Maria Montessori And The Intellectual Development Of A Child

3162 WordsAug 12, 201513 Pages
‘A tiny sixteen-month-old child toddles off down the garden path. Close behind her follow two adults. She pauses, looks around and says meaningfully: “Windy.” The adults scribble furiously in their Woolworths notepads.’ Homes all over the world, scenarios like this are repeated in a way to experience every tiny word said by the child, it is almost an achievement and a breakthrough for some parents to hear their child say, ‘mama’ or ‘dad’ for the first time but what is put into this development is what is earned back. Language acquisition is established all around the intellectual development of a child. Considering turn of events, health, education and upbringings, the acquirement of a language when fully acquired allows one to make sense of the world they live in. Maria Montessori (1870-1952) who was one of the most innovative childhood pedagogues of the 20th Century had argued that each and every child has a unique potential for growth and development waiting to be expressed and revealed. Aforesaid potential is best advanced by allowing children to be free to explore and manipulate the surrounding environment. Her concept basically suggested that in hands-on, multi-modality activities, learning fixated on creating mental modes but having adult observation followed by appropriate adult intervention worked better, thus ‘structured’. Notably language, it is the core of the apparatus to be human that is why child’s growth and development in language has received the most
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