Module 3 • Teaching Methods 4. Learn through play
In many of Montessori’s writings, she referred to work, but she actually meant play. People criticise the method, because they do not realise that she actually did no mean that a child must work. Reading her work, one will understand what she meant. She believed that a child learns through play. Some people do not understand the word “play” and therefore think that a child cannot learn through play. Maria Montessori believed that a child mainly learns through play – it is their way of learning; they do not learn like adults.
5. Developmental stages
Montessori believed that children move through three definite developmental stages. This belief is based on observation and not scientific research. The ages of each stage are only an indication, because each child is unique and will follow his own natural path of development.
5.1 Birth to six years
From birth to three years, the child learns by absorbing impressions from his environment without being aware of the process. This is the most important part of all the stages. He takes in information like a sponge takes in water. The child is very open to learning and to acquire new knowledge.
From three to six, the mind is still absorbent, but the child starts to be conscious of what he is learning. He still absorbs information from his environment, but he now has a memory and a will of his own. His increasing vocabulary makes a difference to the way in which he acquires new knowledge.
5.2 Six to twelve years
This stage is called the period for acquisition of culture. The child acquires a culture and takes on his social environment’s norm and values.
5.3 Twelve to eighteen years
Montessori believed that many changes take place during this stage and she called it the period for acquisition of independence. The child needs as much care and attention as he did when he was under the age of six.
6. Encouragement of independence
To promote independence, certain methods/steps must be taught to the child. Montessori, for example, believed in a specific way of putting on and taking off a jacket. A part of her curriculum includes “everyday life exercises”: this includes simple everyday activities.
136
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162