Essay On Practical Ways To Keep A Child's Toys

MONTESSORI’S research shows that children learn through movement and should have environments that are specifically tailored to meet their needs. Montessori schools provide a foundation for learning that is centred on care for the environment, care for the self as individual and

Specialty Toys, Inc., sells a variety of new and innovative children’s toys. Management learned that the preholiday season is the best time to introduce a new toy, because many families use this time to look for new ideas for December holiday gifts. When Specialty discovers a new toy with good market potential, it chooses an October market entry date.

I believe that, to ensure a well-run program responsive that is to participant needs, developmentally-appropriate materials are of the utmost importance. All my activities are planned for the specific age group I work with and care for. The toys provided

Sensitive periods are a period in a child’s life where they are obsessed with certain aspects of learning without any particular reason. This period is an optimum time for development and children can really develop specific abilities and skills. When children are in their sensitive periods and working with any activity, they will not show any signs of fatigue and will repeat the activity a number of times. These periods last for a certain amount of time; however the child may eventually lose interest and may move on to another activity. Development changes will not occur unless there is some kind of maturational process. It is essential to support the child’s sensitive period

Intellectually they are learning about problem solving, numeracy and developing their reading and writing skills. Children’s ability to communicate with peers and adults develops through creative play as well as their overall speech and listening skills. Physically, creativity can help develop fine motor skills by children using materials such as crayons, paints and sticking. Participating in movement activities such as dance or drama (role play) also enhances the overall physical development of a child.

It is important to remember that each area of learning and development does not work in isolation but they are all in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five...a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering

Students spend most of their time working on the floor where they have their own individual carpets. They put them down to outline their personal workspace. Instead of there being various toys and games spread through out the classroom, there are specific sensory materials and manipulatives that are self correcting and purposeful to student’s learning. On the walls students’ work fill spaces throughout the classroom, similar to the walls of a Head Start classroom. Montessori classrooms are made up of mixed grades and ages, something that is not typical of traditional classrooms.

Mel Levine’s book, A Mind at a Time, describes many aspects of cognitive psychology and attempts to apply them to the educational system for young children. This book also makes suggestions for parents that have children with cognitive difficulties. The chapters in this book are designated to various aspects of cognitive psychology as they pertain to children. This paper focuses on chapter six in A Mind at a Time, which is titled “Making Arrangements: Our Spatial and Sequential Ordering Systems.” This is a very interesting chapter because it incorporates many aspects of cognitive psychology. In this chapter, Levine focuses on how children organize their world in terms of learning, thinking,

The Montessori approach aims to promote children 's holistic development but by stepping back and allowing the children to play by themselves without intervention. Practitioners are expected to step back and only get involved in the children 's learning only if invited or if the child is at risk of harming themselves or other children. I think that it is important that practitioners get involved in children 's play and learning only to improve the child’s current learning. They could do this by challenging them or by asking the children questions to further the child’s learning. This could also be done through adult-led activities as they are more structured as APPOSE to the child-led activities. Child-led activities are SPONTANOUS and are often do not have a certain aim where as in adult-led activities have an aim that is expected to be reached by the end of the activity.

Maria Montessori founded an education system which is called Montessori and still bares her name, her system is based on belief in the child’s creative potential, (Douglas, n.d.). Her first Casa Dei Bambini (Children’s house), where Maria was using her approach of teaching was opened in 1907 in Rome. She was great educator who believed that children are learning through their personal experience at their right time and their own pace. (Ridgway, 2007). Children rather than learning largely from what the teachers and the textbooks say, learn from “doing”,(Douglas, n.d.). To provide for children an effective, independent learning process, and that they become a competent and confident learner, Teacher had to provide for children a healthy, clean, well-prepared and well organised environment in which children could develop. Maria Montessori came up with idea that if children have to work and play independently, they have to be comfortable and need appropriately sized tools and items that fit their small hands (Mooney, 2000). Montessori believed that children learn through sensory experiences. Teacher has a responsibility to provide wonderful sights, textures, sounds, and smells for children. Sensory

According to Montessori, it is vitally important to support and facilitate these periods during the child's first stage of development. If the child is prevented from following the innate desire of any given sensitive period, a disturbing effect could result on both psychic development and maturity. The child must be assisted through the sensitive periods. The adult must assist the child by providing a suitable environment.

In reality, the children move about the classroom independently, choosing the order of their learning activities. There may be 15 or more activities, or ?jobs? as they are called in some Montessori classrooms, occurring at the same time with small groups or individual work, yet the classroom remains quiet, yet busy and productive, sometimes with the soft hush of classical music playing in the background. Many Montessori school classrooms place a card around the child?s neck with the day?s objectives written in the form of a checklist for the students to monitor themselves. This checklist encourages the students to take responsibility for their own learning, as well as discourages prompt-dependence, since the student need not wait for instruction. Some of the activities in a Montessori classroom include reading, pre-reading using phonics, math, discovery science and writing. Children learn skills in a way that he or she is not aware that learning is taking place. For example, a child playing in the sand box with a small rake is not aware that he or she is learning fine motor skills and how to hold and control a pencil. Another observation in a Montessori classroom is that most classrooms tend to span three grade levels. This practice allows to children to become mentors to younger students. Also, the large gap in developmental levels allows children to ?learn at their own pace? (Keller, 2001), which is another important Montessori

There is no set level that all children must follow; they learn when they explore by themselves. This method leaves children with freedom where they can learn self-discipline in a place designed specifically for their developmental needs. Teachers would have a part in the education of children though even though 80% of it was up to the children. Teachers are to make sure that children are presented with the right extent of material at the right time. In other words, if a child is too advanced for one activity, a teacher would present a new one to fit them, and vice versa. Maria believed if her methods were applied to public schools the results would be even better than the traditional method results. Since the government didn't let her, she started to work with poor daycare children. She doubted that her methods would work under these conditions but she had shocking results. She discovered if the children were in an orderly place to work, they will respect that and care for it. They are able to learn longer and better than in an everyday setting. In Montessori preschool, five areas make up the prepared learning environment. These areas include practical life, the sensorial area, mathematics, and cultural activities. In the elementary program, areas include integration, presentation of knowledge, presentation of the formal scientific languages, the use of visual aids, mathematic curriculum, Montessori trained teachers, emphasis on open-ended research and

“ CBS News suggest that parents choose toys for their toddlers and preschoolers that teach skills because a young child’s brain will grab hold of these permanent marks and carry through with them all the way to adulthood.” (Halter) These playthings not only teach skills, but confidence, because they learn to enjoy accomplishing any task they face. Many say educational toys are the best way to go because it stimulate tools a child will use throughout their schooling.

Furthermore a child will grow and develop in the same order that are extraordinary and the progress in their own natural rhythm.