Montessori Obedience Essay

The Montessori system of education was developed during the first half of the 1900’s by Dr. Maria Montessori as a result of her extensive research observations and experimental testing (Lillard, 2005, pp. 16-18). Dr. Montessori was of the belief that children contain an innate desire to learn and her research showed that, when given the

The three levels of obedience are explained by Dr. Maria Montessori after long observations of children of multiple ages in her classroom. She defines the three of obedience as first, an ability to obey, but not all the time. Secondly an ability to obey at all times after developing their own will. Finally being able to obey consistently, moreover to follow another person which the child has deemed superior to them self. Obedience is commonly defined as acting in accordance with the will of another person. She determined that children have an inherent force within them, termed Horme: a vital internal impulse to act upon ones

Colin Powell’s and Maria Montessori’s ways of structure in child's educational paths, are opposites of each other. Powell shows how a teacher should be like a drill sergeant to make sure that their students have structure. Powell uses phrases like “...they come to admire they drill sergeant and they never forget the drill sergeant.”This meaning, one might hate a teacher at first, but maybe in the future, they will be able to connect with the teacher and come to love them. Someone who seems mean and pushes one to do one’s best, will leave a lasting impression on someone. Powell also uses the phrase, “...they can obey instructions and know the consequences of not obeying instructions...they are mature.” Meaning, once they learn skills like obeying

Maria Montessori was born in Italy in 1870. She wanted to become a doctor, so she enrolled at the University of Rome; however at this time she began to develop an interest in children who were deprived; which at the time were referred to as ‘idiot children’, this encouraged Maria into studying about those who were mentally defective. Her interest then changed, and was focused into education. When she was fixed on to this idea, she began to study the theories which were devised over the last 200 years. By 1900 Montessori was known for a

This article describes classical conditioning as “frightening children into obedience”(Child Discipline: It's Time To Rethink Reward Systems, 2015). Giving a child no choice but to comply forcibly has shown to affect children later on in life. Children with forced behaviors have shown to have psychological, emotional and relationship issues. The result of the classical method goes against the first intentions of the parent of creating a disciplined adult who acts responsibly for themselves and others. Another connection that can be made from the author to Skinner being the goal of this method of discipline. Skinners goal was to both predict and control a person’s behavior from its current stimulation and history of reinforcement. This translates to parents intentions being able relate and their children in order to enforce a proper discipline. This allowing a proper development of both a child in maturity and strengthen a family

In the Montessori methodology, all curriculum areas arranged into five areas: practical life, sensorial, language, math, and cultural. Each activity is carefully sequenced that is has a methodical, engaging logic - the purpose is to help children develop problem-solving skills in real practical ways, (Johnson, 2006). While engaged in discovering autonomy children displayed a joyous and happy nature when taking the initiative to explore new things. In the practical life setting is the heartbeat, so-to-speak of the Montessori, (Johnson, 2006), because respecting a child 's desire to exercise independency, and build 's the child 's confidence elevates pride in themselves.

The Montessori approach was founded by Maria Montessori. Montessori believed that young children are focused on realities of sensory experience rather than imagination (Gestwicki, 2011, p. 97). She observed children during periods called the sensitive periods. These periods are broken into four stages and have its own developmental characteristics and challenges. Some key elements in the Montessori approach include, teachers are specifically educated in the Montessori philosophy and methods, a partnership with families, heterogeneous groups of children, diverse Montessori materials and experiences, schedules that allow large blocks of time to problem solve, and a classroom atmosphere that encourages social interaction for cooperative learning. When it comes to the principles of developmentally appropriate practice in the Montessori approach, questions have arisen. Due to the fact, the importance of play is absent in the Montessori approach.

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.

The Montessori design is personalized for each child at their own learning speed with four core characteristics in mind sensory orientation, self correction, gradual difficulty and complexity and careful attention to concept development. Each child learns at their own speed, while working on a work task rather than play time. Each work task is done in a very specific way and the teacher demonstrates how do use the materials. Children are allowed to choose which work task they would like to work on during alone work task time; however, a child must demonstrate an understanding of the work task before they are allowed to do it alone. Maria Montessori is the founder of this model which originates in the slums of Rome. This model is geared particularly for low income individuals to encourage divergent thinking a skill not always found in poverty stricken areas. Divergent thinking results in adults who can adapt to rapid change, can act on and take imaginary leaps in life and lastly, envision multiple answers to a problem.

author states that Montessori came to the conclusion that in order for a child to learn comfortably, they

The primary document I choose is the “The Montessori Method” that Maria Montessori wrote in 1909, later translated into English in 1912. Maria Montessori, an physician with her focus in psychiatry, eventually developing an interest in education. Maria used her medical background to observe children scientifically, learning which teaching methods works best for young child. In 1907, Maria opened the first Montessori school, where she implemented her observations into practical teaching methods. Montessori’s work is revolutionary in the field of education of young children. Maria’s book, lays out her study of methods in an educational program for children ages 3 to 6. Giving much consideration to how a child learns, through training of a child’s senses, allowing for constructive and imaginative play. Montessori’s method is the first to combine the liberty of the student, along with formal sensory training, motor skills and metal capabilities into a practical system for “normal” or regular educated students. Montessori’s method is to take out the need for perfection within the classroom, to promote the liberation of the student, allowing the child’s right to be active, achieve a higher level of learning through experiment, investigation and study. Maria’s method changes the teachers propose within the classroom, the teacher is to only nourish and encourage students learning, through observing, gentle guidance without restricting or interfering with the student’s natural

Montessori established the first Montessori children’s home: Casa dei Bambini(1907), and she formed education system based on children. Montessori education focuses on the formation of basic personality. Maria Montessori explained it “Instead of methods, human personality should be considered in education”.

Power of observation: Montessori developed her practice by constantly observing and learning from children. This she believed let to “a transformation of perspective and practice” (p16). She teaches observation without interfering with the work of the child. The method acknowledges that all children are unique and develop and learn at different paces. Hence the importance of the Montessori teacher through observation getting to know each child, so she can guide each child to the next “zone of development”

Dr Maria Montessori dedicated and committed her life into education of the children. She has witnessed through some years with wars and conflicts and she thought; through education this can be turned into peace to this world. Since the year 1907 Montessori name has been recognized in the education system. Even though it has been over a century to this date Montessori principles are as powerful as it was. Dr Maria Montessori has relied on her actual observations on children to develop her method of education. During these observations she has discovered that each child has their own urge to learn through their own way. She brought to light that children has an enormous ability which can be turned into positive energy and a new beginning.

The materials also contain a control of error, e.g. in the cylinder blocks, directress will not tell a child if he makes a mistake in placing the cylinder back, the child will make his own judgment when he discovers on his own if the cylinder will not fit in a hole that is too small, this guides him to accurate observation and also builds up the child’s perseverance skills, that teachers him not to give up so easily.