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INDEX
CONTENTS

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[Link] UNIT NAME PAGE
No. .NO

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1 I LIFE HISTORY OF Dr. MARIA MONTESSORI 1

2 II RISING OF MONTESSORI EDUCATION 6

3 III
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WHAT IS MONTESSORI EDUCATION 17
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4 IV PRINCIPLES OF MONTESSORI EDUCATION 31
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5 V DEVELOPMENTAL PLAN 37
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6 VI INTRODUCTION TO SENSITIVE PERIODS: 59

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7 VII THE SECRET OF CHILDHOOD 77

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8 VIII THE MONTESSORI DIRECTRESS 99

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UNIT 1
LIFE HISTORY OF [Link] MONTESSORI

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1.1 Her birth and her parents

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On August 31, 1870, Maria Tecla Artemisia Montessori was born in the
Italian village of Chiaravalle. Her mother, Renilde Stoppani, was well

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educated and a voracious reader, while her father, Alessandro, worked as
an accountant for the government.

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1.2 Maria Montessori's Early Years in Her Life

Maria Montessori was raised by a mother who valued order and

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discipline. Key events in her early life foretold her professional future.
Maria Montessori first expressed interest in the underprivileged by
crocheting for them every day when she was a young girl.
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Additionally, she once intervened in her parents' quarrel at home by
dragging a chair in between them, standing on it, and holding their hands

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as tightly as she could. This is anticipated as the start of her efforts to
mediate peace between the parent and the youngster. She overheard a

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teacher criticizing her eyes when she was young and, in protest, never
raised her eyes to that teacher. This is where the Montessori principle of

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treating all children with respect, including the very young, comes into
play.

1.3 Studies of Maria Montessori

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Her family relocated to Rome when she was 12 years old to provide her
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with greater educational options. Like many other women of her era,
Maria Montessori's parents encouraged her to seek a career in teaching.
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Instead, she chose to pursue a career in engineering to further her love of

mathematics. She had to attend a school for boys in order to study this.
Later, Maria Montessori changed her mind and went into medicine. She
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was initially turned down by the board of education to study medicine

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because it was unheard of for a woman to do so during her day, but she
ultimately succeeded. She became Italy's first female medical student.
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She was able to complete her studies and pay for them thanks to
scholarships.
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Maria Montessori's tenacity to pursue a career in medicine was

demonstrated twice. One was that she was given a lecture while most of
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her classmates were absent due to bad weather, but the professor was so
impressed with her that she insisted on receiving the lecture alone.

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Another was the many hours she had to give up so she could perform a
nighttime autopsy alone. A woman could not perform cadaver dissections

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in front of men during her time. Her father disagreed with her choice of
career since she was not acting how ladies were expected to at the time.

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However, it came to a close with a speech that Maria Montessori, then a
recent graduate, gave with such grace. When his father attended, he

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received numerous compliments for raising such a beautiful daughter. In
1896, Maria Montessori became the country's first female physician. She
represented Italian women in a feminism conference that same year. She
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discussed the issue of working women. In a related course, she discussed
child labor. Though she was unaware of it, this was a symptom of her
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strong bond with kids.

Dr. Maria Montessori worked in a psychiatric facility for unfortunate kids

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after she graduated. The kids were put in an empty room. After eating, it
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was noticed that kids would play with their leftovers by throwing them on
the ground. Montessori's compassion and intellect enabled her to look for
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a way to assist the kids. She noticed that these kids didn't have any toys
they could play with or control. She eventually came to the conclusion
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that these kids needed more than just drugs.

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1.4 Theorem of Maria Montessori

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The research conducted by Jean Itard and Edouard Seguin was uncovered
by Dr. Maria Montessori. They were two doctors from France who

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supported educating youngsters with behavioral issues. Maria Montessori
held the same belief that education, not medication, was the solution. At

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a pedagogical congress in 1899, she presented this concept. As a result,
from 1899 to 1901, she served as the director of an Orthophrenic clinic (a
school for the mentally sick). Dr. Maria Montessori put in a lot of effort

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monitoring kids, evaluating the results, and creating new materials.

Her two years of intensive observation of kids were where she learned the
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most of what she knows about them. Because of Montessori's work with
these kids, they eventually did well enough on a public test meant for
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"normal kids." She was troubled by the idea that her unwell students were
"equal in intelligence to these normal children in ordinary schools." She
stopped working in the clinic in 1901 to pursue her studies in
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philosophical education and pedagogical pathology. In 1904, she also

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served as a lecturer at the University of Rome. She also kept up with her
study of Itard and Seguin's writings throughout this time.
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She discussed schools in a lecture and made two primary points. One was
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that professors should guide students rather than pass judgment. She held
the opinion that a teacher's role should be to lead, counsel, and assist
students in learning while maintaining a kind and accepting attitude.
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Second, she thought that genuine cerebral activity did not deplete one but
rather fed one's soul. According to the "secret of childhood," according to

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Montessori, everyone has potential from birth, and adults should foster
that potential. The adult's job is to provide the child with an atmosphere

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that will stimulate them and meet their requirements.

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School of Maria Montessori

A housing development was established in the slum district of San

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Lorenzo in 1906. She was given the responsibility of caring for the young
children in this region because Montessori wanted to work with typical
children. Because they had to work during the day, the local parents were
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unable to care for their children. A room was provided for Maria
Montessori to care for these kids. She furnished the space with furnishings
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similar to those she used when working with mentally ill children,
including kid-sized tables, chairs, and armchairs. She was given a helper
who had never taught before, which she welcomed because it allowed her
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to try out new techniques that a background in education would have

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made difficult. She just demonstrated to her helper how to present the
materials; she did not impose any restrictions. It debuted in January of
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1906. Maria Montessori observed youngsters in this space, where she

later formed her beliefs. She noticed a young child paying such close
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attention to graded wooden cylinders that attempts to divert her proved

fruitless.
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The toddler appeared content and rested after finishing. The kids' capacity
for intense attention was amazing. She also saw the child's demand for

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repetition, which satisfied a basic need in children. She then made the
decision to offer kids the freedom to complete their assignment. Maria

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Montessori also saw how well-organized children were. Children return
items to their proper places. Since Maria Montessori recognized this, she

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permitted them to use the materials by storing them in an open cabinet
rather than a closed one, as was the original method. This opened the door
for the child's independence to select their own work. The kids

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enthusiastically applauded Montessori when she taught them how to blow
their noses. Children are constantly chastised for not cleaning their noses,
but nobody has ever calmly shown them how to do it.
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She became aware of the fact that even young toddlers had a sense of
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personal dignity as a result. Respect for all children, even the tiniest, has
always been emphasized by Montessori. Following all of these
observations and developments over the course of a year, "Casa dei
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Bambini" (Children's House), which serves as the model for today's

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Montessori classrooms, began operations in January 1907. Maria

Montessori, her children's home, and her teaching methodology swiftly
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gained notoriety. Many people, including those from abroad, came to see
these kids. Teachers were drawn to the Casa dei Bambini classrooms
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because of what the kids could perform, which astounded and amazed
them. “The Method of Scientific Pedagogy as Applied to Infant Education
and the Children's Houses" was written by Maria Montessori in 1909.
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UNIT 2
RISING OF MONTESSORI EDUCATION

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2.1 Founding Year

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Dr. Maria Montessori established the Casa dei Bambini (Children's

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House) in Rome at the turn of the 20th century to educate children from
low-income families. Maria Montessori started experimenting with her
own child-centered educational theories in the classroom as opposed to

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employing conventional teaching techniques. Because it concentrated on
educating each kid according to his or her stage of development, the Casa
dei Bambini was distinctive. In order to establish a personalized education
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that emphasized each child's abilities, Dr. Montessori worked with each
child to encourage them to take ownership of what they wanted to study.
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To achieve their objectives, kids were urged to cooperate and work

together. While initially rambunctious, the kids eventually displayed a lot
of enthusiasm in solving puzzles, learning to cook and clean their
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environment, and participating in hands-on learning activities. Dr.

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Montessori noticed that the children soon displayed orderly behavior in

taking care of their environment, times of great concentration, and calm,
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pleasant behavior. She saw that the kids learned from their surroundings
and effectively taught themselves.
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Dr. Montessori designed special learning materials for young children

using scientific observation and her earlier experience working with
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young children. Many of these materials are still used in Montessori
classrooms today, and she also created a classroom environment that

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supported the kids' innate desire to learn. The success of the institution
quickly became known throughout Italy. Dr. Montessori inaugurated a

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second Casa dei Bambini on April 7, 1907, likewise in San [Link]
on October 18, 1907, she inaugurated a third Casa in Milan.

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2.2 Montessori Gains Momentum
Interest in Dr. Montessori's schools spread due to their success.

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Dignitaries from all over the world came to Rome to see the "miracle
children," who displayed focus, attention, and spontaneous self-
discipline. Prominent educators wanting to learn it started to take an
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interest in the unique Montessori [Link] students were instructed
by Dr. Montessori herself. Students came from as far away as Chile and
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Australia to her classes, and within a few years, Montessori schools had
been established on all five continents. Il Metodo della Pedagogia
Scientifica applicato all'educazione Infantile nelle Casedei Bambini, Dr.
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Montessori's debut book, was published in 1909. It had been translated

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into 10 different languages in under 3 years.

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The Montessori Method, which has a short title of 5,000 copies in English,
sold out in four days. Il Metodo della Pedagogia Scientifica applicato
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all'educazione Infantile nelle Case dei Bambini, Dr. Montessori's debut

book, was published in [Link] had been translated into 10 different
languages in under 3 years. The Montessori Method, which was the title
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of the book's first 5,000 English copies, sold out in just 4 days. By 1910,
Montessori educational institutions had spread throughout Western

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Europe and were opening all over the world. The country's first
Montessori school debuted in [Link] were 187 English-language

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books and articles about Montessori education published by 1914.
McClure's Magazine story once referred to Dr. Montessori as "an

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educational wonder-worker."

In 1916, Dr. Montessori started focusing on the education of elementary-

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aged children. Dr. Montessori spent about half of her lectures throughout
that year's international training course discussing recently developed
elementary materials. She released L'autoeducazionne nelle Scuole
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Elementary a year later, outlining her ideas on the education of kids
between the ages of 7 and 11. The Advanced Montessori Method is the
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book's English title.

2.3 New Frontiers

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Early study by Dr. Montessori concentrated on the education of young

children, but in the 1920s she shifted her focus to teenagers. She noticed
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that at this point in their growth, students needed activities that would help
them better grasp who they are, where they fit in the world, and how to
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develop into global citizens. She suggested setting up residential schools

where young people, whom she named Erdkinder, or "children of the
earth," could live in a community of trust and work while doing practical
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things like farming or selling their own handmade items. She felt that by
exposing pupils to human interdependence, they would understand how

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society is structured and acquire the abilities necessary to successfully
navigate the obstacles of the outside world.

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Dr. Montessori eventually incorporated peace education into her

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curriculum as a result of having experienced two terrible global wars. The
Montessori method of teaching continues to emphasize social justice and
peace education. Dr. Montessori made extensive travels, giving talks and

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advocating the opening of new schools. She founded the Association
Montessori International in 1929 with the help of her son Mario to make
sure her educational philosophies and methods would be carried out as
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she had intended. In 1911, Maria Montessori made her first trip to the US.
The trans - Atlantic journey lasted over two weeks. She kept a private
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journal on the steamer where she wrote down her ideas, observations, and
even tiny sketches. The diary was released as Maria Montessori Sails to
America a century later, in 2013 and made publicly available.
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2.4 Montessori Comes to America

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The Montessori Movement gained popularity early in the US. In

Scarborough, New York, the mansion of a famous banker hosted the first
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Montessori school, which opened its doors in 1911. Others came after
each other quickly. These catered to children from wealthy, intellectual
families wanting to provide their children the greatest education possible,
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in contrast to Maria Montessori's initial Casa dei Bambini, which was for
children from impoverished, disadvantaged households. Thomas Edison

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and Alexander Graham Bell, two well-known individuals, offered their
assistance.

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Maria Montessori visited the United States in 1913 for a three-week

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lecture tour, when she was greeted by throngs of fascinated onlookers.
She was given a reception in Washington, DC. Margaret Wilson, the
president Woodrow Wilson's daughter, foreign ministers and including

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dignitaries 400 people attended. She delivered a lecture while displaying
"moving pictures" from her school in Rome to an audience of 1,000
people at New York City's Carnegie Hall. In response to popular demand,
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a second session was scheduled. According to Montessori, the American
schools were faithful to her teaching strategies, and she thought the tour
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had been a resounding success.

In 1915, Dr. Montessori made a comeback to the United States to give a

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presentation on her approach at the Panama-Pacific International

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Exposition in San Francisco and to conduct a global training programme

for aspiring Montessori instructors. A Montessori "Glass Classroom" a
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classroom with expansive glass windows on three walls - as built for the
exposition. The class of young pupils worked with strong focus and
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concentration while appearing to be unaware of the audience, which was

made possible by the innovative design. Dr. Montessori was a guest
speaker at the prestigious National Education Association annual
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conference in Oakland, California, that same year, [Link] than
15,000 leaders in education were present. The popularity of the

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GlassClassroom and Dr. Montessori's extended tour to California
increased interest in Montessori education in America and in its visionary

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creator, assisting in its spread across the [Link] founder was praised by
American publications and educational authorities for both her pedagogy

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and [Link] 1916, there were around 100 Montessori schools were
operating in the U.S.

2.5 A Movement Derailed

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In the United States, the Montessori Movement fizzled out as fast as it
had grown. Language obstacles, travel restrictions from World War I,
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anti-immigrant attitude, and the disdain of a few powerful instructors
were all factors in the decrease. One such critic was William Kilpatrick,
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a well-known figure in the progressive education movement and a former

John Dewey pupil. In his work, The Montessori System Examined, he
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criticized the Montessori Method. Kilpatrick, a well-known academic in

the early 20th century, criticized, Dr. Montessori's credentials,
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viewpoints, and overall philosophy. He disagreed wither views on the

importance of teachers, the best classroom size, and instructional
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supplies. He also disagreed with her understanding of the theory of

development and the degree of autonomy given to students in Montessori
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schools. Kilpatrick's disapproval of Montessori swiftly spread throughout

the United States and gained wide acceptance. In the United States,
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Montessori education had all but disappeared by the 1920s, with the
exception of the rare school or practitioner.

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2.6 The Resurgence

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By the 1950s, the cultural milieu in the United States had changed, and
there was an increasing dissatisfaction with conventional American

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education. A young, ambitious teacher from New York City named
Nancy McCormick Rambusch was one among those looking for
alternatives. Rambusch "stumbled upon" Maria Montessori's works and
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was immediately impressed by how original they were. She went to Paris
in 1953 to take part in a Montessori Congress and learn more. She ran
across Maria Montessori's son Mario there, and he gave her the go-ahead
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to bring Montessori back to the United States. As a result of Rambusch's
subsequent. Montessori education and his zealous attempts to spread the
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Method in the United States, Montessori education had a resurgence.

Parallel to this, the American Montessori Society was founded in 1960,
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also as a result of Rambusch's efforts. Nancy Rambusch was identified by

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The Washington Post as "the educator responsible for reviving this

country's interest in the Montessori Method of education." She was
referred to as "the lady who started it all" by The Catholic Reporter. She
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was dubbed "the red-haired dynamo of the Montessori revival" by

Newsweek.
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2.7 Montessori Today

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From its modest beginnings more than a century ago as a single classroom
for a group of less fortunate kids in Rome, Italy, Montessori education

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has cemented its position on the educational scene. Currently, over one
million children from infancy to puberty attend over 5,000 Montessori

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schools in the United States alone. There are many more Montessori
schools around the world. Both the International Montessori Association
and its member organizations around the world, as well as the American

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Montessori Society, are flourishing. Opportunities for collaboration,
networking, and professional development are also provided by other
Montessori organizations’ the moment, China in particular is
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experiencing an unprecedented demand, and education organizations are
working assiduously to train the teachers and construct the schools
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required to meet it. We at AMS are assisting, especially to guarantee the

caliber of specific programs, and are prepared to offer further assistance
in the upcoming years. In the United States, there has been a profusion of
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programming tailored to the requirements of communities, such as public

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and charter schools that provide tuition-free Montessori instruction,

institutions that run for longer hours, and year-round programmes. There
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are also multilingual, immersion-language, and/or faith-based Montessori

classes, as well as programmes designed especially for kids with learning
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disabilities like dyslexia and disorders of language processing.

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Some Montessori schools now provide intergenerational programmes that
pair young people with seniors for heartfelt encounters in recognition of

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the many benefits of intergenerational relationships and the integration of
the Montessori philosophy with adult-care needs. Others establish

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intercultural ties with Montessori schools in far-off nations, giving pupils
the chance to meet with individuals from around the world and deepen

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their awareness of different cultures. The majority of Montessori schools
include programmes for community-based service learning in their
curriculum. Montessori schools have educated well-known individuals.

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They include NBA MVP Stephen Curry, Larry Page and Sergey Brin, the
creators of Google, and the late Julia Child, a chef, novelist, and television
personality. These people have credited their Montessori education as a
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factor in their accomplishments, raising public awareness of Montessori
as a methodology that aids people from a variety of areas in realizing their
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full potential. The Method has gained new attention thanks to Day One
Academies, a project that was started in 2018 and will spend $1 billion
sponsoring full-scholarship preschools with a Montessori influence for
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low-income families. The project's driving force is Jeff Bezos, the CEO
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of Amazon and a former Montessori student.

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It is abundantly evident that Montessori is not only here to stay, but it is

expanding at a rate that would have made its creator, Dr. Maria
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Montessori, happy. Dr. Montessori was a woman who ventured to

reinvent how we learn and who acknowledged the dignity and potential
of all humans. And her work is still being done admirably by Montessori-
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trained teachers and programmes that are linked with AMS. We are
unified by a shared goal: to improve the world by teaching our children,

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who will be our future leaders, grace and respect. Become a member of
the world's greatest Montessori Movement and organization!

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2.8 Famous People Educated Under the Montessori Method

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Jeff Bezos: Amazon founder and one of the richest men in the world
Julia Child: Cookbook author and the queen of cooking shows

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Jacqueline Kennedy Onassis: Former first lady and wife of John F.
Kennedy
Prince Harry: Duke of Sussex
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Jimmy Wales: Wikipedia Founder
Beyonce Knowles: Singer/Songwriter
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Will Wright: Video game pioneer

Sean “Diddy” Combs: Rapper, singer & record producer
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UNIT 3
MONTESSORI EDUCATION

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3.1 What is Montessori Education?

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The Montessori method of teaching emphasizes independent play,
experiential learning, and group projects. Its main goal is to provide

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children the freedom to make original decisions while they are learning.
This homeroom learning, which is co-led by teachers who have received
in-depth preparation, provides age-appropriate activities to guide the

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conversation. Children search for and investigate information about the
world both collectively and independently in order to develop their fullest
potential. Homerooms at Montessori schools are expertly designed spaces
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meant to answer the concerns of children in a certain age range.
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According to the American Montessori Society, "A Montessori

programme is based on non-competitive and cooperative activities that
help a child develop a strong self-image, high levels of academic and
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social competence, and the confidence to face challenges." "Miranda-

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educated children are problem-solvers who can make proper choices,

manage their time, and work well with others because they are
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encouraged to make decisions at a young age. They freely discuss projects

and trade ideas. The basis for negotiating in new circumstances is laid by
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these constructive communication abilities. "Studies have shown that

having a healthy sense of self-worth is the best indicator of future success.
Children who participate in self-directed, non-competitive activities in
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Montessori programmes learn to be confident and upbeat in the face of
change.

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3.2 Montessori environments support the learning of children from

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birth to middle school:

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INFANT/TODDLER.
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Children from birth to three years old

[Link] the child a secure, enjoyable, and caring environment;
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[Link] trust in themselves and their surroundings;

[Link] them gain confidence in their developing skills.
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[Link] linguistic, fine motor, and gross motor coordination

[Link] chances for gaining autonomy in daily duties
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PRIMARY (CASA OR CHILDREN'S HOUSE)

For kids between the ages of three and six

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[Link] social development through respectful, clear communication
and safe, natural consequences

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[Link] the development of functional independence, task
persistence, and self-regulation

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[Link] opportunities for imaginative discovery leading to self-
expression that is assured and creative.
[Link] a wide range of materials for the development of literacy and
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ELEMENTARY
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For children ages six to twelve years (Lower Elementary, ages six to nine;
Upper Elementary, ages nine to twelve)
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[Link] opportunities for collaborative intellectual exploration in which

the child’s interests are supported and guided
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[Link] the development of self-confidence, imagination, intellectual

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independence and self-efficacy

[Link] an understanding of the child’s role in their community, in their
culture and in the natural world.
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ADOLESCENCE (ERDKINDER OR FARM SCHOOLS)

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For young people between the ages of twelve and fifteen

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[Link], a functioning farm where young people can participate in all
areas of farm management and economic interdependence while also

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taking into account non-farm contexts in metropolitan settings
[Link] the young adult understand themselves in broader and broader

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frameworks of reference.
[Link] a context for the application of academic knowledge in practice

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[Link] the growth of authentic self-reliance, self-expression, and
interpersonal agility.
[Link] the instructional strategy for this level was finished, Dr.

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Montessori passed away. As a result, there isn't a teacher training
programme for this level at AMI right now.
6. However, there are a lot of Montessori learning environments for
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teenagers, and Montessori experts are working towards standards at this
level.
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3.3 The Montessori Philosophy

1. The Montessori Approach to Education
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The Montessori philosophy has developed over time to test the full child's
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intellect and personality in a range of intercultural and international

contexts. Dr. Montessori built functional learning spaces to complement
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and improve a child's intrinsic desire to learn about the world around him
using her scientific observations of youngsters. Classroom resources
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provide learning experiences in a clear, concrete way by integrating adult

to child observation and useful hands-on activities. With an emphasis on
the sequential and orderly acquisition of both motor and cognitive skills,
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students employ motor and intellectual exploration when engaging with
these items. In addition to allowing for individualization, this system of

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scheduled work typically has a three-year age range inside the classroom,
allowing pupils to work & learn in both individual and group situations,

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at their own pace.
The three-year developmental and academic learning cycle is the

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foundation of Montessori education. By engaging with and providing role
models for younger students while also reinforcing their own knowledge
of academic subjects, older students can acquire confidence through the

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integration of students of different ages. Student teaching and learning
with one another is encouraged by group projects and collaborative
learning. It takes careful planning to create a Montessori learning
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environment that gives the child access to all the materials they require to
complete and experience the step-by step process of individual work. As
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a result, the classroom is set up with a series of easily accessible shelves

that are made to fit particular work spaces. This system of organization
makes it possible for students to obtain the required learning resources
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and offers them the time to focus on their work, increasing their level of
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independence and responsibility. This consequently reduces the

requirement for instructor guidance. Children so develop internal
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referring as opposed to outward referencing. Additionally, the teacher is

better equipped to watch both the individual student and the entire
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classroom setting.
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The Montessori classroom provides resources for history, geography, and
the natural sciences (such as biology, astronomy, and chemistry), in

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addition to tools to promote learning in the basic subjects of language arts
(reading and writing), mathematics, and geometry. Materials that teach

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key ideas to the appropriate age group are available in each classroom.
The resources are created in a logical order for developing concepts and

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skills while supporting the growth of abstract thought. First, the
instructional materials isolate information to a single subject at a time
using a tangible manipulative approach. The kid advances towards self-

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established, teacher supported goals while also advancing towards an
abstract, more divergent level of evaluation and analysis. The Montessori
instructor determines each student's needs and level through observation
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and record-keeping in order to direct them towards a route that will satisfy
their unique interests, maturity levels, capabilities, educational needs, and
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academic performance. These observations enable teachers to modify

both the academic and behavioral components of each student's
individualized learning plans. Students work at their own pace and are
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required to show that they understand the topic before moving on.
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2. The Prepared Environment

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There are no rows of desks in a Montessori classroom, which is a glaring

difference from a conventional classroom. Scientific section, for example,
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has instruments to do experiments, reference books, binders labelled with

students' names that track their individual progress through the
curriculum and house their science reports, and a terrarium. The
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classroom is filled with colorful items that are orderly arranged into
clustered regions. Children work collaboratively on rugs or gather around

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a teacher who is sitting on the floor and answering questions in the open
areas between the desks. The majority of the time, students are so fully

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involved in their work that they are oblivious to visitors, and a calm
atmosphere conducive to concentration rules. In the Montessori

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classroom, autonomous learning and curiosity are Encouraged. The
setting is intended to spark the imagination, encourage abstraction, and
offer a method for storing and retrieving knowledge. The sequenced order

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and aesthetic appeal of the Prepared Environment encourages children to
explore the fundamental ideas of all disciplines.
The use of technology is interwoven into the curriculum. Children
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become accustomed to using calculators, computers and multimedia
equipment as part of their daily lives. Internet resources are used to
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augment on- site research from sources discovered in the classroom and
in the community as needed throughout the curriculum. Both kids and
their parents frequently find the Montessori classrooms to be fascinating.
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They typically have plants, animals, artwork, music, and books and are
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cozy, cheerful, and welcoming. There are educational facilities with

fascinating learning resources, like colorful, three-dimensional
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mathematical models.
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3. Multi-age Learning Communities

Children in Montessori education are grouped by age. Lower and upper
elementary and junior high classes are assigned to children in the ages of
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six to nine, nine to twelve, thirteen, and fourteen, respectively. Learning
has several benefits from this mixed-age setting, including the following:

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The classroom benefits both remedial or English Language Learner
students as well as accelerated students because it is enriched with

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materials for a range of ages, up to the level of challenging the interests
of the most advanced students. Children can progress through the

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curriculum at their own pace, guided by an individualized learning plan.
The three-year curriculum provides each student space to flourish at
multiple levels while achieving end criteria before going forward. It is

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accepted and anticipated that kids would thrive in one area but may
struggle with basic ideas in another. The fascinating work of older pupils
constantly inspires younger ones. Older students act as mentors and role
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models and offer leadership opportunities. Older students benefit from
mentoring younger ones and strengthen their own learning through
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mentoring others. Along with developing critical social and character

skills, they also learn to understand the needs of kids who are younger
than themselves. Teachers in mixed age classes spend three years with the
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same pupils, developing a vital and deep mentoring relationship. There is

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a great deal of continuity in the lesson.

In a mixed-age classroom, teachers develop a close mentoring
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relationship with the same kids over the course of three years. Since most
students in each class continue their studies the following year, the class
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maintains a high level of continuity. This makes it simpler to acquaint

new kids with the classroom and tailor the ongoing curriculum to each
pupil. A ground breaking idea for fostering community and assisting kids
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with various stages of academic and social development is the multi-age
classroom. Dr. Montessori wanted to establish a close-knit community

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where people could learn to be empowered, where kids could learn to
contribute and share with their school family, where kids could learn to

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look out for younger kids, learn from older people, and have trust in one
another, and where kids could discover ways to be assertive without being

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aggressive.

4. Individualized Learning

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Montessori philosophy posits that for education to touch a child’s heart
and mind, the child must be learning because he/she is curious and
interested. Montessori strives to make learning its own reward with each
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success fueling the desire to discover even more. To appeal to each child
in this way, the curriculum is individualized according to the following
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principles:

● Individual learning styles, timetables, and capacities are respected.

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● The child must develop herself; the adult acts as a resource and a
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catalyst for development.

● Students are given the opportunity to choose what to investigate and
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learn.
● The student is responsible for mastering basic skills and basic core
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knowledge.
● The student will follow a written study plan for each week, which is
arrived at jointly by the teacher and the student.
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● The student will be supported in planning an individual schedule for
completing work.

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Materials and activities are designed to support different learning styles
and multiple intelligences, such as linguistic, spatial, musical, kinesthetic,

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and interpersonal. Some children – kinesthetic learners — learn best by
using their hands, taking measure of materials physically and thereby

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mapping them mentally. Others — linguistic learners — are especially
attentive to verbal cues and have innate ability to verbalize knowledge
and to learn by listening attentively. Other children may benefit greatly

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from interacting with others, sharing, teaching, and collaborating to
master the material; these are children with strong interpersonal learning
skills. Montessori philosophy supports these differences and recognizes
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that children may also transition from one learning skill set to another as
they develop during these formative years. One-size-fits all teaching can
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fall short for these children.

5. Active Learning
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Montessori materials are designed to stimulate the senses and engage

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students in active learning. Students are encouraged to pursue areas of

particular interest to them, becoming “experts” (meaning the student is
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able to integrate this learning into his or her daily work and practice) and
using all available resources, including internet and community sources
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to engage their curiosity. The classrooms are prepared with Montessori-

sourced materials, which are hands-on and encourage “experiential”
learning, as opposed to the more traditional model of lecture and drill
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exercises, which are comparably passive. Repetition is accomplished by
having a variety of materials with which to practice the same concept. It

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is this repetition — through active and multiple modes of learning —
which leads to mastery of the concept. Students learn by trial and error

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and by discovery. They learn to ask the right question, spontaneously
engage in their own research, analyze what they have found, and draw

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their own conclusions.

The extra time allotted for work, usually three hours, gives students the

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opportunity to conduct research outside of the classroom in a community
garden, a local library or museum, or by speaking with outside experts.
They can also use the internet, the classroom library, and other relevant
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indoor and outdoor materials. Throughout this process of discovery,
students are not afraid to take risks and to learn constructively from their
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mistakes. Students engage with the Montessori materials, which are

designed to transition children from concrete understanding in early
elementary to abstract thinking. This means that children arrive at
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abstraction through their own creative process and their desire to

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understand. This is a joyful process of intellectual development, inner

awareness, and creative thinking. Again, the child’s education is forged
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on the path to discovery. Active learning is the heart of Montessori

education. Rather than present children with the “right information” and
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supply the “right answers” up front in the form of lessons and lectures,
Montessori educators guide students to ask the “right questions” and help
them discover the answers for themselves. With this active approach,
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learning becomes its own reward and each success fuels the desire to
discover more.

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6. Montessori Curriculum Materials

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Core subjects are taught using Montessori materials by qualified
Montessori teachers. The effectiveness of using Montessori materials to

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meet Common Core and California state criteria has been demonstrated.
To assist each child's unique learning style, materials are often
supplemented with books, activities, technology, and other educational

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tools. The team routinely reviews any additional resources that should be
included in the Montessori classroom. Teachers and administration have
ongoing conversations based on observations and evaluations of the
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development of specific students. A variety of subjects are covered in the
integrated curriculum, including phonics, spelling, grammar, sentence
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analysis, creative and expository writing, geography, history, civics,

economics, anthropology, sociology, practical life, movement, physical
education, music, visual arts, and crafts. The integrated curriculum also
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includes resources and exercises to help students learn these subjects.

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Materials from the Montessori method are physical illustrations of

teachings that help students grasp concepts.
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Every Montessori material and lesson is designed with a specific goal in

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mind, as well as prerequisites, direct and indirect aims, typical age ranges,
procedure, language, error control, points of interest, variations and
extensions, subsequent lessons, as well as its placement and significance
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in the overall curriculum. Teachers are given training in the choice,
application, and results of each piece of curriculum, greatly assisting the

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student in his or her education. The organization and presentation of the
materials progress in complexity and abstraction. Before moving on to the

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next material, students must demonstrate comprehension and mastery.
This enables the student to carry on with their own, distinctive educational

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path without having to wait for or impede the progress of others.
Additionally, it constantly places the learner within the framework,
evaluates each student's progress, and offers an immediate diagnostic

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option should a student struggle with any subject matter or idea.

Lessons in small and big groups are aimed to excite students and
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encourage them to thoughtfully apply the knowledge they have gained
from the content. Students typically finish the majority of group courses
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with their annual cohort, which involves a broad speed but also allows for
individual rates and moving to another group as necessary. The
Montessori student stays in the classroom, in contrast to the previous
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educational system, when a student would be "pulled out" for specialized

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assistance. With the individualized attention of the qualified

teacher and a variety of lesson groups in the classroom, pupils in the
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Montessori Model receive the precise help they require. Individual

Learning Plans (ILPs), which are developed by students at the start of
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each school year in consultation with parents and teachers to chart a

course for each student's achievement, are of utmost importance. The
plans offer a method for determining areas of strength and progress,
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setting targets, and coming to an agreement on particular learning
objectives. In this approach, new content is taught in a fashion that caters

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as much as possible to the needs of each child.
Following conferences, progress reports, and student self-evaluations are

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primarily focused on the student's development towards realizing his or
her ILP. The teacher and each student work together to create a Weekly

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Work Plan (WWP), which outlines the objectives, requirements, and
homework for the next week. Weekly work plans cover various areas of
personal development in addition to language, math’s and scientific

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fundamentals. Every time it is feasible or appropriate, WWPs provide
students the chance to suggest a different task that would achieve the main
goal but be more engaging for them. Each week during the school year,
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teachers review each student's WWP. The Family Educational Rights and
Privacy Act is followed appropriately to ensure the privacy of any student
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records. In the event that a student transfers to a new school, all records
and evaluations are forwarded to the new institution and are accessible to
parents.
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7. The Montessori Approach to Homework

The Montessori student frequently offers to help with extracurricular
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activities, volunteer work, and projects for the classroom. As a result, the
Montessori student acquires good study habits, self-control, and
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responsibility organically. Keeping up with school-related tasks at home

gives parents the chance to be involved in and informed about their kids'
education. However, a Montessori programme does not include daily
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homework. However, the teacher offers advice for extracurricular
projects and activities based on the student's specific interests and

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requirements, if the student so chooses.

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UNIT 4
PRINCIPLES OF MONTESSORI EDUCATION

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4.1 Ten Montessori Educational Principles

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1. Respect for the Child A strong respect for children is at the heart of
much of the Montessori philosophy. Respecting each child's

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individuality, freedom of movement, ability to make their own decisions,
and ability to do tasks at their own pace all fall under this category.
Montessori teachers approach their work and interactions with kids from
a point of sincere respect.

2. Inquisitive Mind
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According to Dr. Maria Montessori's research, a child's growth is most
important during the first six years of life. To reflect the child's sponge-
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like ability to absorb information from their environment, she referred to

this time as the "period of the absorbent mind." Children build the basis
of their intelligence and personalities at this period as they quickly
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develop a grasp of their surroundings and culture.

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3. Restrictive Times
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Children go through various developmental periods when they are most

capable of learning particular knowledge areas and abilities, according to
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Dr. Maria Montessori. These phases are what she called "sensitive
periods," which are essentially windows of opportunity for learning.
Sensitive times are characterized by strong concentration, repetition,
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dedication to a task, and significantly prolonged durations of
concentration.

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4. Teaching the entire child

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Each child's potential is nurtured via the utilization of learning
opportunities that promote their intellectual, physical, emotional, and

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social growth in a Montessori environment. The Montessori Curriculum
also addresses practical life, the senses, and culture in addition to
language and math’s. All facets of a child's growth and learning are

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interconnected and given equal weight.

5. Individualized Instruction
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Each child's Montessori learning programme is tailored to suit their own
developmental stage, requirements, and interests. Based on each child's
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academic development, one-on-one lessons using the Montessori

materials are given. Teachers keep tabs on the development of every
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student and assist them as they move through the curriculum.

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6. Freedom of Choice and Movement

Children learn best when they are free to wander around, free to select
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their own tasks, and free to follow their interests, according to Dr. Maria
Montessori. Children are free to wander about the prepared environment
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of a Montessori classroom, work where they think they will learn the
most, and find learning objectives via practical application. The majority
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of learning in a Montessori environment is active, individual, self-
correcting, and geared towards the needs and interests of each child.

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7. A Prepared Setting

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The prepared environment is another name for the Montessori classroom.
Everything in this thoughtfully designed learning environment has a place

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and a function clear feeling of order exists, which helps kids form rational
mental processes. The core concept is "order in environment and mind."
Children are free to pursue their interests, pick their own assignments, and

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go on at their own speed in this environment.

8. Internal Motives
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The Montessori method holds that knowledge is its own reward. There
are no gold stars in the Montessori classroom to recognize the learning of
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the students. Instead, when kids finish a task and figure out how to
complete it alone, they feel accomplished.
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9. Independence
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Montessori is an independent learning method. It gives kids the

surroundings, resources, and direction they need to learn how to act and
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think independently. According to this theory, kids are innately curious

and eager to learn when given the correct stimuli. Independence is the
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main focus of a Montessori education.

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10. Auto-Education

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The idea of auto-education is one of the foundational ideas of the
Montessori Approach. It is predicated on the idea that if given an
engaging learning environment, kids can and will teach themselves. To

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address this need and provide kids the power to control their own
education, Montessori materials were created. For children to educate

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themselves. Montessori instructors provide a prepared environment,
direction, and encouragement.

4.2 Inside a Montessori Classroom

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Montessori classrooms are peaceful, happy places designed to meet the

developmental needs of each child in every stage of life.
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They offer several opportunities for kids to study and play in a variety of
settings, including solo, in pairs, in small groups, in large groups, inside,
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outside, at tables, and on the ground. All of the furniture, shelving,
utensils, dishware,cleaning supplies, and Montessori materials
themselves are adapted to the child's size. The absence of a central focal
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point in the classroom illustrates how the students are a cohesive

community rather than paying close attention to the teacher. The children
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are provided with rich sensory and intellectual experiences through the
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use of vibrant and appealing colours, natural materials, unique cultural

artefacts, and captivating wall pictures. Children immediately and
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touchingly recognize that they belong in a Montessori environment when

they first walk in Children learn how to control their own social
connections in Montessori classrooms.
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The teacher explains the best method to handle disagreements or novel
situations through enjoyable roleplaying games and suitable modelling,

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providing the student the skills to behave assuredly and pro-socially when
the occasion calls for it. The end effect is a self-regulating classroom

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where the kids primarily deal with their own natural social conflicts.
Children are free to walk around the space and engage in whatever

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interests them or work one-on one or in small groups with the teacher.
Unless it puts themselves, others, or their environment in risk, the teacher
does not restrict their movement. In Montessori schools, outdoor spaces

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are significant and provide possibilities for interaction with the natural
world.
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UNIT 5
DEVELOPMENTAL PLAN

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5.1. Introduction

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Montessori had a great deal of respect for children. She was astounded by

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the child's potential for good and the optimism it contained for humanity
as a whole. She was liberated from the traditional adult prejudices against
young children that are still widely held today since she considered them

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as fellow human beings rather than as inferiors. She eventually learned
the true role that childhood plays in the growth of the human being thanks
to her open-minded and humble attitude. According to Montessori, a child
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goes through distinct developmental phases, each of which has its own
unique requirements. Some psychologists have referred to the transitions
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from one phase to another as "rebirths" since the qualities of each are so
dissimilar from one another. The stages from birth to adulthood are
referred to by Montessori as "The Four Planes of Development."
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Montessori's theory of development is holistic; it considers the social,

cognitive, moral, and biological changes of the individual from birth to
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maturity, which occurs about age 24. Other developmental theorists

concentrated on one specific component of development, or stage of
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development, whereas Montessori's approach is holistic. The stages

described below discuss the ways in which personality, cognition, and
behavior change during each particular period. We must completely
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comprehend this framework since it clarifies and supports Maria
Montessori's concept of education as "an aid to life." The adult can assist

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a child's natural development by having an understanding of their
requirements and qualities at each stage of development. The parent acts

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as support while the child takes the lead. Overview of the Four
Developmental Planes, Section

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5.2 Overview of the Four Developmental Planes

Infancy/early childhood, from birth to age six, childhood, from ages six

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to twelve, adolescent, from twelve to eighteen, and early adulthood, from
eighteen to twenty-four, are the six-year cycles that make up Montessori's
stages of development. She didn't consider things to follow a strict
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historical order; rather, she thought the ages were approximations. The
stages should not be thought of as totally linear; rather, they should be
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compared to the tide's ebbing and flowing within each plane as the child
progresses from birth to maturity. Every plane starts over with a fresh set
of traits, requirements, and behaviors. When a plane hits its height, it
e

starts to descend, clearing the way for the start of the changeover to the
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following stage. This is what Montessori referred to as the "constructive

rhythm of life." The evolution and rhythm of movement through the
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planes are guided by the sensitivity of each stage.

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There are similarities among the four planes despite the fact that each is
unique. Early childhood and adolescence, the first and third planes, are
regarded as the most active or creative stages. The second and fourth
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planes represent more secure, tranquil stages of growth. The transition
into maturity is represented by the third and fourth planes, whereas the

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first and second planes represent the years of childhood. The first plane is
used for the formation, or creation, of the individual, while the second is

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used for their growth. The fourth level develops the creation of the adult
in society, which was brought by the third plane. Additionally, there are

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two sub-phases in each plane, each lasting roughly three years. The
progression of creation and growth is paralleled by these sub-phases as
well. Each plane generally has an initial phase of three years for creation

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and a second phase of three years for development or "crystallization."

Even if the second and fourth planes' creative phases aren't as dramatic,
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the personality is still developing and creativity is still occurring. What
has been built is expanded upon and established during the second sub-
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phase, which lasts the final three years of each plane. When you think of
the term "crystallization," you must have something to solidify it. The
sub-phases are particularly important in creating an environment that is
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most suited for the needs of the young person because they highlight the
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movement of development and recession within each plane. The many

planes of development can also be compared to different stages of
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metamorphosis. When we consider a caterpillar's look, needs, and way of

life, we observe an entirely different creature from the butterfly it will
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eventually develop into. While the butterfly flies from blossom to flower
in quest of nectar, the caterpillar crawls along devouring leaves. The
caterpillar cannot be helped by a flower garden, and the butterfly cannot
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be helped by green leaves. At each stage of growth, the child is pretty
diverse and requires very distinct circumstances in order to thrive. At each

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level, there are distinguishable mental and physical traits, and the
environment of the kid must adapt to those traits. There are distinct

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developmental goals for each plane. To achieve these goals, the youngster
develops particular sensibilities or skills at each plane.

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Each level depends on the one before it even though each has its own
distinct qualities and requirements. The adult existence has roots in the

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first plane, much as an acorn sprout and grows roots that expand and
sustain the enormous oak tree. The youngster enters the next stage with a
deficit if all of his needs aren't met at one stage. This deficiency can only
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be made up consciously utilizing that plane's qualities; it cannot be made
up organically. We cannot tell a butterfly, which appears little, to eat more
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leaves. Learning a language is one of those things that will never be the
same as it would be if it had occurred on the ideal developmental plane
for that particular skill. A certain degree of independence is achieved at
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each stage of growth. The youngster aspires to functional independence

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in the first plane. Dr. Montessori narrated the tale of a small boy who
requested assistance from his teacher in order to complete a task on his
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own. As the youngster strives for intellectual independence, this phrase

changes to, "Help me to think for myself," at the second plane. The
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adolescent moves towards social/emotional independence at the third

plane; "Help me find myself." The young adult aspires to financial
independence at the fourth stage of early adulthood; "Help me to support
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myself." The parent must identify the physical and mental manifestations
at each step when the child transitions from one plane to another and

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provide an environment that meets those needs. The infant can function
freely in this setting, carrying out the tasks required for his own self-

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construction under the guidance of his own internal development
regulations.

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5.3 The following are the Four Planes of Development:

The First Plane: Early Childhood (birth to age six)

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The Second Plane: Children (ages 6–12)

The Third Plane: Adolescence (12–18 years old)

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The Fourth Plane: 18 to 24 years old (Maturity)
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The Initial Developmental Plane

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The First Plane of Development From birth to about age six, a person goes
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through the first plane of development. It is separated into the (birth-3)

and (3-6) sub-planes. A human newborn is essentially helpless at birth,
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yet in just two or three years she can go from being essentially motionless
to running and dancing, from sobbing and cooing to babbling and singing.
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When you consider it, this is actually rather amazing. The child truly
produces language—whatever language she hears-- instead of being born
with a limited vocabulary that she must simply expand. The infant must
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develop movement by strengthening her muscles and coordinating
motions and balance in order to roll over, sit, and crawl because she is not

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yet able to stand or walk a little bit. "It is not a question of development,
but of creation from nothing" at this point. Even more astounding is the

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fact that a youngster is not aware of learning anything from birth until
about age three.

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From birth to about age 3, the child is what Montessori refers to as the
"Unconscious Creator" because during this crucial time in life, she is not

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aware of learning but instead forms the person she will become. She
doesn't recall much from this period, yet the events of these formative
years remain with her forever. Her mother does not "teach" her infant how
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to walk and speak; the newborn spontaneously develops the mental and
physical powers for language, movement, and sensory perceptions. She
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has a "type of mentality that is unapproachable by the adult, who can

exercise no influence on it." Before she can make a deliberate movement,
she waves her arms and shoves her fist in her mouth. She carefully
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observes the human face and pays attention to spoken sounds before
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starting to chatter and coo.

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Before she has the language to express these concepts, she tastes and
smells. She starts to coordinate these different talents into a coherent
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function after these various parts are finished. It is comparable to the time
during pregnancy when the body's organs first started to function
harmoniously after experiencing independent growth. The first plane is
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currently in its creative phase. Around age three, the kid develops into
what Montessori referred to as the "Conscious Worker," capable of

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interacting with his surroundings consciously and purposefully. He starts
to gain self-control and self-mastery. He is able to employ the skills he

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has been unconsciously developing. He is conscious of his job. His
profession is enjoyable and fulfilling, and he is constantly busy. His hand

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serves as the vehicle for his thoughts, and he is occupied with honing and
enhancing the abilities he developed throughout his formative years. In
the first plane, crystallization is occurring at this time. The youngster has

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a mind that is very different from ours in order to perform this amazing
self-construction. Because the infant effortlessly takes in, or absorbs,
sensory information and experiences from the world, Montessori dubbed
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this particular sort of mind the "Absorbent Mind." This characteristic
greatly enthralled Dr. Montessori. She found it amazing that young
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children who lived simply and joyfully could learn and orient themselves
to complicated systems without any instruction—just by experiencing
life.
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We can observe how the child's brain is physically different today thanks
to brain imaging, and we will look more closely at brain development in
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the coming weeks. All it takes for us grownups to realize that we no longer
have a "absorbent mind" is to consider how challenging learning a foreign
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language is today. Nature provides the child with "sensitive periods," or

windows of time when the young child is particularly drawn towards a
certain aspect of development, because the sensory information and
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experiences that the child takes in are so crucial for his self-construction.
The young child's creative energy are directed during these sensitive times

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towards what will be most beneficial to her development at that specific
time. When we think about how to support this life as it develops during

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the first years, we start by creating a setting where the infant feels safe,
secure, and loved. This typically refers to a setting at home with a reliable

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career.

The baby's environment must be serene and conducive to appropriate

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degrees of indoor and outdoor exploration. The baby should spend time
with a select group of family members and close friends so that he can
develop bonds of trust while without feeling overwhelmed. Keep in mind
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that a baby needs to explore and experience the world firsthand with his
or her senses in order to mature as nature intends. Above all, he must be
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present and involved in the regular, everyday life around him. To

encourage his increasing independence and discovery, his family must set
secure boundaries for his surroundings. The young youngster requires
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space to run around and use his hands to investigate. Because he takes in
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everything around him through his senses, he needs a rich environment.

He needs chances to speak and be exposed to language. He needs to be
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able to make straightforward decisions and have chances to take initiative.

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Imagine a baby sitting in the grass. He is likely grabbing a handful of

grass and putting it in his mouth while making a face. His mother may
smile and say, "Yes, that's grass," and then gently remove the strands from
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his outstretched tongue and hand. The baby is receiving sensory input
from the environment and coordinating his desire and muscles. Although

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it seems straight forward and common place, this is crucial for his
development. According to Montessori, "The ego, organizing and

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coordinating, is bringing his inner psyche and his organs for expression
into harmony by means of ongoing integrative experiences. A friend of

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mine tells the tale of how he and his wife, a Montessori teacher, set up
things so that he would stay home with their young daughter during the
day while his wife continued teaching. It is crucial that the child himself,

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acting spontaneously, should choose and carry out his acts. They were
dedicated to giving their little child the best environment possible, so she
participated in all daytime activities with her father, including cooking,
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gardening, folding clothes, and daily walks to the park. Her dad observed
a shift in her when she was about 2 and a half. When they went to the
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park, she would squeal, "Kids! Kids!" as she yearned to see the other kids.
Her father saw that she now required social interaction with other young
children, something he was unable to provide for her at home.
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ch

The young youngster is ready to broaden her environment at roughly three

years old. It is at this point that she enters the Children's House and begins
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working with new grownups and kids who she will grow to trust. The
family still comes first, but she can now pursue her goals of independence
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and work in a bigger social setting. Everything in the new setting is

proportionate to the children's size and
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Intelligence, and as the first plane of development comes to a finish, we
should observe a youngster who is self-assured, competent, and

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autonomous. He has control over his physical body, the self-discipline to
make decisions, and the aptitude to carry those decisions out. His

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command of the language allows him to communicate well in social
settings. He has adjusted to his unique time and location and is aware of

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the subtleties of his culture. He employs his five senses, which he has
grown and honed, to enhance his brain by organizing and categorizing the
information he gathers. He has combined his mental and physical abilities

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for the purpose of self-creation or personal growth. Love holds the child
together throughout this difficult process of creating his own being. Not
love in the conventional, emotional meaning of the word, but rather a love
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that permeates the child's consciousness. The infant experiences life and
joy as a result of this love, which is the spiritual energy that supports his
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self-construction and gives him the freedom to follow his deepest

instincts.
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The second developmental plane –

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Ages 6 to 12:
The Second Plane of Development But the narrative isn't ended yet. The
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second plane of development, which spans the years between ages six and
twelve, is a generally tranquil and steady time. There is a lot of cerebral
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work done, but not nearly as much physical and mental development as
there was in the previous level. It is rather ironic that the child has just
gone through an intense, dynamic period of development and taught
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himself an incredible body of knowledge, but only at around the age of
six does society say, "Okay, now you are educable." Society does

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acknowledge that a change is occurring within the child because there are
physical markers that clearly distinguish the transition into the second

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plane. Baby teeth start to fall out and are replaced by big, sturdy teeth for
the child. The fine, wavy hair gets coarser, straighter, and darker over

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time.

The kids lose their newborn fat and are lanky and ungainly. They have

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excellent physical health, strength, and endurance. Additionally,
psychological changes occur. The innocent child's once-sweet demeanor
changes into one that is straightforward, candid, and occasionally plain
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unpleasant. The children's growing intelligence turns outward, and they
start to ask why things happen the way they do. What is it? was the query
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they posed in the first aircraft. However, they now query, "Why is it?
“Why do these occurrences take place? “But what if they don’t? This
alteration is frequently misinterpreted. The child's mind is now something
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that adults can comprehend, approach, and affect, not that the youngster
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is suddenly intelligent enough to learn.

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Because the particular ability of the absorbent mind diminishes as the

first level of development does. The child must make a conscious effort
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to learn new content because he can no longer just absorb knowledge from
his environment. The child now learns in the same way that adults do,
with one significant exception: the child is still motivated by his or her
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need to grow and learn. Because the child is still developing, there is an
underlying urge or sensitivity to learn and expand, and so the second stage

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of childhood begins. Think of the sonata's musical structure. The
introduction and presentation of musical motifs occurs in the first section.

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These initial motifs in the sonata are rhythmically and melodically
throughout the development part. The infant "presented" himself in the

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first plane of development, and now, in the second plane, all the ideas that
were given can be investigated and diversified, increasing the complexity
of the personality and deepening the child's understanding of his role in
the world.
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The child's goal shifts from functional independence to intellectual
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independence as his "absorbent mind" eventually develops into a
"reasoning mind." The kid is investigating all sides of the argument. He
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doesn't just want to accept facts as facts; he wants to comprehend them

for himself. He wants to make judgments based on his own reasoning,
judgement, and viewpoints rather than those of his parents and professors.
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The child seeks more freedom from his family as he develops his ability
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to reason and think for himself. He develops a certain level of

"toughness," and he wants to leave his family's safety behind. Second
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plane children frequently organize clubs and join organizations as they

start to find their identity as distinct from their family. His buddies
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become ever more important, and there is a trend towards "hero worship."
The youngster is incredibly curious about everything, which is driven by
her development and her desire to learn. The second plane of development
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is for comprehending how all the parts of the world interact, just as the
first plane was for taking in the environment through the senses.

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When Montessori used the phrase "the acquisition of culture," she was

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not referring to "the arts"; rather, she intended the young child to be
exposed to the entirety of human civilization, including the sciences,

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history, music, and mathematics. She thought that if the youngster were
introduced to concepts as vast as the universe, his enthusiasm, adoration,
and awe would inspire him to want to study even more. We sow as many

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seeds of interest as possible, for there is no limit to what must be offered
to the child...all factors of culture may be introduced to the six-year-old;
no old; not in a syllabus to be impossible. Montessori called her plan for
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the second plane child "Cosmic Education." This is the period when "the
child's mind is like a fertile field, ready to receive what will germinate
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into culture."

These will only be loosely held in the mind, but they have the potential to
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sprout later as the will gets more focused. The kid explores the physical
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components of the world with her senses in the first plane of development.
In the second layer, however, the child does not rely simply on her senses;
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she uses her imagination and capacity to abstract to explore with her
intellect. In fact, she takes a piece of silk cloth in her hand and feels that
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it is "smooth. “She might be curious about the origins of silk. She might
use her imagination to go back in time to prehistoric China and picture a
silk worm spinning its cocoon.
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The second plane child uses her abilities of imagination and abstraction
to mentally explore the cosmos - past, present, and future. She can picture

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how that first person would have stated, "I would like to make a cloth as
soft and beautiful as that silky cocoon." Her vast intellectual capacity and

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her desire for intellectual freedom is what motivate her. She asks the
grownup to "Help me think for myself." The second plane child is so

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motivated to learn that he enjoys "big work," which can be anything from
a long division problem that takes up 15 pieces of graph paper (the kids
laugh when they say "long division") to a report on all the animals in the

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world or all the microorganisms that exist in a single drop of water to a
huge paper-mache volcano model that is a complete mess. Although the
workplace may appear to be in a state of utter disarray, the children's
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organization is internal, so they are fully aware of where everything is and
who is responsible for what. The formation of the child's character on a
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social and moral level is another element of their work that is as

significant. The child has a deep awareness of unfairness and is very
interested in the ideas of justice and fairness. In one of her schools'
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gardens, Montessori recounts an intriguing encounter she had with a

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young goat.
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She recalls how she cherished watching the goat extend its hind legs to
grasp tree leaves. She tested the goat's height one day by holding a bunch
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of grass above his head. When a seven-year-old saw what she was doing,
he made a harsh remark about her. The child approached and supported
the goat by holding up its front legs so that it could forage for grass
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without being overly worn out. The kid from the second planet wants to
develop his own set of moral standards and interpret the world in his own

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way. He wants to collaborate and have fun with others in a group, while
the other members want to establish their own norms and structures. The

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children are more engaged in discussing and debating the rules of the
game than actually playing it, elementary Montessori teachers frequently

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see. Children are taught that joining a group necessitates a commitment
from each individual to the group and that each member of the group must
freely choose to abide by the rules or principles in order to be a part of the

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group. To do one without the other is like trying to walk on one foot,
thinking that walking on two feet would be twice as difficult. It is difficult
to practice social relations if we are only working from the imagination
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and the abstract, so the child's intellectual work is always within a social
context. Knowledge and social experience must be acquired at the same
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time. Because the hand is the instrument of the intellect and manual labor
focuses the child's attention on the task at hand, educational materials are
provided to stimulate the child's creativity and abstract thought.
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ch

Lessons are delivered in small groups, and after the teacher has
introduced the main idea and demonstrated how the material can be used,
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the students are encouraged to carry on the work collaboratively. Many

times, lessons are followed by "going out" into society to observe how
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these concepts or abilities are used in a larger context. The child's ideas
and imagination cannot fit in the classroom, therefore "going out" offers
a secure way for them to explore the adult world. The "going out" to a
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coffee roasting facility and conducting an interview with a coffee roaster
could be part of a study on the history of coffee. A visit to a plant nursery

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to look for other leaves with that specific trait may come after a lesson on
leaf venation. When social, moral, and intellectual work are combined

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through the exploration of the universe, there arises in the child a
profound sense of wonder and admiration for the interconnectedness of

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all life, as Montessori stated in Educate the Human Potential: "We shall
walk together on this path of life, for all things are part of the universe,
and are connected with each other to form one whole unity. “As the

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youngster starts to question, "Who am I?," this causes a sense of
responsibility to grow in them “and, "What will I contribute to this
common life? This is the second plane's developmental task.
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Third Plane of Development -Age 12 to 18

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In the second level, there is a tranquil, steady phase of intellectual

development and responsibility, followed by another time of instability
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and creation. Another "rebirth" occurs in the third developmental plane,

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but this time, social man is born rather than an individual. The transition
from childhood to adulthood is marked physically by puberty, but there
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is also a psychological transformation from the kid in the family to the

adult in society. This is the phase, according to Montessori, "when the
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social man is created but has not yet reached full development. “The years
from birth to three are second only in terms of the quick and profound
bodily changes that accompany puberty. Teenagers require more sleep,
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and their sleep patterns alter. He has a higher risk of getting sick, and he
frequently laments "growing pains" and general weakness. The hidden

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physical changes in the brain that are being revealed by recent brain
research are even more fascinating. Researchers are able to demonstrate

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that specific brain regions develop and alter during adolescence using
MRI technologies. The prefrontal cortex, which is behind the forehead, is

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in charge of organizing information, working memory, planning, and
mood regulation. It takes until well into early adulthood for this area of
the brain to fully develop. In actuality, the "exuberance" of synaptic

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growth we are observing is second only to the incredible synaptic growth
occurring between birth and three years old! The adolescent brain works
so inefficiently because of this exuberance, or overproduction of
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synapses. Teenagers are able to reason more clearly, exercise greater
judgment, and display better impulse control as the prefrontal cortex
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matures as experience influences the growth and prunes less effective

pathways. This region of the brain is actually known as "the area of sober
second thought."
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ch

[Link] brings about changes in the cerebellum, which is

positioned above the neck in the rear of the head. This part of the brain is
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involved in processing higher-level mental processes, which has an

impact on how well adolescents can negotiate social complexity and do
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well in school. The teenager is extremely unstable psychologically and

goes through mood swings, aggressive emotions, doubts, and hesitations.
Teenagers grow extremely sensitive to perceived judgement, mockery,
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and humiliation. Their intellectual aptitude declines, and they have
trouble focusing. This means that the teenager appears to regress and is

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less capable of doing what society expects of him than he was in
elementary school at a time when we would expect an increase in

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responsibility, capability, academic success, and independence. Think
about the normal middle-school learning environment as well: large class

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sizes, demanding coursework, a new instructor for each subject, pressure
to earn "good grades," and more exposure to unfavorable influences. The
educational setting that would "aid the life" of the young adult in the third

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plane, according to Dr. Montessori, is just as radical and stunning as the
Casa dei Bambini was for the three-year-old.
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However, her work with adolescents has not yet reached the same level
of realization as her work with children in the first and second planes. In
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a secure, protected setting, Montessori aimed to educate the teenager for

adult life both socially and economically. She suggested that we "abandon
the schoolroom and open the gate of life," establishing a "centre for work
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and study" in the serene countryside where all aspects of everyday life
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would be centered around the changing requirements of the teenagers.

She held that "if young people at a certain point are called upon to take
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an active part in the life of humanity, th n active part in the life of

humanity, they must first feel that they have a great mission to accomplish
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and prepare themselves for it." This training would occur between the
ages of 12 and 15 during the first half of the third plane. In addition to
meaningful physical labour on the farm, communal living, economic
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opportunities, and a general education programme with a strong focus on
the arts, music, and self-expression. In order to introduce them to nature

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and culture, the pupils worked on the property there. They would
investigate an infinite range of anthropological and scientific research

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centered on the land. The pupils would learn about the difficulties of
becoming economically independent and develop selfrespect as a result

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of realising the value of their own labour. These kids were referred to by
Montessori as "Erdkinder" or "children of the land."

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They would travel the same route as human civilizations did when people
first landed on the earth and cooperated with one another. In a cooperative
social community, they too would live together, and by doing so, they
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would learn to be accountable to one another and to themselves. Because
working entails coming into contact with life and taking part in the
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creation of the supernature, Montessori believed that young people should

be "producing, selling, and working not in order to learn a trade."
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[Link] young person experiences "valorization," which Montessori used

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to describe the internal and external validation of personality, as a result

of engaging in real life activities with genuine consequences. The young
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person needs to know that he can make a meaningful contribution to the

community and see that value reflected back onto himself in order to
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make a healthy, confident transition into adult society. This may result
from seeing his friends and family enjoy a dinner he helped make,
cleaning the barn so the cow has a clean place to stay, singing a song he
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wrote in front of his friends, or making enough money at the farmers
market to cover the cost of the garlic flowers they brought. The young

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person comes to the realisation that he is capable of carrying out adult
responsibilities in the adult world; he can "succeed in life by his own

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efforts and on his own efforts and on his own merits, and at the merits,
and at the same time it would put him in direct contact with the supreme

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reality of social life."A young person would return to a more traditional
school setting and get ready for the "age of university studies" - the fourth
level of development - with this strength of personality and health in mind
and soul.
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The Fourth Plane of Development -
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Ages 18 through 24
The globe has adopted Montessori's meticulously crafted first and second
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planes of development. Regarding the third level, we have some of her

writings, and many individuals have been attempting to create Montessori
environments for teenagers, but there isn't much written about the fourth
e

plane. There is still work to be done. By examining the similarities from

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previously, we can see that the third plane starts the development of the
adult, and the fourth plane completes it, just as the first plane started the
ea

building of the individual and the second plane finished it. The first two
planes represent childhood, while the latter two planes represent the
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transition into adulthood. The young adult now moves into the fourth
developmental level.
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She is viewed as an adult by society at the age of 18, having outgrown her
youth and becoming a "formed person."The fourth plane is another stable

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stage of development and consolidation of the creations created in
adolescence, following the turbulent changes and creations in the third

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plane. Both the physical and psychological stages of development are still
in progress.

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Her success now hinges on how she has utilised her talent up to this point,
just as it did during her passage through every previous plane. If the

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previous degrees of independence have been attained, she will be able to
make her own "choice of action," conscious of her own "possibilities and
responsibilities." Now that man is in a phase where he must choose for
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himself how far he can advance in the culture that belongs to the entirety
of humanity, Montessori writes, "Culture and education have no
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bounds."At this point, the young adult must put himself aside and start to
consider the "mission of humankind." Keep in mind that the second plane,
when the youngster was beginning to develop a sense of responsibility,
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matches the fourth plane. Remember the toddler on the second plane who
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started to ask, "Who am I?" What contribution will I make to the world?
ea

The adult is prepared and able to start contributing now that they are on
the fourth plane. "If man understood his mission, and knowingly and
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wisely obeyed the laws of his own existence," wrote Maria Montessori in
Education and Peace, "he would suddenly discover that he could change
his life and experience joy where today he experiences only great
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difficulties." Regarding humanity's capacity to successfully adapt to any
situation and utilise natural resources for our growth, Montessori wrote

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with awe. She understood that all life is now interconnected and that only
humans have the power to change the environment. She refers to

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humanity as "a single nation," and this "single nation"'s riches are its
intelligence, its cohesive personality, and its togetherness. The basis was

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set from the beginning of life, the development of the individual, the
lengthy, drawn-out childhood, and the birth and growth of social man.
What kind of new adult will enter the world and what kinds of decisions

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and changes she will be able to make will depend on everything that has
occurred, or not occurred.
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The integration of the child, the adult, and society is complete, but "the
adult is beyond reform." Working with adults to improve the state of the
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world is impossible; we must start with children. Man must be taken as

he is, with patience and We must start with the individual human being
and work our way up through all levels of belief and education. He must
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be exposed to everything, including the world itself, the school, culture,

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and religion. That which will enable him to understand must be developed
within him, and we must assist him in doing so. It is more than just words;
ea

it is a It is an effort to educate; it is not just words. This will serve as a

peace preparation because justice and morally upright people are
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necessary for peace to exist.

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UNIT VI
SENSITIVE PERIODS

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Introduction

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Dr. Maria Montessori recognized that kids are self-motivated to learn
from their surroundings about a century ago. Taking cues from the

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philosophers and scientists of her day, Montessori claimed that every
infant possesses two different types of genetic designs—one physical and
one psychical—within himself. The child's future height, hair color, and

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other physical traits will be determined by the physical plan. The sensitive
times are how the psychical strategy appears. Order, movement, little
objects, grace and courtesy, the development of the senses, writing,
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reading, language, assimilation of images, music, and mathematics are
only a few of the eleven sensitive phases recognized by Montessori
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between birth and the age of six.

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The eleven Sensitive Periods range in length from infancy to age six.
Despite the fact that each "sensitive period" lasts the entirety of a person's

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life, the estimated ages for the beginning of each and the end of each are
shown below:

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Order: A yearning for recurrence and regularity characterizes this
delicate time. Children have a strong preference for predictable routines

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and can be seriously upset by chaos. Everything must have its place in the
ecosystem, and there must be clearly defined ground rules. (ages 2 - 4)
Movement: Irregular actions including gripping, touching, turning,

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balancing, crawling, and walking become controlled and synchronized.
(birth - 1)
Small Objects: Children tend to become fixated on minor things and
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minute details. (1- 4)
Grace and Courtesy: Imitating courteous and thoughtful behavior
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results in the personality internalizing these traits. (2- 6)

Refinement of the Senses: Children learn to observe and make
increasingly finer sensorial distinctions as a result of their preoccupation
e

with sensorial experiences (taste, sound, touch, weight, and smell). (2- 6)
ch

Writing: Letters and numbers captivate children's attention. With a pencil

or pen and paper, they make an effort to replicate these. According to
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Montessori, writing comes before reading. (3- 4)

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Reading: A sudden curiosity in how words are put together and how each
letter's sound is represented symbolically. (3- 5)
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Expressive language refers to the use of words to communicate; it
progresses from babble to words to phrases to sentences, with a steadily
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growing vocabulary and comprehension. (newborn to 6)

Spatial Relationship: Forming impressions regarding spatial
relationships, such as how familiar places are designed, navigating the
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area, and becoming increasingly adept at solving challenging riddles. (4 -

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6)
Music: The formation of pitch, rhythm, and melody as a result of a
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person's impulsive interest in them. (2 - 6)

Mathematical concepts are formed through the use of concrete learning
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resources, such as addition, subtraction, multiplication, and division.

(Newborn to 6)
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A child's life experiences during which they are most responsive to
absorbing and learning new life skills are called "Montessori sensitive

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periods." Each phase falls within a specific age range, giving parents the
knowledge of the ideal moments to support their child's growth and

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development.

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What are the sensitive periods used by Montessori?

In general, a child will be most susceptible to absorbing new knowledge

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to further improve a life skill during one of the Montessori sensitive times.
These timespans are present over a range of ages: Language: birth to six
years; fine-tuning of the senses: birth to five years; movement: birth to
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four and a half years; order: one year to five years; small objects: one year
to three years; assimilation of images: birth to six years; grace and
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courtesy: two years to five years; music: two years to six years; reading:
three years to five and a half; writing: three and a half years to five and a
half; mathematics: four years to six
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ch

How to Encourage Your Child to Learn the Most during Each

Sensitive Period?
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Your child has a window of opportunity to strengthen their skills during

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each session, therefore you must take advantage of it when you witness
the start of each period. The development of these skills may be slowed
down if the proper stimulation is not given or allowed at these crucial
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moments. However, the child's attention serves as a barometer during this
time. For instance, between the ages of 1 and 3, youngsters appear to be

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intrigued by small objects; so, if you satisfy your child's curiosity, they
will be more open to the information due to their interest in small objects.

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Additionally, every sensitive time has unique needs for support. As a
result, you must be conversant with each time frame and aware of your

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child's requirements during each one.

The Montessori Method's Sensitive Period of Language

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You may have observed expectant mums reading aloud to their unborn
children or putting headphones on their stomachs. This is only one of
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many strategies you can use to support your child's language
development. The idea is that unborn children can hear their environment
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even before they can speak. This has been demonstrated by science. In
actuality, a child's auditory system starts to develop from the 18th week
of pregnancy and lasts until the child is roughly 6 months old. Knowing
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this knowledge is crucial because the development of language depends

ch

heavily on listening. Babies typically start speaking by imitating their

parents' or another person's lip movements and sounds. But how can you
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maintain the momentum? What can you do to uplift them at this

vulnerable time? You may help this crucial life skill develop by doing the
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following things, among others: prior to birth to four months of age While
your kid is still inside of you, you should:
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• Play music or read loudly;
• Respond to baby talk or babble;

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• Have one sided conversations with them;
• Repeat terms like Mama, Dada, Duckie, Doggy, etc.;

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• Make eye contact while talking;
Infants can acquire sign language before they can speak. This is a fairly

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typical method used by parents to talk to their children. As soon as you
sign something, make sure to speak it out loud and hand it to the recipient.
Consider milk; speak and sign it before feeding time. This facilitates their

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ability to link the word to the intended item.

Ages 4 Months to 12 Months:

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• Asking them to repeat a certain word will nudge them toward

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speaking.
• Be sure to speak slowly so they can hear your enunciation and
mimic your lip movements.
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• Around 8 months old, start offering supportive comments. You can

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achieve this by posing a straightforward yes-or-no question.

• TV and computer use should be restricted, but it's acceptable to
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assist by occasionally watching a show for babies that teaches them

things. Create a short song with just two sentences, and sing it to
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them often.
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Ages of 12 Months and 3 Years
Build on your child's vocabulary between the. For instance, if your

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toddler points and says, "Look!", describe what you see. “Oh! You do see
the bird, right? Those are birds. The bird is in the air."Will you pick up

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your toys, please?" is used to make requests. then start gathering and
putting away the toys after that. Pay attention when your child is speaking

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to you between the ages of 3 and 6 and patiently correct any words or
sentences without condemning them. Encourage discussion about any
observations they may have by posing questions to them. Ask for their

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feedback on activities. Have them advocate for themselves rather than
assuming they know what they want or need. Make flashcards with
pictures to help children learn words. Introduce more challenging requests
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while encouraging replies. Making a connection with your child through
discussion encourages them to open up more and take in what they're
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learning.

Tips for Helping Your Child Develop Their Senses

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Initially, there were the traditional five senses:

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● Smell
● Touch
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● Taste
● Sound
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● Vision
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For your child to concentrate on best developing each sense, Montessori
focuses on these as well as a number of other things. Here are several

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more senses in addition to the five fundamental ones:
Stereognostic: Relying solely on muscle memory to identify an object by

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feeling it without using any other senses.
Baric: Observation of weight and pressure.

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Thermic: Sensing temperatures.
Along with extending the list of senses that are acknowledged,
Montessori also produced a number of tools that kids can use to

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specifically develop them. Among these, I'll mention a few:
Children can practice sorting by different shades of the same color as well
as by colors in general with color tablets, cylinders, and mystery bags.
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Color Tablets With color tablets, they can practice sorting by different
shades of the same color as well as by colors in general.
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Cylinders : This helps them to order certain cylinders according to size

Mystery bag– A child is supposed to guess what is in the bag by touch
only
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ch
ea
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de
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gA
nin
A parent can also help a child immerse themselves in the development of
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their senses by doing a number of activities, including:
If a youngster says they don't like a particular food, don't make them taste
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it; instead, suggest a new dish.

Show your child various tones of the same hue and ask them to arrange
them in descending order from lightest to darkest. Have several bowls of
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water filled with varying temperatures.

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Ask them to dip their hands into each one to feel the sensations that each
one offers. It only takes a little ingenuity to come up with a variety of
ea

ways to assist your youngster in developing their senses.

The purpose is to give them access to an environment with the resources
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they need. Since the sensitive time of sense refining starts at birth and
lasts until age five, the resources will undoubtedly vary depending on
your child's age.
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For example, what would be acceptable for a newborn may not be
appropriate for a 5-year-old, and the opposite is also true. For instance, a

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rattle will help an infant develop particular senses, but a 5-year-old will
not benefit much from it. In the same way as a 5-year-old can distinguish

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between shades of various colors, which a baby cannot do.

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Movement Development in the Montessori tradition

Our ability to physically move our bodies and operate in society is

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something we get to develop from the moment we are born until we are
roughly 4 and a half years old. Everything from learning to handle little
items to walking and running is included in the movement. The only thing
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a parent needs to do for their child at this delicate time of movement is to
give the environment and a little bit of assistance. This can be achieved
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by:
• Providing small object toys for babies to hold, such as a baby key
ring;
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• Assisting with the motion of your baby's legs before they walk;
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enabling your baby to move freely while keeping an eye on their

safety during tummy time on the floor.
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• As your child grows, they will need space to run and play. You can
play games with them to teach them different movements like
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hopping or somersaults.
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• You should also encourage some playtime outside. Finally, you
should set an example by being active yourself so that your child

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will follow.
• It is essential for a child's growth to encourage mobility since it

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helps them develop their fine motor skills and core strength.
• Adequate core strength contributes to protecting the bones in their

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developing bodies so they can grow up healthy and robust.

The Order's Sensitive Period

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The important age is between two and five, however this particular
sensitive phase lasts from birth until then. Because this is what will assist
build routine in your child's schedule, this is one of the most crucial
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sensitive times for parents to support. As your youngster learns what to
anticipate, a schedule can assist to reduce tension, anxiety, and tantrums.
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To encourage order in your child's life, you can take a number of actions:
Establish a schedule for going to bed and a daily routine. Infants sleep
intermittently during the day, but that doesn't mean you can't create a plan
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and routine for bedtime. Establish set mealtimes when the child starts to
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wean off the milk. Ensure that you have a location where their toys can
be stored, and after playtime is complete, establish the rule that toys must
ea

be picked up and placed in the designated location. Enforce good hygiene

habits. Make it entertaining and creative.
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○ Some suggestions for making kids hygiene routines enjoyable include:

A toothbrush with a timer that plays a song.
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Make sure they have a room in their own space, provide them with bath
toys, and teach them how to make their bed.

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There are weekly routines in addition to daily ones. Assist in putting them
on both schedules.

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You may establish a weekly schedule that includes:
• Picking a day for errands and shopping Planning play dates for

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each weekend Deciding on a couple days a week for your child
to either visit or face time your parents.
• As long as you are consistent, any kind of structure and rules

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will support children during this stage of their development.

Young Children's Interest in Small Objects

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It seems that between the ages of one and three, kids start to become
captivated by tiny things. Since little things and youngsters should never
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be mixed, the parent would need to keep a close eye on this phase to
ensure safety measures. You can get a few kits so that your kid can
investigate these tiny things while learning! You could design laminated
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flashcards that correspond to the item. Later on, by having children match
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the object to the card, you may utilize these same methods to encourage
the delicate stage of order. You may help your child during this delicate
ea

time by doing the following: Enable them to examine little objects they
come across, like a pebble or an ant Provide them with small objects to
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explore Create a small object environment with a range of diverse objects

for them to handle and view. Your child will be judging size at this time.
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Another excellent suggestion is to get a small plant and let them watch it
develop so they can see how it changes every day.

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How to Assist Your Child in Integrating Information from Images

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The process of interpreting images and the information they contain, also

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known as assimilation of images, lasts from birth until age 6 before
gradually fading [Link] term "image" refers to anything that is
processed by the brain's visual centers and includes not only the pictures

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one sees on a poster or in a book. It is crucial to assist a youngster in
comprehending precisely what they are seeing so that they can process
what is happening in their environment. This delicate stage is crucial
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because it enables kids to: Gather information from what they observe
Accurately assess circumstances (such as a stranger offering candy)
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Improve their problem-solving abilities. Along with a plethora of others.

What can you do, then, to support your child during this time? Here are
some suggestions:
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Describe what you observe and what's happening in words.

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"You see the cat drinking her water?" is an illustration. You may also say,
"Look at the wind blowing through the trees." Instill in them the values
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of kindness and propriety with strangers. We don't accept candy from

strangers, and you should only shake someone's hand if your parents do.
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Keep an eye on Mommy or Daddy whenever we are out in public; read

them a book, show them the illustrations, and talk about what is occurring
in each one; and identify a problem and provide a solution. For example,
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"Oh no! I ruined the water. I'm going to clean things up right now. The
spill should then be cleaned up after [Link] a result, the procedure will

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become automatic, and your child will start to consider what they are
seeing and respond appropriately in any given circumstance. Because

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they watched you clean up a spill, your child will be more inclined to look
for a towel the next time they spill their drink.

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The Best Way to Help Your Child Develop Courtesy and Grace
Children are most receptive to working on mannerisms between the ages

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of 2 and 5. "Social grace, inner discipline, and joy," remarked Maria
Montessori. These are the fundamental human rights of every person who
has been given the opportunity to mature. These fundamental human traits
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are learnt from you, the parent, and the manners your child establishes at
an early age will follow them throughout their lives. You may aid them
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by doing the following things: When they ask for anything, prompt them
by asking, "What do you say?" "Can we say, please?" When they receive,
remind them to "say thank you." "What say you?" Educate children on
e

the importance of kindness and encourage them to share their possessions

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with their friends and siblings. Instead of correcting your child when they
act rudely or demand something instead of gently asking for it, try
ea

diverting them. Say your child says, "Give me, now!" as an example.
What do we say? is an appropriate response. Could you please say?By
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serving as an example and making sure you put what you're teaching them
into practice, you can help them the most during this time. The best way
for kids to learn is to see what their parents and other people do.
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The Sensitive Period of Music and Children

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Every person, especially children, should have access to the great world
of music. They are able to express themselves in ways that they normally

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couldn’t. The easiest method to accomplish this is by: Playing music
Writing goofy tunes they can sing Or giving them a range of instruments

gA
so they can chose what they want to play Holding dance “parties”. It is
advisable to start out without any organization. A child can express
themselves without having to read music notation. If they start to exhibit

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musical talent, then it could be time to consider taking music classes for
the instrument of their choice.
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ch

How to Help Your Child Develop Reading and Writing Skills

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Even though the ideal period for writing begins only half a year after
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reading, it is beneficial to master these skills simultaneously. There are

several ways to accomplish this: Reading books together, watching
educational children's programming that emphasizes reading and writing,
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tracing letters, and tracing shapes. They can "read" to you if you give them
a picture book to do so. This familiarizes children with how books work,

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just as you could give them some crayons and some paper to practice
making marks on paper with a crayon. This will eventually develop into

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a desire to learn more, at which point reading aloud to one another and
letter-tracing activities should be offered.

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How to Support Your Child's Math Learning

There are so many inventive and enjoyable ways to promote mathematics

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abilities, especially because this is best done between the ages of 4 and 6!
This time span also includes the sensitive period for assimilation of
visuals, making visual learning an excellent method for teaching
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arithmetic. There are a lot of things you can do to support your child's
arithmetic learning: Play the jelly bean jar game, make a multiplication
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table together, encourage them to help you count your change, teach them
the fundamentals of addition, subtraction, multiplication, and division
using objects, and encourage them to count dollar bills. Even though the
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ideal period is between 4 and 6, you can still introduce counting to them
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before this age so that they’re ready to get into the mathematics portion
of learning.
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Why It's Vital to Support Your Child during These Tough Times
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Do you recall a time when you had to learn about a subject in school that
you just weren't interested in? Perhaps science or history covered this. Did
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you remember how hard it was to absorb the information because you
simply weren’t interested in the subject at hand?

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Or maybe you were a huge History or Science buff and you received A’s
all across the board because you loved learning about these subjects. This

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is comparable to how young infants digest information and assimilate
what they are taught.

gA
When your child takes an interest in a subject such as:

• Language
• Small objects
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• Writing
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• learning how to use the bathroom
• Trying new cuisines
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This is their way of saying, “I’m interested in this, help me learn.” When
this window of opportunity passes, it will be a bit more challenging, and
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a slower progression in teaching them, which is why it’s important to feed

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into their curiosity when it’s there.

How Can You Tell When Your Child is Entering a Sensitive Period?
ea

The first step you can take is paying attention to your child. Do they seem
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to have an obsession with something? Are they fascinated with the toilet?
Do they keep stopping in your garden to check out the mini cucumbers?
Having the ability to support your child through sensitive periods starts
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with observing when your child enters each period. You will be able to
tell when this happens because their interests will shift into activities that

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encompass different sensitive periods, which is where you step in to begin
supporting your child in learning.

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There are several things you can do to keep track of what you observe in
your child:

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● Create a tracking sheet and for one week write down the different things
your child seems to be interested in throughout the day

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● Write down the time frame for each sensitive period so that you know
when to observe them for these changes
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● Stay mindful and remember that even though your child is young, their
brains are developing, which means each action has a purpose behind it.
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ch
ea
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UNIT -VII
The Secret of Childhood

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The Era of the Child

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The Secret of Childhood, a book by Maria Montessori, was released in
1936. She starts out by discussing "the advancements made in the care

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and education of children in recent years."New science and medicine have
been shedding light on children's personalities since the [Link] study
of children provided knowledge in every area of psychology, philosophy,

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and medicine. Comparatively speaking, "the influence of the knowledge
to be derived from children is much greater in that it extends to all human
questions." Dr. Montessori begins her quest in search of the secret of
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childhood with this high enthusiasm. She gets started with
psychoanalysis, which is unexpected.
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Although there were certain issues with Freud's interpretation, she still
thought psychoanalysis may "help us understand the contributions given
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by the hidden life of a child."Our subconscious contains more than just

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its scary aspects. She concentrates on the solutions rather than the issues.
According to psychoanalysis, problems that arise in adulthood can have
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developmental roots. Since these problems are challenging to resolve as

adults, Montessori aims to prevent them in early life. We attempt to
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eliminate repressive conflicts before they

become entrenched by beginning in childhood and observing with the
goal of finding those conflicts as children encounter [Link] achieve this
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by giving children the room to work through challenges with a secure and
understanding adult. This is what Dr. Montessori and all others who

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desire to follow in her footsteps have taken up as their calling, "to assist
the psychic life of the child." The goal of

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the Montessori approach is to "embrace the whole of human life from the
time of birth."

gA
The Charged

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All of us want the best for our kids. Maria Montessori's structured
approach to education is what makes her so brilliant. She examined the
outdated approaches and discovered flaws. She then took a sympathetic
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view of the circumstance. These errors must result from a
miscommunication. The rectification isn't that difficult if everything is
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just one giant misunderstanding. It is compared to a

dislocated shoulder by Dr. [Link] you restore order, healing is
quick to follow. We often take on the role of creator, trying to mold
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children to meet our ideals. This is the problem we need to reorder: "In
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their dealings with children, adults do not become egotistic, but

egocentric. “Even when we do it out of love, zeal, and sacrifice, we
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unintentionally prevent " the evelopment of the child's own personality."

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Natural Interlude

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Of course, there is concern that using an approach that is overly
permissive would allow a child's worst traits to run wild. We will see that

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Dr. Montessori looks to the study of the natural world for direction
throughout her works. She observes how the world appears to be evolving

gA
on its own. Animals and plants have characteristics that are tailored to
both their environment and where they are in it. Coyote, deer, rabbit, and
hawk all reside close by and use the same fields and woodlands. Together,

nin
they form a cohesive whole. Similar to these animals, "the newly born
child has latent psychic drives characteristic of its species."Children's
instincts take longer to manifest [Link] slowness is evidence of
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their intricacy and [Link]. Montessori has a reverent attitude toward
children's innate [Link] psychological life of a child has to be
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protected and to be encircled by an atmosphere similar to the wrapping

that nature places around the physical embryo since it is in a delicate
condition, like that of all incipient [Link] I visit the classrooms
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or have a meeting with Lila in the office, I frequently see [Link] hush up
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and pay attention to the [Link] make an effort to put them at [Link]
issues then become apparent when they have calmed [Link] a young
ea

student is missing their mother, I've witnessed it happen in carpool. In

Lower Elementary, it takes place while the kids try to create their social
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group. Additionally, it occurs in middle and upper elementary schools as

the older students begin to take steps toward adulthood and independence.
Each time they
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solve the problem on their own! Simply ensuring they have a peaceful
environment to do it in.

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The Spritiual Embryo

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A newborn baby

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The entire world is weird and amazing to newborn children. They have to
work quite hard to adjust to this environment. At this, Dr. Montessori was

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in wonder. She believed that in order to support that endeavor, newborn
children needed to be held tenderly. Children do not naturally grow up
with trees, birds, and other creatures. As a result, babies are born into the
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circumstances that our civilization has produced. They enter this world in
structures and spaces that are comfortable for us. The circumstances
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Maria Montessori observed new-borns in at the time she wrote "The

Secret of Childhood" were not well adapted for their requirements.
Although a lot has changed since 1936, there is still a lot to learn from her
e

observations. Dr. Montessori believed that new born children should

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be cared for in the same manner as new mothers. New-borns should be

protected against loud noises and bright lights. They should be handled
ea

by gentle individuals who have received specific training in caring for

infants. A new born child should wear light, loose fitting clothing, and
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they should feel their caregiver's hug for warmth. Even though Dr.
Montessori thought there had been progress, she still thought there was
still much to be done. The phrase "a new born child should not simply be
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shielded from harm, but measures should also be taken to provide for
psychic adjustment to the world about it" is from the book The Baby

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Book.

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The Instinctual Process

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Other mammals often go to tremendous efforts to protect their young
when they are caring for them. They raise their young in a safe location,
like a cave or the tree hollow. Only under extreme duress or confinement

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do we observe these instincts failing to surface. The mother cares for not
just the protection of their infant, but also the "development of its natural
instincts," which occurs best in a quiet, isolated setting. The mother will
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only expose her child to the outside world once the foundational abilities
have been formed. In a similar way, Dr. Montessori advises that we give
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our kids the space and quiet they need to hone their innate talents.

Embryo spiritual
e
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Dr. Montessori looked to the time it takes for babies to physically develop
as evidence of a child's psychic development since she felt that "a child's
ea

education should begin at birth. “In a fraction of the time it takes humans
to do the same things, other animals can run, walk, and talk. Humans are
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slow because we have the capacity for individuality. Every guy is a work
of art because of his own creative soul. However, a lot of work and toil
are required. These movements are deliberate and not instinctual, making
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them more difficult to learn. Children are capable of becoming anything
and that potential is evident from birth. "A child develops not simply as a

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member of the human species, but as a person." See how a baby's eyes
are so open. They take it all in while getting ready to walk and speak.

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These urges to take in information and learn are as fragile as a toddler.
The spiritual embryo "needs to be protected by an external environment

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that is warm with love and rich in nourishment, where everything is
disposed to welcome and nothing to harm it," just as a physical embryo
needs its mother's womb to flourish. Children interact with their

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surroundings to shape who they become. Our duties as caregivers change
from shaping children to being their guides when we take seriously the
idea that children shape themselves. We must listen to where the child
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wants to go and assist them in getting there securely rather than telling
them where they should go.
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Discoveries and Observations

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You'll find that this came about as a result of numerous observations and
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discoveries. Dr. Montessori would carefully watch the youngsters and test
hypotheses using the scientific method in an effort to enhance their
ea

learning. Despite not having been done with the intention of educating
anyone, the outcome was so significant that, more than a century later,
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similar techniques are still in use all over the world. As we discussed in
the previous chapter, Dr. Montessori was given this classroom not as a
place of instruction but as a day-care for kids whose caregivers worked
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all day. She hired a helper to look after the kids during the day while she
made notes and comments. The initial set of findings and observations

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involved exercising repeatedly.

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Arrangement and Focus
A toddler of about 3 or 4 years old was "slipping cylinders in and out of

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their containers," according to Dr. Montessori. As a result of the child's
intense concentration, Dr. Montessori decided to assess it. The teacher
roughly lifted this child onto a table despite the entire class making

nin
commotion and continued the activity with the cylinders. She performed
the workout a total of 42 times. Of course, this level of focus is the
unusual. However, it contributed to the understanding that exercise
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repetition greatly aids in children's development. The second discovery
resulted from what can be described as Dr. Montessori's sensitivity to
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order, as she watched how kids worked hard to keep their rooms tidy. One
day, her assistant made the mistake of leaving the classroom supplies
cabinet open. Students entered, made ordered selections of their works,
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and then arranged them similarly when they returned. This piqued Dr.
ch

Montessori's interest, and she continued to let the pupils choose their own
projects. She saw that while some materials started to gather dust, children
ea

clearly preferred using others. This preference was especially true for
toys, which were only touched when there was nothing else to do. She
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observed that "interest and concentration arise specifically from the

elimination of what is superfluous. “Even the most exquisite toys fail to
capture a child's attention as much as things that aid in their growth do.
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Practice and Exercise

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The kids had such strong intrinsic motivation that they didn't seem to care
about praise or punishment. One day, when she entered the classroom,

ca
she noticed a youngster sitting on a chair in the back wearing a badge that
had been awarded for exemplary conduct. But this kid was getting in

gA
trouble. The prize was offered to the child who was under punishment by
another child who was unconcerned with his own reward. The kid sitting
in the chair didn't appear to care much about either the punishment or the

nin
badge. The disregard for rewards and penalties "marked an awakening in
the conscience of a sense of dignity that had not previously existed”.
Maria Montessori kept taking part in this initial classroom, making
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observations And learning new things. She joked to the kids that they
should be as quiet as it was when she brought an infant inside one day.
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The silence that followed was so profound that they turned it into an
exercise that they repeated the next day as well. She eventually instructed
the kids to pass past the structure or courtyard quietly. They appeared to
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enjoy the activity and gave it their whole, happy attention. She learned
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from the quiet exercise that "movement exercises where mistakes can be
corrected is of great assistance to a child."
ea

Learning and Discipline

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In actuality, honing your talents and enhancing them can have significant
results. Maria Montessori made the decision to teach a light-hearted
lecture on blowing your nose one day. She anticipated a wave of laughs
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as she demonstrated how to blow her nose as softly as possible. The
students were shocked instead. They gave her permission to perform it

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once again before clapping enthusiastically. The pupils practiced blowing
their noses throughout the remainder of the day while sincerely thanking

ca
Dr. Montessori for the lesson. It came out that nobody had ever instructed
them on how to properly blow their nostrils. They did so in an extremely

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dishonourable manner as a result, and they were mortified by the
embarrassment this brought on. The lesson was successful because it
provided the pupils a sense of dignity rather than because there is

nin
something special about noses. From this point on, Maria Montessori
started to observe dignity in all of their actions—in both receiving visitors
and in daily life. The kids behaved in a disciplined manner despite having
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free choice in the classroom and generally going about their days easily.
The students maintained their tidy, focused behaviour even when the
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teacher arrived late or left them unsupervised. People from all over came
to watch these kids. Even foreign dignitaries and authors made the trip to
see these kids and express their awe. The Outcomes Dr. Montessori was
e

once asked to teach the children of two mothers to read and write. She
ch

decided to give it a try even though she had not initially intended the
classroom for these kinds of activities. She used sandpaper to cut out the
ea

letters, backing them with wooden blocks. She made the "sandpaper
letters" by grouping related shapes together and teaching the kids to trace
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them. After the kids had been working with the sandpaper letters for a few
weeks,
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Dr. Montessori noticed a child strolling around and muttering to himself
on another occasion. This boy had established on his own that these letters

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corresponded with spoken sounds: "To make Sofia, you need a "S," a "O,"
a "F," a "I," and a "A." Dr. Montessori watched the kids as they made the

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link between spoken and written language in real time. After making this
discovery, kids started writing everywhere. Instead of greeting guests

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verbally as they formerly may have, they now scribbled notes on a
chalkboard. After hearing about the earthquake that ravaged the Sicilian
city of Messina, one youngster wrote: "I am sorry that I am small. If I

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were huge, I'd go lend a hand. But despite the quality of the writing, Dr.
Montessori was unable to ignite their interest in reading. Signs and even
ornate fonts were the first things they learned to read. But before they
rai
could read books, it took them several months. One day a youngster came
in with a piece of paper that he had found to show his pals. At first, they
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didn’t notice anything unusual. Then he highlighted a story that was on

the page. After then, reading took on a special significance in their lives.
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All in all, Dr. Montessori was able to remove the developmental

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roadblocks for the kids thanks to her observations and discoveries. As she
did so, she was astounded by their poise, discipline, and aptitude for
ea

learning. Amazingly, the children's health really improved as a result of

these improvements. The connection between mental and physical health
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may be well known today, but back then, this advancement was yet
another marvel of the Montessori Method.
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Normalization
The Montessori term "normalization" is used to describe children who

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can focus and work independently in the Montessori setting while
maintaining self-control and tranquillity. It is not intended to imply that

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youngsters who are unable to do this are abnormal in any manner. Simply
put, it indicates that they are at a distinct point in their growth and personal

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journey. Each kid goes through three stages on the route to normality,
according to Montessori. When kids act out of pure desire, they are at the
first stage. This is common toddler and two-year-old behaviour. The

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youngster advances to stage two as they get older and start acting on
commands. In the third stage, the child acts because they are aware that it
is the right thing to do. Normalization phases
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1. The youngster acts as they would like to.
2. The reason a youngster performs an action is because they are asked
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To do.
3. The child acts in a righteous manner because they are aware of it.
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Children who have been socialized know the norms and adhere to them
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since doing so promotes harmony and serenity in their surroundings. They

are tolerant of others and themselves. Children who are developing
ea

normally show respect for both living and non-living things. They
practice restraint and discipline. Simply put, independent children learn
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more because they are normative. The ability of the normalized child to
be interested in a variety of things leads to his ability to focus his attention.
The Montessori setting is designed to guide the child elegantly and
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organically through the phases of normalization. On the knowledge he
gains from them. It is impossible to coerce or impose normalization. Each

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child is an individual with a particular developmental timetable. Through
the gradual introduction of learning obstacles, the Montessori materials

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were created to aid the child in developing these crucial skills. The
youngster learns to increase his focus and concentration as well as his

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curiosity for what comes next through repeated practice and built-in self-
correction (Also known as "control of error"). Positive guiding and
redirection are used by the Montessori teacher and parent to help the child

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develop independence. The term "normalization" makes most people
wince when they first hear it, but understanding it is important for the
Montessori classroom. The term "normalization" is taken from
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anthropology and denotes "becoming a contributing member of society."
"What do you mean my child isn't normal?" In a Montessori classroom,
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when young children (who often have short attention spans) learn to focus
and concentrate for extended periods of time while feeling pride in their
work, a process known as normalization takes place. Development
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normalizes when things are going according to plan.

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According to Dr. Montessori, there are four indications that normalization

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is taking place: Love of work: The process of normalization is

characterized by this quality first. The capacity to freely select a job and
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to experience peace and joy at work are both examples of loving what you
do. Concentration - To aid in such development, we [teachers] must create
a world of "progressive interest" rather than merely providing random
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objects. Perseverance comes after focus in terms of self-discipline. It
signals the start of yet another phase in character development. It is the

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capacity to finish what he has started. Our students choose their own
assignments freely and blatantly demonstrate this power. For years, they

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have constantly practiced it. Socialability - Each item only comes in one
specimen, and if a youngster wants something and it's being used when

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he wants it, the latter—if he's normalized—will wait for it to be released.
This has important social implications. The child learns that he must
appreciate other people's labour not because someone told him to but

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because it is a reality that he encounters on a regular basis. Understanding
Normalization and the Montessori Classroom:
A Philosophical Approach How long does Normalization take? Do many
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new Montessori teachers experience the same kinds of annoyances?
When will my kids start learning how to share? Why won't they pitch in
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with the cleanup? Why is this kid pacing the room like that? Essentially:
When will they become normal? Every child develops at a different rate;
thus, the process of normalization takes place in three steps, much like a
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lecture that lasts three periods. By using this labor cycle, children lay the
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foundations for their character and individuality. Work preparation

comprises gathering the tools and supplies needed to do the task. Before
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the work actually starts, the preparation enables the mind to begin to
concentrate on the task. The activities in a Montessori classroom are
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designed to keep a child's interest and help her focus and pay close
attention. Rest (or completion): The task has been completed, and the
youngster has felt a sense of accomplishment. Now is the time to put the
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Montessori things away and tell others about his successes. According to
Dr. Montessori, if a kid is raised in a carefully planned environment, she

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will learn to coexist peacefully with her surroundings. In order for the
child to be free to develop her personality and her mind from the

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opportunities that are offered to her in her classroom, the Montessori
teacher must set up that environment. The three Montessori stages of

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normalization with examples

The first stage of normalization.

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Children often start out in a Montessori primary class at age 3 or a little
younger. They have recently become accustomed to the habitat, which
has been exquisitely prepared for them. They sometimes interact with the
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materials inappropriately and can be disruptive to the class. As a result,
the teacher frequently spends more time connecting with these new
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students and explaining the classroom rules to them. These newbies are
introduced to practical living activities. At this age, kids like the
independence and instant fulfilment that these pursuits offer. For instance,
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a 3-year-old who is brand new to a Montessori classroom can practice on

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some of the simpler dressing frames, such the snap frame or button frame,
and feel immediately happy and satisfied. She'll want to use this dressing
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frame numerous times. Here is when things start to get normal through
the fulfilment that comes from finishing real-world chores and the focus
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that repeating these actions on your own offers.

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Additionally, some of the older students will frequently remark on how
effectively the younger newcomer is handling a certain assignment. This

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not only makes the younger child feel prouder, but it also serves as the
first step in their integration into the classroom community. Following

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these interactions, the smaller child will start to show interest in what the
bigger children are doing. The young child's interests should be noted by

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the teacher, who should then encourage the child to finish the activities.
A child who is three or a little younger may decide to put off finishing a
task in favor of doing something else. While letting the youngster select

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an alternative activity, the teacher nonetheless urges her to complete her
job. This is how Montessori children are introduced to work and the work
cycle.
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Normative adjustment's second phase

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Children in the second stage of normalization still struggle with self-

control and lack inner discipline. Although they have since learnt to avoid
making a scene in class or interfering with others' work, they still have
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trouble finishing their own assignments. They transition quickly from one
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activity to the next. Teachers use presentations to assist students in this

stage of interest discovery. The teachers keep an eye on the kids' choices
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of activities and adjust their presentations as necessary. Due to their

improved focus and lack of disruptive behaviours, a child at this stage is
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simple for a teacher to mistake for normal. Here, the teacher's strong
observation skills are crucial.
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The Third Montessori stage of normalization
The third and final stage of normalization is when a kid can autonomously

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choose activities, carry them out to completion, and extend those
activities. Instead of interfering with other children's work, this child

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helps the younger students in the classroom with their assignments. At
this point, the child is between 5 and 6 years old. She has incredible

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concentration and is very passionate about her work. Although she doesn't
need much assistance from the teacher, she keeps an eye out for new
interests and a desire for more difficult extensions. When asked to do

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something, she obeys happily and calmly. She now possesses self-control
and inner discipline. Although there are many students in the class that
require more attention, it's crucial for the teacher to give the normalized
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youngster their full focus. Every student's development in the classroom
is crucial! In the Montessori Classroom, normalization The Start of
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Normalization Is Practical Life

Normalization:
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When children are working happily and independently as members of a

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respected, peaceful community. They are free to choose their task, pay
attention, and work intently. As a Montessorian, you work to create a rich,
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stimulating environment that encourages organization, coordination,

focus, and independence — an environment in which the child is an active
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learner and explorer and can develop self-direction and a genuine love of
learning. It is your responsibility to foster the child's intellectual, social,
emotional, and physical development. The students will benefit as they
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go to other areas of the school from learning self-care and environmental
responsibility in the Practical Life area. It will be worthwhile to take the

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effort to reinforce Practical Life behaviours like Grace and Courtesy. The
kids' attention spans will lengthen, and normalcy will happen. Throughout

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the whole academic year, your classroom will be calm and organized. It
never gets old to watch a kid gently roll a mat, bring a tray, or tuck in a

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chair. At the start of the academic year, emphasize grace and courtesy.

These activities can aid in orienting the kid to the prepared environment

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and act as tools for engaging with others, using the materials, and
completing tasks in the classroom. Activities involving grace and
courtesy are crucial for developing respect for oneself and others, which
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is a crucial step on the road to normality. A excellent method to include
your older children in assisting the younger is through Grace and
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Courtesy. Children of diverse ages get along well, as Dr. Montessori

points out in The Absorbent Mind: "Our schools demonstrate how
children of different ages support one another. The younger person
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notices what the older people are doing and queries why. The two are in
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tune with one another and communicate in a way that adults and young
children rarely do. When they are working on their own projects and when
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they teach their new, younger classmates about grace and courtesy, the
older kids serve as role models. Greeting, rolling a mat, tucking in a chair,
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and asking to observe or participate are a few of the popular back-to-

school Grace and Courtesy activities. Create a solid Practical Life section.
Practical Life, the cornerstone of all other subjects in the classroom, aids
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the learner in constructing and preparing for work in other subjects. The
left to right pouring exercises not only help the child become more

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focused, coordinated, organized, and independent, but they also subtly
help the youngster become ready for left to right reading.

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Children can better function in a prepared environment thanks to practical

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life activities that teach self- and environmental care. At the start of the
school year, stock the shelves with the appropriate number of Practical
Life activities. This method is thought-provoking. Spend some time

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looking through your list of kids and placing resources that are
appropriate for their developmental stages begin with the preliminary
steps. For younger kids, having too many activities can be overwhelming,
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while for older kids, not having enough engaging work can be stressful.
Throughout the year, don't forget to switch up the activities. As the year
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goes on, add activities (and variations and extensions). Draw in the new
kids at the beginning of the year with a matching activity made of
adorable teddy bears or little cars. Another favourite is sorting the various
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coloured wooden beads. Introduce a process development activity like

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table cleaning later in the year. Replace it with a sweeping activity. The
process can be finished by the younger kids. Older kids can help clean up
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the classroom and teach lessons, which will help them feel more confident
and reinforce their knowledge. If the youngsters are not returning to
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normal as quickly as you anticipated, don't give up. Remind yourself that
laying the Montessori foundation takes time.
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Children adjust to new surroundings, new friends, and new routines at
their own pace. Use your observation skills. Notice which materials the

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children are drawn to and which materials the children avoid. Do you need
to change a tray or pitcher to make the work more appealing? Will another

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lesson help? Are you inviting the child to the appropriate lessons? Of
course, the rest of the environment should be prepared with an equal

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amount of care. Making sure activities are complete, arranged beautifully
on the shelves, and in the proper sequence will assist the child in his
development. Tips for helping parents understand normalization. E. M.

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Standing, in his book Maria Montessori: Her Life and Work states: "The
crowning characteristic of a group of normalized children is joy. It
pervades the little community like a perfume; and is as hard to describe
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as it is easy to perceive." Of course, "seeing is believing" but verbally
communicating to parents what takes place during normalization can be
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a challenge. Simply put, during normalization, the child is becoming his

best possible self and doing so without effort and with complete joy.
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Dr. Montessori's observations revealed that certain characteristics

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develop and are refined within the normalized child: love of work;
concentration; self-discipline; and sociability. The term "work" often
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takes parents aback. "My child doesn't need to work. Work is what adults
do." E. M. Standing explains the child's work as "any activity which
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involves the child's whole personality, and has at its unconscious aim the
construction of personality. It is definitely a form of self-expression, and
brings the child a corresponding joy in the performance of it." Point out
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to parents that the child's work is qualitatively different from the adults.
The child works to develop self. The work is about the journey, not the

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product. When a child finishes a painting, he'll most likely take it to the
drying rack and forget about it. It's about the process not the product. After

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completing the Pink Tower, a young child will take it down and repeat
many times, each time finding the work as thrilling as the time before.

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Adults work to change the environment. Children use the environment to
change themselves. Some Montessori schools call the activities on the
shelve "jobs." Whatever your terminology may be, let the parents know

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that the child's aim is to develop self through purposeful activities. Parents
are amazed at the quiet they witness in a Montessori classroom full of
happily working children. Concentration is the key. When the children
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are concentrating, you can hear a pin drop. Their focus is so intense that
they are unaware of what is going on around them.
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Remember Montessori's story of physically moving a child so deeply

concentrating on the knobbed cylinders that he continued the activity
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undisturbed. Equate the child's experience to that of an adult reading a

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good book, so engrossed that three hours and the world around him
disappear. Take photos and videos of normalized children working in the
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classroom. Show them to parents when you're explaining normalization.

"A picture is worth a thousand words" is certainly true in this case. Also,
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explain to parents that the young child has an innate love of silence.
Describe the silence game and the joy it brings. Share Montessori's
observations. Use Dr. Montessori's description of normalization from The
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Absorbent Mind when talking with parents: "An interesting piece of
work, freely chosen, which has the virtue of inducing concentration rather

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than fatigue, adds to the child's energies and mental capacities, and leads
him to self-mastery." Simply put, the normalized child works without

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fatigue.

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When the work is completed, the child feels refreshed and joyful.
Establish a drop-off routine as early as possible. This is a good first step
in getting the children normalized. Routines reinforce the young child's

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innate love of order. Not only does a child have an inner need for things
to be kept in their place, he also has a need for routine. Some parents find
drop-off time more difficult than the children do. Having a set routine in
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place will help make the transition smooth for everyone and help the
normalization process. Some Montessori teachers greet the children at the
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car, allowing parents to leave immediately. Other teachers greet children

at the playground gate, allowing outside time before the day begins.
Whatever you choose, make sure parents drop off at the designated area
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and at the designated time. This will make for an easy transition into the
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classroom, leaving the child feeling safe and secure which will help with
the normalization process. Starting the day together, as a group, helps
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build a sense of community and helps the children feel secure. Arriving
on time also reinforces being respectful, polite, and considerate of others.
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If a child arrives to the classroom late, it disrupts the other children and
the teachers in the classroom, and it can also make it difficult for the late-
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arriving child to enter the classroom alone. Again, not disturbing a child's
sense of order will help with normalization.

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Let parents know they can directly support normalization by:
● Driving the same route to school every day ("We're getting close to

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your school... I see the tall walnut tree.").
● Arriving on time in the morning. Parents who drop off late should not

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enter the classroom. Good byes should be said at the door, before the child
enters the classroom.
● Saying good bye at the same place ("Let's have our big hug at the
gate!").
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● Picking the child up at the same time ("Mom will pick you up after you
eat your lunch!").
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UNIT-VIII
The Montessori Directress

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A qualified educator who has completed one or more years of intensive

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Montessori training is a Montessori teacher, or directress. The prepared
setting and the skilled educator who creates the environment as a caring

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space for the child, created to suit the demands of self-construction, are
the two main elements of the Montessori Method. Children can be molded
like raw clay, thus it is the educator whom Dr. Montessori referred to as

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the "DIRECTOR" or "DIRECTRESS"—who develops the child's
potential. Because they view their educational duty as guiding a child on
a journey of self-discovery rather than merely delivering a static and
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didactic curriculum, Montessori teachers are known as
"director/directress."
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The Director is the one who correctly channels a child's abilities so that
development occurs while taking social objectives into consideration.
Instead of teaching, the director's main responsibility is to channel a
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child's inherent energies toward growth. To liberate the pupil from

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dependence on direction is the director/directress's main objective in the

Montessori method. As a result, the student develops a strong foundation
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of skills for problem-solving, independent thought, focus and task

completion, and successful engagement in leadership activities later in
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life.
The director respects the child's urge for self-actualization and use
observation, patience, and discretion to determine when assistance is
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required and when it is best to let a kid solve a problem on their own. The
advantage of having the same instructor for three years is available to

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Montessori children. Taking care of one's inner life: The teacher's
spiritual preparation "The real preparation for education is a study of one's

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own self. The training of the teacher who is to help life is something far
more than the learning of ideas. It includes the training of character; it is

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a preparation of the spirit."

The Absorbent Mind, Maria Montessori Whatever is considered to be

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profoundly important can be included in the teacher's spiritual
preparation. We foster the inner lives of the children and increase
classroom calm when we are in touch with our hearts. I calmed and
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centered myself as one of the ways I mentally and spiritually prepared for
working with youngsters. On some days, all that was required was a few
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deep breaths as students started to arrive at school. Eight traits of a teacher

with Montessori training A unique person is required to become a
Montessori teacher. This instructional approach highlights how
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youngsters learn more effectively when given the freedom to make their
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own decisions. Dr. Maria Montessori created it in the early 20th century
to enhance children's education by empowering them to take care of
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themselves. Today's Montessori teacher training centers on learning how

to use this approach to educating young brains. When selecting a
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Montessori school for their children, parents should look for five qualities
in the teachers.
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1. Gives A Good Example : Kids enjoy imitating what they see and hear.
It is a step in the educational process. By setting a good example,

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Montessori teachers help children comprehend how things work. These
teachers serve as excellent role models for children, setting high standards

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for conduct, politeness, and organization. Treating each kid with the
utmost regard as an individual is the main method a Montessori teacher

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establishes themselves as role models.
A child's superpower is their insatiable curiosity, as any Montessori
educator knows. A teacher can most effectively channel that curiosity

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onto useful paths by carefully harnessing that force through sympathetic
listening and acute observation. Children have an understanding of the
importance of curiosity as they grow and that it should be respected. They
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discover that their teachers are interested in their hobbies and are capable
of teaching them interesting and exciting things. This is how respect and
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trust between classmates develop in a Montessori classroom.

2. Observes With Care Parents may not be accustomed to the methods

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utilized by a Montessori teacher in a typical classroom. There are no rows

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of seats facing a blackboard in a Montessori classroom. A Montessori

instructor very infrequently stands up and gives lengthy lectures. In fact,
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the Montessori philosophy does establish academic milestones for a

child's advancement, but the actual teaching is done more from an organic
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"bottom-up" philosophy, taking cues from the children themselves to

guide individualized instruction, rather than "top-down" through
numerous quizzes, tests, and note-taking lessons.
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The idea that kids learn at their own pace is a cornerstone of the
Montessori teaching approach. With the appropriate materials,

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knowledgeable observers can point students in the proper direction.
Additionally, they have a better feel of when kids are prepared to advance

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to the next level and master a skill. A key distinction between a
Montessori classroom and a conventional preschool or daycare is the

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ability to attentively watch and guide rather than just enforcing rules and
taking command.
3. Turns becomes a Link Even the toys differ in a Montessori classroom.

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These toys are cleverly made, bright, and appealing, yet each one has been
created with a specific learning objective in mind. To the untrained eye
(and the child), they may appear to be basic playthings. To help older kids
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learn the decimal system, lovely golden beads can be strung on wires.
Visual shape and color discrimination are taught using colorful cubes and
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prisms. A button frame enables a youngster to concentrate on their fine

motor abilities.
Plus, if the buttons are put on improperly, the youngster may see right
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away and gain independence by repairing it. During the Montessori

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teacher training program, educators learn that their main responsibility is

to serve as the conduit between the students and their educational
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resources. Presentations made to children by their teachers foster a

connection between kid engagement and interest. When choosing a
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Montessori school, parents should seek for teachers who can interact well
with kids as well as locations where all of the classroom supplies are
conveniently accessible to kids.
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4. Enjoys New Discoveries People who enjoy learning thrive on new

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revelations. Teachers who successfully instill a love of learning in their
students are also open to learning new things themselves. In a Montessori

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setting, both children and instructors can benefit from one another's
knowledge. The creator of this educational approach (Dr. Maria

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Montessori) was a voracious learner who expanded her own body of
knowledge and academic pursuits while collaborating with a wide range
of kids.

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Teachers in the Montessori method engage in ongoing professional
development in addition to learning from their students. In reality,
depending on when certification was granted, The American Montessori
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Society mandates that certified teachers complete thirty to fifty hours of
continuing education every three to five years in order to maintain their
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credentials. Curriculum, child development, classroom management,

social or emotional concerns, special education, and tech training are just
a few of the topics that are taught. These demands keep Montessori
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educators interested, motivated, and on the cutting edge of their field.

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5. Discovers from errors Professionals at the top of their fields understand

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that making mistakes is a given and failure is unavoidable, therefore if

you've recently attended a high school or college graduation, you may
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have noticed that the topic of many a commencement address emphasizes

on the significance of "accepting failure." Some of the most successful
and inspirational individuals have overcome huge odds by not letting
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defeat intimidate them, and how they respond to failure is a defining
characteristic of these individuals. There is a reason why Sean "P. Diddy"

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Combs, Jeff Bezos of Amazon, Larry Page and Sergey Brin of Google,
and Jeff Bezos of Amazon all attended Montessori schools. The core tenet

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of the Montessori approach is that children should be inspired to remedy
their own errors with the help of their teachers rather than being

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discouraged by them. It's crucial to let kids realize that mistakes can
happen and can even serve as teaching opportunities. Teachers with
Montessori training put their lessons into practice. They can enhance the

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educational experience for kids in the classroom by learning from their
errors.
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6. Support for special training These educators need to possess particular
qualities in addition to having completed at least a bachelor's degree
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before continuing Montessori training. Depending on the age range

taught, each state has distinct professional standards for teachers. College
graduates can enroll in an authorized Montessori teaching program that
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can be finished in one year or over the course of two summers. Prior to
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being hired by a Montessori school, a teacher must complete a one-year

teaching internship.
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7. Develops initiative, independence, and self-reliance By preparing

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instructors to act as mentors on each child's path to academic success,

Montessori teaching promotes independence in kids from a very young
age. A Montessori educator knows when to step in and provide examples
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and when to back off and let the youngster make his own mistakes. A
youngster who discovers how to zip, attach buttons, and tie a knot via trial

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and error (and patient instruction) will soon be clothing himself
independently and with pride in what he has learned.

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This emphasis on accepting failure gracefully and learning from mistakes
produces domino-like effects. Confidence is bred by one's own sense of

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accomplishment. Boldness and independence are products of confidence.
Self-reliance comes from independence. It is difficult to "teach" these
traits using anything other than trial and error with one's own hands.

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Children will benefit from having these traits of character no matter what
they decide to accomplish in life.
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8. Promotes Originality When a child is interested in something, learning
more about it doesn't require constant nagging, prodding, or pressure.
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Innovation is fueled by creativity. Based on careful observation and daily

record-keeping, Montessori teachers create individualized teaching plans
and objectives for each student in the classroom. The kids can come closer
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to new academic, social, and developmental milestones with the aid of

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these strategies. A Montessori educator will not press a child to reach

these milestones, nevertheless. Instead, they encourage the learner to go
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far beyond those milestones by utilizing their own natural curiosity and
unbridled creativity.
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Over a century ago, when the Montessori philosophy was still being
established, Maria Montessori's approaches represented a significant
departure from the prevalent educational models of the day. However,
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Maria Montessori's philosophy was not purely theoretical; rather, it was
shaped over many years from empirically observing pupils in the

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classroom. Today, it is regarded as a tried-and-true approach to early
education, and Montessori schools have sprung up all over the globe.

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Give in to your natural curiosity if you're thinking of enrolling your child
in a Montessori school. Learn more about the school's concept of

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education, speak with other parents who have enrolled their own kids, and
visit a classroom that is in session most importantly, spend time
conversing with our teachers. They continue to learn every day about the

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delights, difficulties, and fresh experiences that their pupils bring to the
classroom, making them Maria Montessori's true heirs.
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THE METHOD OF MONTESSORI GOALS:
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A Montessori school's major goal is to provide a thoughtfully designed,

stimulating atmosphere that will aid in the child's development of a strong
foundation for imaginative learning. The pupils that attend a Montessori
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school have the following specific objectives:

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Fostering a positive outlook on education!

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The majority of the learning activities are tailored to each kid's needs and
level of readiness, so each child chooses a learning assignment that
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particularly appeals to him. As a result, he completes the assignment at

his own pace and as often as he wishes, resulting in a string of productive
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successes. He develops a favorable outlook on learning as a whole in this
way.

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Assisting each child's self-confidence development! The Montessori

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method eliminates the negative sense of repeated failure by structuring
tasks so that each new stage builds on what the child has already mastered.

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The youngster gains inner confidence through a carefully thought-out set
of achievements, reassuring him that he can learn on his own. The child's
emotional development is also aided by these activities for boosting
confidence.
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Assisting each child in creating a focus habit! We are all going to be
students at some point in our lives in a culture that is changing quickly.
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Prerequisite for creative learning is a strong, enduring interest. Curiosity
is fostered and established as a crucial component of creative learning by
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giving the child the chance to explore qualities, dimensions, and

interactions in a wide range of interesting learning scenarios.
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Forming proactive and persistent behaviors! The youngster learns to

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participate in activities on his own by being exposed to interesting

materials and engaging learning activities that are catered to his inner
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needs. This eventually produces a habit of initiative, a crucial trait in

leadership. Ground rules" state that a task must be finished once it has
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been started, which eventually creates a habit of tenacity and

perseverance.
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Fostering the child's sense of order and inner stability! The child's great
desire for security and order is intensely met by a well-organized,

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enriching, but simplified environment. This can be seen in the kid's
environment's calming influence. The child's innate desire for order is

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directly met in the Montessori classroom because everything has a place
and the ground rules demand that everything be put away.

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BENEFITS:
The aim is to grow a child's entire personality, and Montessori is based

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on a firm belief in the irrational functioning of the human intellect.
Observation, individual freedom, and environmental preparedness are the
three main tenets. These ideas and the different ways they might be
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applied practically to children are increasingly making their way into our
educational system. The child-sized furnishings and educational
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resources first presented by Montessori are still used in contemporary

kindergarten classrooms. Many of her early thoughts are reflected in
contemporary ideas like tailored learning and preparedness programs,
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manipulative learning, ungraded classes, blended age groupings, team

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teaching, and open classrooms. When placing their young children in a

setting that meets all of their intellectual, social, and emotional needs,
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parents of young children want to feel safe and comfortable. All of the
afore mentioned demands are satisfied by a Montessori environment, but
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it also instills in kids an attitude of "I can do it" that will guarantee their
success in all facets of life in the future.
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Here are some traits and advantages of the Montessori approach:

Children in the classroom range in age from three to five years old. When

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the older children mentor the younger ones, a sense of community is
created. Mixed age groups assist to reduce competitiveness, which

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promotes the development of self-esteem. Environment-based self-
correcting materials: Rather than having the teacher points out their

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mistakes, children learn to make the right choices on their own. Individual
learning occurs within the context of the environment; Montessori
acknowledges that every child learns at a different rate and supports that
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The Montessori classroom enables children to reclaim the "inner peace"
that is a natural part of their personality. Children are silent by choice and
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out of respect for others in the setting. There is a focus on tangible
learning rather than abstract learning since children need to have concrete,
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"hands-on" experiences with concepts. All the resources are easily

accessible to children and are arranged on shelves at their eye level,
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making it a child centered setting. The images and decorations are hung
at the kids' eye level, and the tables and chairs are small enough for them
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to sit comfortably. Children are natural leaders or "sponges" and enjoy

picking up new skills, so they work for the pleasure of working and the
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thrill of discovery. Their focus was on the process of creating rather than
the final outcome. Natural feeling of discipline is provided by the
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environment since the "ground rules" or expectations of the child is made

plain and are upheld by the other students and the teachers. Everything in
the room has a place on a shelf, making the atmosphere "prepared"
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for the kids. Being organized by nature, children benefit greatly from
having their space set up in this fashion. The teacher has a very minimal

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influence in the classroom; rather, the urge for personal growth drives
students' motivation. The classroom’s shelves are stocked with

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"materials" rather than "toys," and the children "work with the materials"
rather than "play with the toys" to get the most out of their surroundings

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and develop a sense of worth similar to what adult’s experience when they
go to work and perform their "work."

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