Value of Social Skills in Montessori

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

A consistent approach to behaviour helps pupils learn right from wrong and to appreciate that rules exist for the good of everyone.

In this monthly newsletter, I would like to share with you three beliefs of Dr. Maria Montessori. As your child's teacher; I would like to support each of these beliefs with vivid examples from my experience in the classroom as well as Dr. Montessori's own words. While all of us within the community clearly already support the Montessori Method, it is important to 'touch base' with these beliefs as we affirm the principles of our learning environment.

Weakness: 1.There is no encouragement for the children for their work. Not enough group activities are done (just once or twice in a week). 2. Parents involvement is neglected in Montessori program model. 3. Only children from the wealthy families can pursue this program and low income family cannot afford this program. 4. Teacher’s role is very limited.5. As children learn in their own pace, there is less social interaction and adjustment problem may arise in future if they go in different atmosphere (Essa & Young, 2003).

In this essay, we will identify and describe the seven goals for teaching appropriate social skills. First, helping children develop empathy and to learn to be generous, altruistic, and able to share equipment, experiences, and people with other children. Furthermore, helping children learn that being kind to others feels good and teaching children that everyone has rights and these rights are to be respected by all. While also emphasizing the value of cooperation and compassion rather than stressing competition and winning. Finally, helping children discover the pleasures of friendship and helping children with special needs fit into the life of the group.

Vygotsky discussed how children learn socially, in a group with others, by using signs and cultural tools (Smidt, 2009). Once children begin to understand the world around them they begin to learn and develop. We can help this, as practitioners, by being their “more knowledgeable others” (Vygotsky, 1978) and furthering their understanding of the world in which they live. In my setting I find we can do this well by listening and responding to their conversations, moving their beliefs along and filling in gaps (Johnston and Nahmad-Williams). Once they have learnt something on a social level, the next step is to complete it individually. Once this has occurred the child has successful learnt something (Vygotsky, 1978) which we can view through planned observations. This is called the Zone of Proximal Development (Vygotsky and Cole 1978) more sensitive interactions can help children further into the next step of their development and understanding. In my setting I see this displayed a lot, by sitting with the children, firstly observing what they are doing and seeing how I can help them get a better understanding of the task. For

I believe that an atmosphere of mutual respect and honesty is essential for students to learn and grow. Communication should be the highest priority. It is the only way that I, as a teacher, can relate to my students. Establishing an environment of caring and trust is a major goal of this educator. This will emphasize equality and trust without having to lecture the students. It also demonstrates the correct behaviors so that students can model them; preparing them for the adult

Building a strong, caring, and positive relationship with children is extremely important. This is when a child first learns how to form a trusting bond with an adult. The adult is usually a parent, grandparent, a care provider, or another key adult in a child’s life. A caring relationship with an adult is essential to a child’s social and emotional growth. Through a strong, trusting relationship with an adult, a child learns that the adult will protect them, nurture them, and respond to their needs. This also helps the child learn how to form healthy relationships with others. “How you approach children, what you notice about them, and how you respond to them will either boost or detract from their confidence and social competence”

Social development consists of learning the values, knowledge and skills that allow children to relate to others efficiently and to contribute in positive ways to family, school and the community. Children must learn the rules and conventions associated to socially and culturally accepted behaviour(kidsmatter.edu.au 2012). This kind of development is gained by the children in many different ways firstly, directly by parents and teachers and other educators and secondly, indirectly via social and cultural interactions. Children, as they develop become more conscious of the social and cultural standards and opportunities and will learn a sense of self. This development will come from relationships, cultural influences and interactions with the community .Education workers pay a huge part in enabling children to

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

Education is very important especially in this day and age. What school one attends and how they perceive school to be is a huge factor in one’s life success. There has been research done in the past few years proving that students who receive a Montessori education will prosper academically more so than those who receive a traditional education (Ryniker and Shoho, 2001). Traditional schools typically follow teacher based philosophies and the Montessori education is student centered. On average, children enjoy student based philosophy classrooms. Therefore, they are much more in tuned to what they are learning and that benefits their educational career. Having fun while learning is the key to keeping children engaged.

Children need boundaries and crave that structure. Remind children of rules and expectations so they understand what behaviors are permitted. Allow children to feel the effects of natural and logical consequences. These are truly teachable moments where the child can learn from their behaviors independently of an adult. Allow children choices.

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

DR Maria Montessori’s main discovery was the reality of a child’s true nature WHICH IS the NORMALIZED CHILD. She described the

The education system back in her era focused on teaching the children to memorise word to word from books and posters and Children sat in rows at desks at the classroom learning from a blackboard and slates. This method of education wasn’t stimulating and exciting for children. Nevertheless through her experience Montessori discovered children want to learn, and they will do it in their own time frame and they shouldn’t be forced.