Maria-Montessori-A-Revolutionary-Educator.pptx

Maria-Montessori-A-Revolutionary-Educator.pptx

• 1.
  EDU 01: Knowledgeand Curriculum: Philosophical & Sociological Perspectives MARIA MONTESSORI Life and Educational Contributions - Method Submitted to: Dr. George Varghese Associate Professor Mount Tabor Training College Pathanapuram Submitted by: Anju Kunjumon Physical Science Mount Tabor Training College Pathanapuram
• 2.
  Maria Montessori: A RevolutionaryEducator (1870-1952)  Italian physician and child educator  Developed the Montessori Method of education.  Applied scientific observation, experimentation, and research to study child development.  Emphasized self-directed learning, hands-on activities, and a prepared environment.  Her observations from birth to maturity led to a holistic educational approach.  Used auto-didactic materials in the Montessori Method.
• 3.
  IMPORTANT WORKS From Childhood toAdolescence Education and Peace The Discovery of the Child Education for a New World The Secrets of Childhood The Absorbent Mind
• 4.
  Her Philosophy Innate Potential Montessoribelieved every child is born with a unique potential for growth and development. She emphasized learning through hands-on experiences and self-directed exploration. Observation and Guidance Montessori stressed the importance of observing children and providing tailored guidance. Learning by doing
• 5.
  Key Educational Principles Instinctive learning •Humans are natural learners. • Children, when placed in stimulating environments with puzzles and problems, will learn instinctively. Development from within • Learning arises from the child's natural curiosity. • Schools should provide an environment that nurtures the unfolding of the child's potential. Independence and freedom • Child's potential can fully develop only in an unrestricted environment. • Allow freedom to use their innate abilities for physical, intellectual, and spiritual growth. Intrinsic rewarding and non-punishing • Children are naturally motivated to learn. • External rewards or punishments should not be used to force their effort or development.
• 6.
  Individual development • Each childdevelops uniquely and should be treated as an individual. • Personalized learning activities are used to support their spontaneous growth. Auto-education • Children are capable of self-directed learning when given the freedom to explore in a supportive environment. • Fosters autonomy and self-motivation. Sensorial learning • Children learn best through sensory experiences. • Train the senses, using specially designed materials that help children understand concepts through touch, sight, and sound. Motor training • Coordinated motor activities are crucial for children's development. • Improving muscle control and muscular memory through kinesthetic exercises.
• 7.
  Aim of Education 1 HolisticDevelopment Physical, emotional, intellectual, social, spiritual development 2 Self-Reliance and Self- discipline Encourage independence, inner discipline and responsibility. 3 Life Skills and Community Building Prepare for practical life and future challenges. 4 Intellectual Curiosity and Critical thinking Nurture a love for learning and exploration. Develop problem solving and analytical skills. 5 Emotional intelligence and Self-awareness Develop empathy, self-regulation and inner peace. Encourage Self-awareness, reflection and introspection.
• 8.
  Montessori's Groundbreaking Method The Montessori Method is a child-centered educational system to foster intelligence and independence.  Children are seen as having unique potential to be revealed, rather than blank slates to be shaped.  The method emphasizes learning from the environment, with minimal direct instruction from the teacher.  Children engage with a stimulating, hands-on environment to explore, touch, and learn without fear.  The approach is self-directed, interactive, and materials- centered, with the teacher observing rather than leading.  The method is most effective for children aged 3-6, primarily applied in preschool and elementary settings.
• 9.
  Salient Features  Educationin Montessori system is self- activated. Children learn at their own individual pace and according to their own choice of materials and activities.  The learning environment is positive, non-threatening, and noncompetitive.  Children are taught through all the senses, with a special emphasis on the kinesthetic.  It is based on profound respect for the child's personality as an individual.
• 10.
   Children learnthrough activities that involve exploration, manipulation, order, repetition, abstraction and communication.  The Montessori Method facilitates learning by discovery rather than by mere instruction.  Montessori system teaches to individuals instead of to groups.  It utilizes autodidactic (self-correcting) equipment for introduction and learning of various concepts.
• 11.
  The Children’s Houses(casa dei bambini)  This structured environment designed for children is called children’s house. ​  The Children’s Houses were living environments in which they could grow and develop in keeping with their individual sense of responsibility.  In the houses everything was adapted to the children and their specific attitudes and perspectives: cupboards, tables and chairs but also colour, sound and architecture.  Children were expected to live responsibly in this environment, deal with the tasks of creating and maintaining order to progress toward self-realization.  Montessori designed a structured environment in which children could choose freely from a number of developmentally appropriate activities.
• 12.
  Educational Contributions • Developeda unique system of early childhood education – Montessori system, for mentally retarded, physically handicapped, normal and gifted children. • Introduced Children’s houses that initiates and facilitates auto- education. • Developed a series of standardized sensorial materials – ‘ Didactic apparatus’, for kinesthetic and sense training in pre-school. • Discovered that there are ‘Planes of development ‘where children have different focuses and learning ways, developed schools to cater these natural patterns.
• 13.
  • Recognized –multiplepathways to learning, importance of hands on learning, stages of cognitive development, and the link between children’s emotional development and their ability to learn at an optimal rate. • Gave importance to sensorial learning in pre-school education. • Radical changes include – a) construction of curriculum oriented to actual needs of life. b) Provided good and prepared environment in the school. c) Aims of education were oriented to the individual development of each child. d) Necessity of proper training of Teachers
• 14.
  The Role ofthe Montessori Teacher Facilitator Montessori teachers guide children's learning journeys, offering support and fostering independence. Observer They carefully observe children's progress, behaviour, individual needs, and learning styles, seeking underlying cause for any challenges. In Montessori schools the role of the teacher is that of guide, observer, coach, facilitator and overall manager. Teachers provide gentle guidance and support, helping children understand consequences and make better choices. Guide