Montessori Method and Child

2649 WordsNov 4, 201211 Pages
The sequence of exercises through which the child is introduced to group operations with golden beads. “If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is life to be hoped from it in the bettering of man’s future” (Maria Montessori – The discovery of the child) Dr. Montessori recognized that children are born with a particular kind of mind, one that is naturally inclined towards order. This ‘special’ mind is what gives humans the ability to make judgments and to calculate; it is how we have progressed in fields such as engineering and architecture. Dr. Montessori called this ‘the…show more content…
When the child ‘tough’ and ‘see’, he forms a visual image of the object and make it easier to remember. Secondly, the child is given the ‘triangle’ printed on cards wholly filled in. thirdly, the ‘triangle’ is not filled in now, but drawn with thick outlines. Fourthly, the ‘triangle’ is shown by a thin outline only and lastly it arrives at the Euclidean Definition of a triangle, i.e. a plane figure enclosed by 3 straight lines. In this example, the child has gone through five stages before reaching the abstract concept. (The Course Manual, Pg. 73) 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. The sensorial materials basically help the child to learn through their senses. According to Dr. Maria Montessori, there is a purpose for sensory education: “It is exactly in the repetition of the exercises that the education of the sense consists the aims of the exercises are not that the child shall know colours, form and the
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