony and communication between the ages.
"Maria Montessori - The Method." Montessori House Waterloo, Belgium. Web. 03 Dec. 2010.
Principles of the the Montessori Method of Education Administrator Michele Dutoict talks about the special elements of the Montessori method.
The whole child is educated: physical, social, emotional, intellectual and spiritual
*The importance of the inter-relation between the different areas of development are emphasized.
The child is an active learner
*Spontaneous activity: the child chooses an activity - the equipment supports concrete learning
*The links in knowledge are built up step by step, i.e. education of senses to abstract thought
*Individual activity is encouraged as every child learns at a different rate
*The importance of the connection between the hand and the brain is emphasized.
Intrinsic motivation
*Children want to learn; they do not have to be motivated by external forces. Punishments and rewards are not used.
*Through the prepared environment the child is free to select his/her chosen activity; therefore he learns what he/she wants to learn, at his/her own pace. This spontaneous activity encourages self-direction and self-reliance.
*Concentration develops if a child is self-motivated.
Self-discipline is encouraged
*Self-discipline comes from allowing intrinsic motivation.
*The child is protected from adult and other children's intervention.
*The apparatus also encourages self-discipline - by completing an activity satisfactorily, the child feels rewarded and is encouraged to take on longer and more complex tasks, thus disciplining him/herself.
The environment affects the child's development
*The quality of the child's interaction with the environment affects development
*The child learns from the environment
*Adults and other children are part of the environment
There are Sensitive Periods in development
*A sensitive period is short period of time when a child is completely absorbed by one aspect of the environment
*Dr. Montessori was the first educator to identify these sensitive periods
*Examples of sensitive periods: language, order, social aspects.
*From an educational point of view, if a child is in a sensitive period he/she is encouraged and allowed to follow it. His/her interest and concentration will not be broken.
A child-centered approach starting from what the child can do
*Through the prepared environment, the child builds on what he can do, gradually absorbing and accomplishing more and more skills and knowledge.
*The teacher is scientific in his/her approach: he/she observes and keeps careful records so that he/she can plan appropriate activities to extend the child's horizon.
*The teacher guides and directs the child's activities.
*The teacher serves the child
The inner life of the child is respected
*The child's dignity is respected
*Tranquility and peacefulness are encouraged.
*The classroom is often silent - silence is not imposed.
*Harmony, both externally and internally, are aimed at.
*The child's unique personality is allowed to develop naturally.
Social Interaction
*The adults and the children with whom the child interacts are seen as crucial to the child's whole development.
*Children respect one another's efforts and help only when it is necessary, they are free from envy and anything well done in the class arouses their enthusiastic praise.
*Children are vertically grouped and as they are of different ages they help one another; the younger ones see what the older ones are doing and ask for help. The result is harmony and communication between the ages.
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