Module 3 • Teaching Methods
A. The MATAL method 1.
Introduction
Dina Stachel, developer of the method, started her career as a primary school teacher. Dina obtained her doctorate for the research and implementation of the MATAL method, in 1978. The word MATAL is derived from the Hebrew initials for a science programme for kindergarten and elementary school children.
The University of Israel approached her to develop a programme for 5–6 year olds, because the failure rate in maths and science at universities was very high. After many years, they examined the possibility that the problem maybe originated in the younger years.
The teaching of science in the early years helps children to understand the basic process of science and the way in which knowledge is verified.
Dina was approached to help with the development of a programme for younger children. Like Maria Montessori she realised that individual children differ from adults and that the stimulation of the child during his first six years is vital.
The MATAL programme is child centred and aims to guide the young child in his early interaction with the world around him. It aims to help the child to feel at home in his physical and social environment.
It also wants to encourage the child to participate and take responsibility. The affective aim of the programme includes successful experiences to accept failures, to solve failures realistically, to have an open mind, to be flexible, to help him to accept criticism, to promote creativity, an aesthetical awareness, and to promote initiative and social participation.
2.
Nature area and exhibition area • A certain area of the classroom should be kept as a nature corner.
• In a small classroom, shelves and window sills can be used; special science tables and expensive equipment are unnecessary, but a perforated display board is very handy. It should be located in a light, airy area, to which the children have free access.
• Display for a certain period according to the child’s needs and then replace the items. Get the children involved in the area and allow them to add to the display. This increases their observation and interest in display.
• The objects added or contributed by the child are considered appropriate if the child can find a connection with what he adds and what is already there. Objects come from what is in the classroom and the children may bring things from their homes or what was collected during outings.
• Explain each object before putting it on the shelf. The display is more meaningful to the child when he bring objects from his own home. A good collection of posters and pictures is an important aid for the presentation of educational material.
• Children prefer multicoloured pictures with very clear cut contours. The picture should be big and on the child’s level. The children should be allowed to touch and handle all the objects
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