Maria Montessori

A Presentation on Maria Montessori

1. MARIA MONTESSORI Prepared By DR.S.PRAKASH Principal Thiagarajar College of Preceptors Madurai 1 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

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3. Biography * She was born in Italy in 1870. * She graduated from the medical school in 1896. Became the first female physician in Italy. * During her medical practice she found that children themselves tend to learn from what they find in their environment. * Later on, she studied the subjects Philosophy and Psychology and became the professor of Anthropology. 3 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

4. Biography….. She was however interested in innovations in school education. She began her work with sixty children of working parents in Rome and founded the first “Children's House”. It was here that the Montessori Method of education was developed. She established training centres in North America, Europe and India, She died in the Netherlands in 1952. 4 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

5. Her work with Mentally Deficient Children…. She came into contact with a group of mentally deficient children in the “lunatic asylum.” She felt their treatment should be educational rather than mental. She used curative pedagogy and cured their mental deficiency. 5 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

6. Her work with Normal children….. She wanted to try her scientific methods in educating normal children in primary schools. She felt convinced that her methods contained certain elements which were likely to benefit the development of normal children as well. 6 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

7. Her work with children of slum areas In 1907, She was invited , as a social worker , to take some interest in a group of slum children of illiterate and poverty stricken parents. Her interest in Experimental Psychology prompted her to use these young children for a psychological experiments. She was able to transform the children. 7 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

8. Supervisor of schools In 1907, she received an offer from the Director of Roman Association for Good Buildings to supervise some schools. Children between the age of 3 and 7 whose parents were mostly out at work and who were neglected and made all sorts of nuisance in their absence attended such schools. It was named the “Children’s House”. She developed a novel method of educating children through a process of sense training. 8 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

9. Inspectress of Infant Schools….. She was appointed as Inspectress of Infant Schools by the Government of Italy in 1922. She began to impart training to teachers in the new method discovered by her. Teachers from other countries of Europe, Including England, received training. 9 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

10. Her Running , Away from Italy …. Mussolini came to power to Italy and wanted to educate the children for war. Montessori who was an ardent supporter of child’s freedom could not work under such a regime. So she was obliged to run away from there and proceed to Holland where she founded a school 10 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

11. Her Visit to India…. She came to India in 1939 and remained here upto 1951. She spent her time in propagating her new method and training teachers for small children according to her method in Madras. She returned to Holland in 1951 and breathed her last there in 1952. 11 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

12. Books written The Discovery of Child Education for new world To Educate the human potential The secret of childhood The Child, Peace and Education Reconstruction in Education The Absorbent Mind What you should know about your child Child Training The Montessori Method. 12 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

13. Educational Principles 1.Development from within Education of the child is from within. Education must help in the complete unfolding of the child’s individuality. Suitable environment should be provided so that the child may grow and develop the potentialities that he has within him 13 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

14. 2.The Doctrine of Freedom of Liberty….. It is the outcome of the concept of education as development. There should be no hindrance or interference in the way of child’s growth and development. 14 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

15. 3.Principle of Individual development Every child is peculiar in himself. He progresses in his own speed and rate. Collective method of teaching crush his individuality She treats each child as a separate individual She recommends that he should be helped and guided in a manner that helps in his proper growth and development. 15 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

16. 4.Principle of Self-Education She believes that self education is the only true education The child should remain undistributed by adult interference. She has devised the didactic apparatus which attracts the attention of the children. It keeps them busy spontaneously. It leads them to learn the power of movements, reading ,writing etc. 16 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

17. 5.Principle of Sense Training… Our senses are the gateways of knowledge and therefore on their training and development depends the acquisition of knowledge throughout life. Senses are very active between the age of 3 and 7 and that a lot of learning takes place during this period. Sensory training is the key to intellectual development. 17 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

18. 6.Principle of Muscular Training…. Muscular facilitates other activities like writing, drawing, speaking etc. She takes muscular activity as purely physiological in character. She stresses that running, walking etc. all depend on muscular training. 18 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

19. 7. The teacher as directress…. She replaces the word ‘teacher’ by the word ‘directress’ as she thinks that the function of the teacher is to direct and not to teach. 19 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

20. 8. No Place for Fairy Tales…… She would like to banish fairy stories from the curriculum of young children since these tend to confuse children and hinder them in the process of adjusting themselves to the real world. 20 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

21. 9.No materials rewards and punishments …. The incentives are unnatural or forced effort and the development that comes with their help in the process of adjusting themselves to the real world. 21 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

22. Functions of the Teacher… Teacher as Gardener : The teacher should care for the child like a gardener who cares for the plant so that the natural growth of the child is properly guided and aided. Knowledge of each child: The teacher should have an intimate knowledge of the mind and character of each individual. She should keep the physiological records of each child’s development ,his weight, height and other measurements 22 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

23. Functions of the Teacher… The Directress and not the Teacher : She insists and the Directress should have an extensive knowledge of psychology and laboratory techniques. Doctor cum Scientist cum Missionary: Like a doctor she should avoid scolding and be sympathetic. Like scientist should wait patiently for the results. Like religious lady, she should be there to serve the child. 23 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

24. Functions of the Teacher… Faith in the personality of the child : She should provide children with suitable opportunities to think for themselves. Moral Qualities: She must acquire moral alertness, patience, love and humility. She must banish anger which is a great sin and which prevents from understanding the child. 24 A COMPARATIVE STUDY OF TODAY'S EDUCATORS

25. Children’s house There are many rooms in children’s house Study room Common room Lunch room Rest rooms Room for manual work Gymnasium Lavatory A COMPARATIVE STUDY OF TODAY'S EDUCATORS 25

26. Children’s house Rooms equipped according to the needs of the children Tables and chairs are specially made for the children Sofas of different shapes and long row cupboards are provided Children keep didactic apparatus in the cup board and their things in little drawer A COMPARATIVE STUDY OF TODAY'S EDUCATORS 26

27. Children’s house Blackboards are fixed in the walls on which the children draw or paste pictures of different kinds according to their own interests. The students are provided with flowers , toys, pictures , indoor games etc. Lunch room contains low tables, chairs , spoons , knives and tumblers etc. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 27

28. Children’s house The children are provided with their own little shelf in the drawing room where they keep their soap and towel for washing. There is a small garden also which is looked after by the students themselves Shelters are provided in the garden so that they can enjoy the open air can play and work there, may take rest or sleep. They may have their lunch there if they please to do so. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 28

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32. Aims of Education… Montessori was particularly concerned about children who were below the age of 12. According to her, Education should help the process of full development of the physical and individual characteristics of the child. Suitable environment to be provided so that the child develops its potentialities. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 32

33. Method of Education Children could manipulate suitable materials from the surroundings and effortlessly and spontaneously absorb knowledge from them. Children teach themselves in the suitable environment. The environment should accordingly be prepared to the child. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 33

34. Prepared Environment Children’s House represents the prepared environment. It enables the children to perform various tasks which include thinking about relationships. It also provides occasions for introducing social relationships through interactions. Spelling rules for example are not merely memorized but are derived through recognition of patterns. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 34

35. Three types of Exercises Three types of exercises that are provided in the children’s school are Exercises in practical life. Sense training exercises Didactic exercises for teaching language and arithmetic A COMPARATIVE STUDY OF TODAY'S EDUCATORS 35

36. 1.Exercises in practical life Helpful for motor education Imparted in connection with movements of walking , sitting and holding objects. The care of child’s own body, managing the house hold affairs , gardening and manual work and rhythematic movements provide motor education. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 36

37. 1.Exercises in practical life….. Purpose is to make the child self reliant and independent. Activities include washing , ironing and decoration of flowers. They learn how to use their own soaps and towels, comb their hair, cut their nails and brush their teeth. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 37

38. 1.Exercises in practical life….. They are required to sweep their rooms, clean the furniture , and arrange it , as they like. They take turns in various house hold activities , learn by imitation and overcome the difficulties in the process of learning. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 38

39. 2. Sensory Training Purpose For perception of size For perception of colour Apparatus Series of wooden cylinders varying in height, diameter are both. Blocks and rods of varying sizes Pink cubes ,brown prisms, green and alternately red and blue rods and colored tables etc. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 39

40. 2.Sensory Training Purpose 3.For perception of form 4. For discrimination in weight 5. For discrimination in touch 6.For discrimination in sound Apparatus Geometrical insets in metal wood drawer. Tables of wood similar in size but different in weight. Rectangular tables with rough and smooth surface. Cylindrical boxes containing different substances. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 40

41. Method to be Employed Association of the sensory percept with the name , “This is red” Recognition of the object, “Give me the red” Recalling the name of the object, “What is this?” A COMPARATIVE STUDY OF TODAY'S EDUCATORS 41

42. 3. Didactic apparatus According to Montessori, Writing is a purely mechanical activity and reading partly intellectual. a)Teaching of writing – three factors involved 1. Movement which help in reproducing the forms of letters. 2. Manipulation of pen 3.Use of sand paper. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 42

43. 3. Didactic apparatus …. The Didactic apparatus for teaching language and arithmetic consists of the following Two sloping disks and various iron rods Cards on which sand paper letters are placed Two alphabets of coloured card board of different sizes A series of cards which are pasted sand paper figure A COMPARATIVE STUDY OF TODAY'S EDUCATORS 43

44. 3. Didactic apparatus …. 5. A series of large cards bearing the same figures in smooth paper for the enumeration of numbers above ten 6. Two boxes with small sticks for counting 7. The volume of drawings belonging specially to the method and coloured pencils 8. The frames of lacing, buttoning etc which are used for motor education of the hand. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 44

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54. Art of writing According to Montessori, muscular skills would develop easily and precede the intellectual skills. Reading is partly intellectual. Therefore the child should first involve in the activity of writing. The letters in the alphabet are cut in a paper and pasted on cardboards. The child has to pass the fingers on them. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 54

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57. Art of Reading Names of the familiar objects are written on a card. The child has to utter them slowly and then has to read them quickly. He can then attach the cards appropriately with the corresponding objects. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 57

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59. Practice in numbers A long stair with a set of rods varying in length is used. The stair is divided into alternate red and blue parts The child will first learn to arrange rods of different sizes and then counts till red and blue parts. Association, recognition and recall are involved. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 59

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62. Merits Gives important place to child Based on scientific grounds Individual teaching A COMPARATIVE STUDY OF TODAY'S EDUCATORS 62

63. Limitations Too much importance to didactic apparatus More importance to Biological aspects and less on psychological. Belief in transfer of training. Lack of suitable teachers Very expensive. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 63

64. Points of Similarity Montessori & Froebel Recognition of the importance of Nursery Education. Education as development from within Love and affection for the child Stress on sense training. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 64

65. Points of Contrast Froebel’s Kindergarten Method Based on Philosophical background Scope for development of imagination More scope for social development Classroom teaching Sense training through gifts Montessori Method Based on Scientific background No scope Less scope for social development Individual learning Sense training through didactic apparatus A COMPARATIVE STUDY OF TODAY'S EDUCATORS 65

66. Points of Contrast ….. Froebel’s Kindergarten Method Emphasis on Play way Importance on manual activites The teacher as a leader Easily applicable Not a detailed system Montessori Method Self corrective apparatus Importance on daily activities The teacher as a directress The Apparatus is indispensable Detailed system A COMPARATIVE STUDY OF TODAY'S EDUCATORS 66

67. Review Biography Books Educational principles Functions of the teacher Children’s house Three types of Exercises Merits Limitations Similarities and contrast of Montessori and Froebel. A COMPARATIVE STUDY OF TODAY'S EDUCATORS 67

68. Thank You 68 A COMPARATIVE STUDY OF TODAY'S EDUCATORS