Maria Montessori Analysis Essay Example

require extra attention and some will need additional encouragement.

Some will grow with a wild will of their own. The gardener cannot control their groom.

If the seeds are not planted, nothing will grow at all. The teacher thus is an observer, armed with diagnosis that needs to give right environment and be passively present to observe the natural blossoming of these little children. "The secret of good teaching is to regard the child's intelligence as a fertile lied in which seeds may be sown, to grow under the heat of flaming imagination. " Dry.

Maria Interiors (To Educate the Human Potential peg. 1) The formation of the intelligence of a human personality is certainly a miracle. A child goes through this constructive evolution. Dry.

Interiors was the first early childhood expert to fully recognize the psychic life which she referred to as spiritual embryo which develops between the age of 0-3 years. Nebulae is a creative energy that guides the child to absorb the impressions unconsciously from the environment. The impressions that the child absorbs urine this period is stored in his subconscious memory, referred as Meme. These impressions are absorbed and stored unconsciously from birth to 3 years.

This subconscious frames the physical and mental growth of the child.

The teacher must not see the child as an empty vessel waiting to be filled but rather individual who needs the right environment to show his true potentials. The mind of the child is like a sponge ready to absorb by his keen senses whatever it is catered to consciously as well as unconsciously. Dry. Interiors referred to this process by which a child

not only gains knowledge but instructs himself as Absorbent Mind. The work of the child has a different purpose to that of an adult. Dry.

Interiors believed that a child works to construct himself I. E. Inner motivation and adult works for external environment. When a child enters a school, the teacher must have a deep sense of responsibility. She should assist these tiny buds; ready to nurture the good present in them; be lively, attractive, her intelligence and love should attract the child, knowledgeable and on her toes ready to serve these future builders of our civilization.

Teacher must prepare themselves inwardly by seeking out ere own faults, such as anger and pride, which may become obstacles in the education of the children.

These obstacles need to be corrected by embracing humility, charity and respect for the child. "Not words, but virtues, are her main qualifications. " (Dry. Maria Interiors, 'The Discovery of the Child' Chapter 11, The Teacher) A child generally shows some or other deviations in form of defensive attitude, solitude, naughtiness which will disappear with teachers right guidance. She needs to Offer an interesting form which aids in intelligence development and harmony in the child.

The child's movement is not fully catered by his will and his concentration ability is still nascent.

According to Interiors when a child has not reached concentration stage , She can use puppets to talk with the child, dance and rhymes to sing along, voice modulations amazes these young kids, storytelling grasp their attention deeply, circle and group activities make these children learn from one another. For example on the first day of my son's school,

to welcome new kids, the school has decorated the classes with balloons and teacher started with finger puppets to attract and ease the student with a friendly A Interiors teacher is the vital link between the child and the environment.

She needs to prepare herself with the exact knowledge of the technique of the material and keen observation skills, to be able to know right time to introduce the material to the child. She must explain the use of material, place it in such a way as to make the child understands it and develop interest to work with it. It should be in proportion to the size of a child, including low little windows, small furniture, little tables, and armchairs, and low cupboards that are within the child's reach.

The teacher also introduces the child to orderliness which needs to be maintained in the classroom.

The material is kept at a definite place after the work is completed. The Interiors teacher can begin with a settled child real life exercises and movements to perfect coordination of movement and develop child's interest. For e. G.

One day my son returned very happy from his school because the teacher involved them in washing of clothes activity which they themselves hung on the wire stand. He was eager to start with his school next day. The directress must let the child free to work. She should not be an obstacle UT merely a passive observer.

No reward, punishment, or disturbance, or even a help is wanted by a child who is content with the material he is concentrating upon. Dry. Interiors referred to this shift in focus

to the child as new education. The change in the adult approach and more so in teaching methodologies followed since ages needs to be altered to make the child the adult of tomorrow. The focus is on the children and not on teacher. Dry.

Interiors believed in presence of an inner teacher or force in a child, horse which instigates a child towards a work and repetition.

The teacher hectically observes students to interpret their needs and modify the environment to meet the needs and interests of the children. She needs to present clear, interesting and relevant lessons and evaluate each child's individual progress. Interiors teacher should always respect students' independence and be supportive and encouraging without the use of rewards or punishments. The directress plays a key role in physical as well psychic development of the child.

Psyche is the Greek word for soul also referred to describe the spiritual development process.

Personality itself is the sum of several other psychic heartsickness: such as language, intelligence, will and character, all of which are only potentialities at birth that need to grow and flourish. Interiors theory states that these characteristics develop during what is known to us as the Spiritual, or psychic Embryo, the period of human development which occurs from birth to 3 years of age and are further refined from 3-6 years of age. Teacher role in Interiors environment is described as one to serve, to serve the spirit. If an educational act is to be efficacious, it will only be so if it tends to help towards the complete unfolding of life" (Dry.

Maria Interiors' The discovery of the child', Chapter 4,

Teaching methods) All children experience the sensitive periods (e. G. , a sensitive period for small objects, order), the sequence and timing vary for each child. The teacher needs to observe and to detect these sensitivities and provide for its fulfillment.

For example when my son was areas old we used to play peek-a boo. My son will always at same place behind the door and will exclaim with joy whenever I found him there.

He repeated the same place each time to hide. During this crucial phase the child is in the process of constructing himself ND if deprived of the right environment a child's sub consciousness is scarred for life and his potentialities for development are hampered. The directress must keep this mind of child interested and stimulated for the development of concentration.

She must be capable in terms of her thorough knowledge about the current environment, happenings in the world related to science, culture, sports, dance and music, health and food, attractive, creative, discipline, calm and flexible to the child's needs.

For example my son's teacher did an interaction with children and parents about good and ad touch about their body parts to increase communication and awareness. With careful observation and planning teachers remain constantly alert to the direction each child is taking and actively works to help them succeed. A Interiors teacher follows a child centric approach. The teacher is not the centre as in other traditional methods. She firmly believes that with right guidance and facilities a child will show his interest and thus develop concentration which will in the process further lead to overall developments.

As soon as concentration

has begun, act as if the child does not exist' (Dry. Maria Interiors The Absorbent mind', Chapter 27). Working as a guide and facilitator, she creates a well-prepared Interiors environment and an atmosphere of learning and inquisitiveness designed to move students from one activity to the next. A Interiors teacher often steps back while the children are working, allowing them to learn from their own discoveries and draw their own conclusions. Rather than supplying children with answers, the Interiors material beautifully solves and answers the child's questions.

Children absorbs from the environment and other children. Planning is also important on part of a Interiors teacher, but she should always be ready to change the days plan according to child's interest, needs and other environment factors. For example once I set up clay as playtime for my son, but he did not showed keen interest in it, but wanted to play more physical energy task like basketball with me. After playing that he himself decided to sit and work with clay modeling. A Interiors teacher armed with her inner serving self takes the child to the path of self realization.

Nature walks, lessons on science, social grace, courtesy, independence and care of environment, flowers and plants knowledge, animals and birds, history of mankind, mathematics and language, geometry and arithmetic, practical life exercises all are well made child's play by the directress to the ever fascinated and absorbing mind of the child. The child sees his role in this universe and duly becomes a better man in future. The physical and intellectual states of child are awakened by the teacher through child's own work and will.

For

example during silence time at my son's school, students close their eyes and teacher plays soft music. Once saw this phenomenon, that some children where so at peace that even after USIA stopped they remained in exact position. A Interiors teacher is trained to work with each child individually.

She gives presentation at the right times to stimulate the intrinsic mind. After the presentation she need to silently observe is the child repeating the activity, whether his will is involved and his confidence is building up.

Does she needs to repeat the presentation or she can move the child to the next level? She therefore is 'active' when putting the child in understanding with the environment, and be 'passive' when this bond is achieved She allows the child o choose among many activities within his capabilities and herself step backs so that the child can discover the true joy of work and achieve this satisfaction. She thus lays the foundation of inner discipline which in turn nurtures a child psychic being. His work makes him calm, obedient, strong and self assured.

Dry.

Interiors referred to psychic development, as development of ones mind and soul, the development of his personality. "During this early period, education must be understood as a help to the unfolding of the child's inborn psychic powers. " (Dry. Maria Interiors The Absorbent Mind', Chapters, Education for Life) According to Dry.

Interiors more than university education, the time period from 0-6 years is much more important in shaping attitude, intelligence and psychic abilities in the child.

She firmly believed that physical problems are caused by psychological reasons. According to her teachers should be

psychologist first to diagnose and correct the problem areas as and when they appear. The aim of teacher is not to develop rot memory, but that of flaming of inner consciousness in the child which guides and direct the child on path of "auto education". Deviations in child occur when a child is obstructed to do a task, his freedom is compromised or an adult intervenes.

The teacher need to bring back the child to the required natural behavior termed as normalization. The child who accomplishes normalization moves into complete harmony with his entire environment. When children are normalized it is possible to give them the perfect freedom in a class and yet have the perfect discipline from them. Interiors referred to this group as the "society of cohesion". Normalization appears when children follow the cycle of work.

Firstly the child should repaper for an activity, which involves gathering the material necessary to do the activity.

The movement and the thought involved in the preparation serves to call the attention of the mind and begin to focus on the activity. Secondly the activity which holds the attention of the child helps him to reach a deep level of concentration. Lastly, it is the feeling of satisfaction and well being when the activity is completed.

Even the materials kept back in its right place shows satisfaction with him and the world. The Interiors teacher must learn to see, protect, and guide those moment. The unfolding of the hill under the guide of a sensitive teacher is a natural phenomenon.