Discoveries of Maria Montessori

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2. What are the discoveries of Dr. Maria Montessori ?

Dr. Maria Montessori was a keen observer of children. She used her observational and experimental proclivities from her medical background to develop, what we might today call, a Constructivist understanding of the process of learning. She studied them scientifically. If she saw some unusual behavior in a child, she would say,”I won’t believe it now, I shall if it happens again”. She studied the conditions in which the children would perform those actions.
She thought education always involved three elements: The learner, the Prepared Environment, and the Trained Adult.
The basic areas in which she gave importance was freedom, independence, respect and responsibility.
She believed
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The inner drive to work is sufficient to reach their goal if it corresponded with the inner developmental need. With the provision of the necessary conditions and necessary environment the child without the instigation of an adult can reach his goal. 2. When an inner need to do something meets with the inner urge spontaneous Interest is generated. When the inner urge or the Interest finds a suitable working condition it leads to spontaneous Repetition. When this spontaneous Repetition of an activity is done with interest the natural result is Concentration. Concentration is not the end product of education, its just the beginning. Any true learning happens with concentration. The children revealed that given the right conditions they would work with concentration. 3. Very young children need order for their development. This order need not be only with things in the environment but also with values, functions and other human activities. The child needs to see human values like ‘Say the Truth’ being practiced. But the adults do not practice in the everyday life. The child gets confused and this can create a warp in his development. Similarly any object in the environment being used for a purpose other than it is meant for creates disturbance. (e.g. the other end of a teaspoon used as a screwdriver).Contrary instructions about behaviour muddle his decisions how some action is allowed at some other time (for example. when a visitor is
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