Parented Philosophy

8/6/2019 Parented Philosophy

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The Philosophy of MontessoriThe Philosophy of MontessoriSupporting Montessori at HomeSupporting Montessori at Home


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"Children are human beings towhom respect is due, superior tous by reason of their innocenceand of the greater possibilities of their future."-Maria Montessori


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The Montessori PhilosophyThe Montessori Philosophy Your child has a strong sense of Your child has a strong sense of personal dignity. This must bepersonal dignity. This must berespected by the adults your childrespected by the adults your childemulates and imitates.emulates and imitates.Listen to your child when he wants toListen to your child when he wants totell you something. Bend or sit so that tell you something. Bend or sit so that you are on his level & you have eyeyou are on his level & you have eyecontact.contact.


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The Montessori PhilosophyThe Montessori PhilosophyTry to understand your child s ideas andTry to understand your child s ideas andfeelings and consider them in yourfeelings and consider them in yourfamily life. Things which seem trivial tofamily life. Things which seem trivial toyou can be very important to your child.you can be very important to your child.Include your child in family plans andInclude your child in family plans anddecisions whenever possible. Help herdecisions whenever possible. Help herfeel that she is an important member of feel that she is an important member of her family.her family.


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The Montessori PhilosophyThe Montessori PhilosophyNo human being is educated by anotherNo human being is educated by anotherperson. He must do it himself or it will neverperson. He must do it himself or it will neverbe done.be done.The entire method is based on Montessori sThe entire method is based on Montessori sobservations and understanding of the childobservations and understanding of the child

AS HE IS AS HE IS, not as adults imagine he might or, not as adults imagine he might orshould be.should be.Goal of early childhood education is toGoal of early childhood education is tocultivate the child s own natural desire tocultivate the child s own natural desire to

learn.learn.


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The Absorbent MindThe Absorbent MindFrom conception to age 4, theFrom conception to age 4, theindividual develops 50% of his matureindividual develops 50% of his matureintelligence, from ages 4intelligence, from ages 4 - - 8 he8 hedevelops another 30% (Bloom)develops another 30% (Bloom)Children absorb information from theChildren absorb information from theenvironment.environment.


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Sensitive PeriodsSensitive PeriodsThe young child has certain sensitiveThe young child has certain sensitiveperiods when it is easiest for her toperiods when it is easiest for her tolearn some particular things.learn some particular things.Oral Language Development Oral Language Development Muscular coordinationMuscular coordination

Concern for Order in environment Concern for Order in environment Refinement of sensesRefinement of sensesWritingWritingReadingReading


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Goals of the MontessoriGoals of the Montessori

ClassroomClassroomOrderOrderConcentrationConcentrationCoordinationCoordinationIndependenceIndependence


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OrderOrderThe classroom environment providesThe classroom environment providesthe sense of order critical for youngthe sense of order critical for youngchildren.children.The responsibility for getting &The responsibility for getting &returning work from the shelvesreturning work from the shelvesreinforces this sense of order.reinforces this sense of order.The works themselves provide order inThe works themselves provide order inlearning concrete concepts.learning concrete concepts.


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Order at HomeOrder at HomeProvide low shelves for toys and gamesProvide low shelves for toys and gamesinstead of a box or basket so child caninstead of a box or basket so child cansee available choices.see available choices.Limit the number of things on theLimit the number of things on theshelves & trade them out as child losesshelves & trade them out as child losesinterest in some. Keep the extras in that interest in some. Keep the extras in that old toy box.old toy box.


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ConcentrationConcentrationWorking individually at tasks that Working individually at tasks that interest her, the child is allowed tointerest her, the child is allowed todevelop concentration and work habitsdevelop concentration and work habitsnecessary for later learning.necessary for later learning.


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Concentration at HomeConcentration at HomeTelevision & computer games do not Television & computer games do not encourage concentrationencourage concentration - - there is toothere is toomuch going on visually for the brain tomuch going on visually for the brain totruly concentrate.truly concentrate.Free play, outside or inside, alone orFree play, outside or inside, alone orwith others, allows a child to becomewith others, allows a child to becomeabsorbed in their own thoughts &absorbed in their own thoughts &increases concentration.increases concentration.


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CoordinationCoordinationMaterials used in the classroom developMaterials used in the classroom developthe muscle coordination needed forthe muscle coordination needed forlater learning.later learning.


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Coordination at HomeCoordination at HomeOutside play at parks and playgroundsOutside play at parks and playgroundsimproves coordination of large muscles.improves coordination of large muscles.Playing in a sandbox with tools likePlaying in a sandbox with tools likescoops, spoons, & funnels improvesscoops, spoons, & funnels improvessmall muscles coordination.small muscles coordination.Encourage your child to use scissors,Encourage your child to use scissors,markers, pencils, crayons, etc.. to makemarkers, pencils, crayons, etc.. to makeart.art.


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IndependenceIndependence I can do it myself! I can do it myself! Activities and expectations in the Activities and expectations in theclassroom environment fosterclassroom environment fosterindependence.independence.


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Independence at HomeIndependence at Home Arrange the home environment to allow Arrange the home environment to allowyour child to function independently asyour child to function independently asmuch as possible. Bowls, plates, cups at much as possible. Bowls, plates, cups at his level. Healthy snacks that he can get his level. Healthy snacks that he can get for himself.for himself.

Don t do anything for your child that heDon t do anything for your child that heis capable of doing himself. Clothes,is capable of doing himself. Clothes,shoes, etc..shoes, etc..


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The Work of the DevelopingThe Work of the Developing

ChildChildChildren enjoy the process of doing, not Children enjoy the process of doing, not necessarily the endnecessarily the end- -product.product.Contributing to her own wellContributing to her own well- -being andbeing andthat of society builds a child s skills andthat of society builds a child s skills andsense of confidence and esteem.sense of confidence and esteem.Children prefer meaningful, purposefulChildren prefer meaningful, purposefulactivity over play. Let them help set theactivity over play. Let them help set thetable, fix dinner, vacuum, etc.. WITHtable, fix dinner, vacuum, etc.. WITH

YOU. YOU.


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The Work of the DevelopingThe Work of the Developing

ChildChildChildren learn through their sensesChildren learn through their senses - -the hand is the chief teacher of thethe hand is the chief teacher of thechild.child.Children learn from watching andChildren learn from watching andimitating.imitating.

Children learn through repetition.Children learn through repetition.


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They (children) are not understood becauseadults judge them according to their ownstandards .

They believe that a child is concerned with external ends, andthey lovingly assist him to attain them. Instead, a child is

dominated by an unconscious need to develop himself. Heconsequently condemns anything that has been attained andlongs for that which is still to be achieved. For example, hewould rather dress himself than be dressed, even magnificently.He prefers washing himself to the pleasant feeling of beingclean. He would rather build a house than own one. And he isthus disposed because he must first form his own life before hecan enjoy it. In this self-formation is his true and almost soledelight.

Maria Montessori, Discovery of the Child

Parented Philosophy

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