Methods of Montessori

Montessori educational pursuits are literally revolutionary ideas of his time and qualitatively change our notion of educating children so far. She works at a time when other innovative scientific principles enter the circulation and contribute to the overall attitude towards a new identity - as a whole, consisting of physics and psychology, which are directly related and dependent on each other. In the early twentieth century has made the distinction between conscious and subconscious, and their mutual influence, an important factor in the human psyche. Perhaps that is why in his book "The Secret of Childhood" (1953), it presents children's soul as a "spiritual embryo" and determines the development of this germ as embodying. Vaplatavaneto relates to both physical and mental facts of growth. Montessori believed that from birth the child has a mental life that preceded active, engine life. Before your baby begins to move before the speech, it has an internal energy, which is due to "animate the inert body of a newborn." Based on this postulate, it presents the future upbringing of the child as a process very similar to the therapeutic method. Upbringing of a child therapy, and further education - "life support". So it divides the development of individual children in several stages:

1.From 0 to 3 years of age is a time of growing spirituality, which in no way influenced by adults.

2.Ot 3 to 6 years old - spirit, influenced by adults who are closest to the child.

3.from 6 to 12 years - growth without change.

4.from 12 to 18 years - the growth stage, associated with changes that resembles the first stage (from 0 to 3).

The last stage, it divides into two subperiods:

• From 12 to 15 years
• From 15 to 18 years
Special attention given to Montessori first period from birth to the child's third year, when he experienced his "first puberty". The second is no less important, because it appears the presence of the teacher in kindergarten. Her pedagogical approach applied to these periods contain some of its leading and comprehensive rules of work devoted to children. The basic ideas for the qualitative development of the child at this age are:

A. Animated environment, which detects the individuality of the child and develop it. She prepares for its future socialization. The intervention of an adult (parent or teacher) serves only in two directions - to monitor individual and to promote "personal exemption" is not correct children's mistakes and help when needed. No chance that one of her mottos is: Help me to do it yourself!

2. Physical environment, which provides funds for full development.

This includes fictional and from Montessori toys selected materials. Very useful for game are natural materials like wood. Wooden toys, various colors and shapes that it introduces, not only means of entertainment for children, but also a stimulus for personal development. From spontaneous play the child moves to self-solicited principle of the game and develop their senses. A positive result is the existence of a sense of satisfaction in the child after such activities.

3. Individual activity - the harmonious development of the child requires minimal intervention from the adults. They help when needed but did not intervene without being summoned by the children. When a child repeatedly repeat the same mistake and finally found the right way, it becomes self-reliance and faith in their abilities. So in the long term build confident and mentally stable individual whose inner strength makes life easier for him.

Montessori formulate an important business concept - "absorbent mind" (similar to the internal sense). It stems from her belief that children are creatures endowed with intelligence and "life force" that make their development sake. Samoosavarshenstvashtoto game in a child placed in a suitable physical environment for him, finally and samoobrazova.

4. Sensory Education - From concept to grasp!

No less important is the development of Montessori and external senses. This is especially true for preschool age when the child's intellect is significantly ahead and prepare for future education. By sensory stimuli, children receive information about objects from the surrounding world. At this point it is important to serve the children of descriptive material that is intriguing to the senses, but they could hardly describe it in words or to get an idea about it without vision. For example, different shades of intensity in the same color. The child clearly distinguishes degrees of saturation of green, for example, but is able to sort them by level of growth and to grasp the difference only when it has descriptive material. Sensory education lies in the occupation of the child with multiple objects in your design always incite interesting exercise to do with them. Also it is important to find just the key for proper handling of objects, even if it is the result of repeating the mistake until it reaches the right way.

5. Freedom and discipline - an interesting moment in the discovery of Montessori.

It's hard to imagine how in such a minimal intervention by the adult at the insistence of Montessori, the child can teach and discipline. How can children be left to itself in the game, not to be sanctioned by the elderly and also to obtain a sense of the limit of its range? Not accidentally, it emphasizes the importance of a proper physical environment for the child consistent with his thinking, spontaneity and interest. This convenient arrangement for child development it opposes sterile Area, which inhabit the elderly, quality unconsidered security and interests of the child. If you turn your home into a place where the child has nothing to break with one arm reaching out, to break or damage, and in many cases and to herself, then children's mischief will be minimized. In other words, depressed activity, and accustomed to obedience are the sources of discipline. Creating conditions in which the child builds awareness of good and evil, right and wrong, is the source of an internal regulator in children that lead them to refrain from bad actions. The child seeks to act, he finds meaning in it, not as adults in a particular order. The action itself, not the objective has been the engine of child activity. It is possible that there is no discipline action. In business it develops and builds spiritual faith without them is unthinkable to build a disciplinary imperative. Especially one that is based on abstinence and obedience of the child by punishing his behavior, crippling the future personality.

The findings of Motesori inspire hundreds of people worldwide. From contemporary to her now, she has become one of the most respected scholars, teachers. Her ability to read and comprehend the child's soul is not only scientific means, but the value system which it establishes parallel. The personality of Montessori, by memories of her contemporaries, was the winner of the Christian virtues of patience and faith. In her books she often spoke of the esteem, justice between people, compassion, relationships with family, honesty, understanding, harmony of the child with the world and pledged vyaryata naturally desire the good of human freedom. Therefore, the method it can be defined as support for opening and improvement of these qualities of human nature