Creativeity and How the Skill Builders Assist This Process: Montessori

Creativity is an abstract concept that is crucial as part of our advancements of mankind whether that be in the scientific fields with new inventions and research or in the artistic fields with new paintings and amazing portraits, but most people do not understand that the gift of creativity can be a crucial source of innovative ideas. As a result of the need of creativity, schools must include creativity as part of the daily curriculum that students learn. Students already spent seven hours a day at school, exposing them to a class that helps them efficiently and correctly use creativity would be beneficial to not only students but to all members of society. Places of education such as high schools must include classes in creativity in order to create

The role of a Montessori Directress is the vital link between that of the child and the environment. "She is the main connecting link between the material, that is, the objects, and the child.” Montessori believed that only a certain type of person suited the role of a Montessori teacher “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. In our system, she must become a

Creative development allows children to be creative using various different resources and materials. By encouraging creativity through play, make sure children have a wide range of materials to work with that are age appropriate; for example, paints, pencils, markers, play dough, buttons and pasta. Using a different variety of textures will enable children to explore sensory materials as well as art materials. Creativity through music is great way to allow children to respond to a range of music and sounds; they love to jump up and down to music. Children should be provided with resources so they can make their own music for example, shakers, rattles anything that can let children create their own music and sounds. Providing a setting with

Teaghan is very original, especially when it comes to drawing or art. On November 9th Teaghan was outside with Braydon drawing with chalk. Braydon asked her what they were making Teaghan leaned in and whispered it to him and they both started in drawing. A little while later Ms. Jessie came over and asked what Carter was making he told her a sail boat. When Ms. Jessie came over and asked the same question to Teaghan and Braydon they responded vacuum, so Teaghan told Braydon that she wanted to draw a vacuum. On November 13th Teaghan’s art works was observed hanging in the hall it was one of those abstract ‘what do you see pieces?’ She made hers and put on it that “I see dots” none

Toddlers and school-age children are both in early childhood, but there are several differences in daycare activities. Toddlers and school-age children are at different levels of physical development. Since toddlers are still improving their fine motor skills, they need teachers’ help for outdoor activities. They cannot zip up their jumpers and put on their shoes by themselves. On the other hand, school-age children have fully developed not only fine motor skills but also gross motor skills, so they can prepare for outdoor activities by themselves. Moreover, teachers’ role in art activities is different. Teachers should introduce and guild art material for toddlers. In addition toddlers need enough time to explore each material because they

Maria Montessori’s book gives a picture of her passion for children and to help them learn the way she perceived that they were meant to. By having the opportunity to read her original work afforded me the opportunity to understand her philosophies more clearly. I agree that her ideas have an important place in education today and see that she tips the scale in child and teacher led activities to be led by children in order for those activities to be more relevant to the child as well as having a greater impact on their learning. I appreciate her use of didactic materials that are designed to be practical and that her activities and play are focused as closely to real life and community as possible. This allows the child to truly prepare for life beyond the classroom. In Maria’s opinion on the role and training of her teachers, while I understand her desire to start teachers

Maria Montessori, born in 1870, was an Italian educator, innovator, and the first female doctor in Italy. She is accredited with coming up with the “Montessori theory”. In this theory, Montessori emphasizes cooperation, independence, and understanding each child’s unique pace of development. Montessori’s approach allowed the children to make their own choices instead of letting the adults decide how the children should learn, letting each child learn at his or her own pace. Her ideology became so popular in the educational sector that Montessori schools began to pop up all over the world and still exist today.

They have wanted both children’ own freedom and concern to themselves. Gardner’s theory includes intelligences that students should choose and should have in their zones. In the same time, Montessori method suggests that students can develop themselves on their own by creating, fixing or breaking something. Maria Montessori might have welcomed Gardner’s theory. Since, she had wanted to students are successful in their own area and find their ability, so they can progress their skill. If Montessori had seen Gardner’s theory, she would have applied in her schools. Thus, students may find their own skills easily and not asking their teachers or parents. It would be beneficial to their life. Since, they would have not progress by forcing. They would be happier with their studies. Because, the more someone is happy in her/his job, the more he/she is successful. In light of Gardner’s method, Montessori may have progressed her idea in a positive way. However, if we compare their ideas, Montessori does not want any teacher, help or books that include writing, reading. Therefore, she would have changed something on Gardner’s method, if he had accepted. Since, for instance, the child, who has a musical intelligence, needs a teacher to learn. For this reason, this would be a problem for her. Also, maybe Montessori did not want students

She opened her first school over one hundred years ago and the method is used in over “22,000 schools in over one hundred countries” (p.16). The method offers a holistic approach to development of “body, mind and soul”. It is a scientific approach which encourages education through real life experiences. Montessori encourages Independence and strives to assist the child to develop and learn at their own pace. Incorporating structures to enable children to understand boundaries but at the same time through the use of the imagination and exploration develop into independent, assertive and creative adults (Montessori, 2007).

Montessori Method of Education is one of the unique methods of the education which stimulates the child’s natural curiosity to learn. Culture and creativity area an integral part of the Montessori curriculum. Every area of the Montessori curriculum is interrelated and follows the same foundations. Each area of curriculum has special purpose of education and helps the child in stimulating their imaginative powers. Montessori Method strongly believes that imagination is based on the reality based experiences and creativity is directly related to exposing the children to real life situations. So, we can say that in order to be more imaginative and creative, child must have real and concrete experiences with the real objects.

While I observed at Chamberlin, I got the opportunity to teach three lessons. I taught a health, math, and reading lesson. With all of my lessons, I decided to incorporate art into the lesson. Throughout all of my observations, I have observed that students are more engaged, eager, and willing to do the lesson when it involves a hands-on activity. The first lesson

Children can also tell us a lot about themselves through their art. We can see emotions, interests, and sometimes a child’s personal struggles. It is a clue as to who this child is. The purpose is not to analyze the child, but to get to know the child. Above all, be sure to give art to the child so it can awaken a creative path. So that through his art he can enter a world of his imaginations which in turn gives the teacher an understanding of the mental growth of the child. This in turn helps the teacher to recognize and encourage those potential hidden talents. Thus the art works in cultural activities in Montessori environment aids the development of imagination of the child.

One of the main ideas Montessori is most known for was the thought that children needed furnishings, tools, and toys their own size in order to be comfortable and successful. Montessori had special tools for gardening, cooking, wood working, painting and most anything else imaginable, special made to fit a child’s small hand. Montessori felt it was important to teach children how to properly use tools such as scissors and knives, or shovels and rakes rather than create fake or unusable tools. Montessori also believed that these tools should be kept in an area where they can be accessed by children with ease. However, in many of today’s classrooms, teachers often put things such as paint or scissors out of children’s reach for fear of messes that will be made.

Teachers will be very friendly and thought process will be very broad for a teacher, sense of imagining will be very fast and a teacher will have strong imagination power. Children need an open place where he can think of creating something because a thought cannot come from a close window. It requires some sort of visualization which is possible only when he or she will get a chance to have a look of this world’s beauty made by

Next to the family, the Montessori classroom is the place of importance in the world of a child. The Montessori classroom is a social institution that not only determines the present state of the child but also their future. In “The Absorbent Mind”, Dr Maria Montessori wrote, “The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when man’s intelligence itself, his greatest implement is being formed…At no other age has the child greater need of intelligent help, and any obstacle that impedes his creative work will lessen the chance he has of achieving perfection.” In order to help children Maria Montessori developed what she called “the