Show How Discipline and Obedience Are Linked to the Development of the Will from a Montessori Perspective

Discipline is important in most aspects of line, discipline is the practice of training people to obey rules and regulations, whilst using appropriate punishment to correct mistakes and disobedience. We use discipline to keep social and working order so that there are no complications. Discipline teaches people correct ways to act so that goals are reached and encourage people to accept responsibility in life. Discipline is not to get mixed up with punishment. Punishment is the consequence of not following rules and regulations.

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

Montessori’s teaching approach aims to develop all aspects of the child mentally and socially (Pound, 2012). Montessori cautioned teachers to remember that children need to be allowed to do basic tasks to learn for themselves (Mooney, 2000, p.28). The role of the teacher in a Montessori setting is mainly observation of the child, encouragement, preparation of the environment, leadership, fostering the child’s independence (Mooney, 2000, p.29), and keeping a complex and delicate balance between each role. (Miller, 2010, p.79). Both theorists acknowledged that children learn best by doing and through repetition of tasks (Mooney, 2000, p.29). Large blocks of time for free work and play, should be scheduled as this was part of the Montessori legacy, this can also be seen in Steiner settings. (Pound, 2012). The teacher should also give children responsibility for keeping the setting space clean and tidy and allow the children to structure their own play. (Mooney, 2000, p.29). Steiner’s role of the teacher is comparable. Steiner wanted to create an education which gave children ‘clarity of thought, sensitivity of feeling and strength of will’ (Pound 2012, p28). Like Montessori the role of the teacher is all about observation, the teacher needs to be both interested and observational of the child’s basic needs to fully develop the child both

When it comes to discipline, people will either agree that discipline is a crucial way for a child to learn the rules and gain values, or that discipline is abuse. Discipline is a parental response to a certain action that has been taken upon by their child. If a child is expected to do

My prior understanding of discipline was uneducated and inaccurate. I was certain that discipline was related to punishment and the goal was to have a particular unwanted behavior to cease. A child that required discipline would be singled out, scolded, forced to perform a chore or action, such as sit for a time out, or the child would have something taken away, such as television or toys. As a child, I grew up in a household with parents who were primarily authoritative. They tended to be fair; however they did use punishment through "grounding", which generally meant that we were not able to engage in fun for set period of time. Other times, we were instructed to perform some sort of labor of their choice, such as washing my Dad's

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

Inspired by the work of Itard and Seguin, two almost forgotten French doctors, Maria Montessori took the idea of scientific approach to develop her theories, principles and beliefs in early childhood education, which through observation and experimentation. All the learning activities and teaching materials are purposeful and aimed to stimulate senses, mind, and provide self-esteem and achievement.

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

The idea of Montessori regarding sensory education included activities which would require the children to tune into their senses for the purpose of heightening their intellectual abilities (Lillard, 2011). When the children use their five senses, they participate actively in their education making them absorb knowledge through their environment. Through this analysis, language as well as abstract thought developed significantly in children. In addition, the analysis contributed significantly in developing practical skills sensory training, linguistic exercises and physical activities (Lillard,

Maria’s key beliefs are independence, observation, following the child, correcting the child, prepared environment, respect for child, sensitive periods, auto education and an absorbent mind. Montessori education in the classrooms is to make the children independent and allows children to do things for themselves. Giving the children opportunities to move, dress themselves, and choose what they want to do. When you give children independence you are increasing

The paper I prepared begins with a description of the Montessori Method and a historical narration of the professional career of Dr. Maria Montessori. I also included some biographical information as to her origins and the identity of her parents. I then drew a comparison of her methods for developing the Montessori Method and her career to the ISD model. I compared significant events in her career to the analysis phase. Explaining that her experience with children lead her to develop her programs. Then I drew a comparison to her work with the design and development phases, citing her materials that she uses in her classrooms and the classrooms

Dr. Maria Montessori is the creator for the Montessori Education Method for a new world who devoted her life to improve children’s education excellence. Her educational method is widely used in schools or at home for children 3 t0 6 years old. Maria Montessori lived through one of the traumatic time eras of the world history, which changed everybody’s lives including children. It was the time of anxiety, cruelty, death, family separation and children facing starvation. Maria Montessori felt the best solution to overcome endless, war, violence and poverty is education. Therefore, Maria Montessori believed educating the next generation will improve children’s live and future of the

While Maria Montessori expressed multiple convincing theories regarding the education of children that included ideas such as sensitive periods, the role of independence and a planned environment in the classroom, some theories contradicted each other and in practice. She compiled her beliefs into a Montessori Method that described how to teach young children in a way that fulfilled their full potential. McClure’s magazine recognized Montessori as a “wonder worker in education” (Tozier, 1911). This paper aimed to address Montessori’s creation of the first Montessori school that incorporated many of her beliefs while uncovering contradictions in her work. Maria Montessori influenced the education of children and developed a clear

During the observation of children at Casa Dei Bambini, Dr. Maria Montessori discovered that children prefer work to play. They were able to achieve a self integration through this work. She found that the aggressive and destructive children became calm and peaceful after working with the materials. She concluded that through work the child seemed to get fulfillment of some internal need which made him normalized.