Reading
Monday, August 11, 2008
Start from today, I would like to teach my little daughter english spelling. I start with the learning reading in english by using montessori method.
[...]
Moon
Sunday, July 06, 2008
This week, my daughters learn about MOON, part of solar system. They use the 3- part cards (nomenclature set), moon's information from enchanted learning, worksheets from enchanted learning.
They do every night to observe the moon and draw the phase of the moon on paper.
They also read the book of the moon as follows:
A Parents Guide to Purposeful Play from Two to Six [written by Lesley Britton]
Sunday, June 22, 2008
Translated by Ria Heraldi
Permainan ini dibagi menjadi 7 kategori, sesuai 7 area dari metode Montesorri. Angka di dalam kurung adalah acuan umur yang cocok bagi aktivitas tersebut.
Kategori Language and Reading
Kategori Sensory Development
Kategori Mathematics
Kategori Science and Nature
Kategori History
Kategori Geografi
Kategori Arts and Craft
Maria Montesorri percaya bahwa usia 0-6 dari hidup anak adalah masa yang sangat penting karena di saat itu anak mempunyai absorbent mind, otak yang siap belajar dan menyerap ilmu.
[...]
Permainan ini dibagi menjadi 7 kategori, sesuai 7 area dari metode Montesorri. Angka di dalam kurung adalah acuan umur yang cocok bagi aktivitas tersebut.
Kategori Language and Reading
- The Silence Game (2 - 6)
Kita dan anak berusaha diam, sediam-diamnya (jangan paksakan anak untuk diam, dia harus menerima bahwa ini adalah permainan dan bukan suruhan untuk diam) lalu coba dengarkan suara-suara yang ada. Setelah satu menit tanya (dengan berbisik) apa saja yang dia dengar.Game ini melatih self control dan observation skill. - The Object Game (3-4)
Sediakan sekelompok benda yang dimulai dengan bunyi yang sama. Contoh : bola, buku, balon, boneka. Tunjuk pada benda-benda tersebut satu per satu sambil mengatakannya, pastikan anak menangkap mereka dimulai dengan bunyi b. Perkenalkan kelompok kedua, contoh : pen, pensil, penggaris, penghapus dengan cara yang sama. Lalu suruh dia ambil satu barang yang dimulai dengan b, lalu dengan p dst. Variasi : ambil pensil dan tanya: apakah ini pensil? Game ini melatih mengenal begining sound. - Shapes (4-5)
Gunting kertas karton (atau bekas kartu yang cukup tebal) menjadi berbagai bentuk (lingkaran, kotak, segitiga dll.) Perkenalkan bentuk, dan suruh anak menjiplak bentuk itu ke atas kertas putih (suruh anak meletakan karton berbentuk di atas kertas putih dan menelusuri tepinya dengan pensil.Game ini melatih tangan mengontrol alat tulis. - Words around the House (5-6)
Buat label untuk benda-benda di rumah dengan karton putih dan spidol (label jangan terlalu kecil) seperti : kursi, sofa, lemari es, jendela, meja dll. Suruh anak berkeliling rumah untuk meletakkan label itu pada masing-masing benda.Game ini melatih membaca.
Kategori Sensory Development
- Mystery Bag (2-3)
Masukan benda ke dalam kantong (sarung bantal cukup baik) dan minta anak untuk menebak benda apa itu dengan memasukkan tangannya ke dalam kantong (tanpa boleh melihat ke dalam kantong). Game ini melatih indera peraba. - Sorting by Sound (3-4)
Kumpulkan 10 botol bekas vitamin (atau kosmetik dll) yang sama persis. Cari 5 jenis benda kecil (contoh : paper klip, kerang, kelereng, buletan kapas, potongan kertas. 5 benda ini akan dimasukan dalam botol, jadi cari yang beragam bunyinya jika botol dikocok. Ada kelereng yang ribut, ada kapas yang hampir tidak berbunyi).
Masukan ke dalam botol, 2 botol-2 botol. (ada 2 botol yang masing masing berisi 1 paper klip, ada 2 botol yang masing masing berisi 2 kelereng dst).
Suruh anak mencari pasangan botol dengan mengocok-ngocok botol tersebut.
Game ini melatih indera pendengaran. - Memos (5-6)
Ini game memory card biasa dimana kartu di balik di atas meja, lalu anak membuka 2 kartu. Jika sama boleh diambil, jika tidak harus dibalik kembali.
Game ini melatih memory.
Kategori Mathematics
- Sorting buttons (2-3)
Sediakan kancing dalam berbagai bentuk dan ukuran dan wadah dimana anak bisa memasukkan kancing yang sama ke dalam 1 wadah. Tutup mata anak dan suruh menyortir kancing itu.
Game ini melatih indera peraba. - Flat shapes (3-4)
Ambil beberapa karton (atau bekas kartu) yang ukurannya sama. Gambar bentuk geometris di tengahnya (lingkaran, segitiga dll) lalu potong dengan silet/cutter. Jadi kita punya bentuk geometris dan bingkainya (kartu yang tengahnya ada lubang berbentuk segitiga, lingkaran dll). Minta anak memasangkan bentuk ke bingkainya.
Game ini melatih mengenal bentuk dengan melibatkan indera peraba (bukan hanya indera penglihatan)
Kategori Science and Nature
- Cooking (2-3)
Ajak anak dalam aktivitas - aktivitas seperti mencampur ini itu. Setelah biasa, bisa diajak membuat kue kering dll.
Banyak yang bisa dipelajari dari keterlibatan anak di dapur seperti belajar tentang benda apa yang bisa larut dalam air, bagaimana benda berubah karena dingin atau panas. - Floating and Sinking (3-4)
Bisa dilaksanakan di dapur : mana buah/sayur yang mengapung, mana yang tenggelam. Atau bisa dilaksanakan di kamar mandi : mana benda yang mengapung, mana yang tenggelam. - Food Groups Game (3-6)
Sediakan kertas besar dan gambar dari berbagai makanan (bisa digunting dari majalah-majalah). Bagi kertas besar menjadi 7 bagian : buah&sayuran, daging, susu, carbohidrat, kacang-kacangan, lemak, gula. Minta anak menempelkan gambar makanan di bidang yang tepat.
Game ini untuk memperkenalkan kebiasaan makan yang baik dan supaya anak aware atas apa yang dimakannya sehari-hari.
Kategori History
- Timeline of your child's day (3-4)
Sediakan kertas yang panjang dan beri garis dengan angka (jam) dari bangun sampai tidur. Sediakan foto anak sedang makan, tidur, mandi dll. Sama-sama menaruh foto itu di tempat yang benar. - Timeline of your child's life (4-5)
Sama tapi foto diganti dengan foto ulangtahun, perayaan natal/lebaran dan lain-lain
Dua game ini membuat anak peka terhadap jalannya waktu dan membuat dia bisa "melihat" konsep waktu.
Kategori Geografi
- Plan of the house (3-4)
Sediakan kertas yang besar dan gunting gambar-gambar perabot dari majalah seperti ranjang, sofa, lemari es dll. Buat peta rumah anda dengan kertas dan guntingan perabot tadi.
Game ini adalah awal dari pengenalan peta. - Where do I live? (4-5)
Gambar-gambar tentang rumah yang berbeda (rumah panggung, igloo, rumah hewan, sarang burung dll). Pasangkan dengan si empunya rumah.
Kategori Arts and Craft
- Printing Hands and feet (2-3)
Sediakan kertas besar, cat air. Biarkan anak membuat cap tangan dan kakinya pada kertas. Kertas bisa dijadikan kertas kado, atau bisa buat kartu dengan cara yang sama.
Game ini mengembangkan sense of design dan kreativitas. - Tearing, cutting and Colage (3-5)
Sediakan kertas kado, kertas tissue, bekas kartu, majalah, ini itu. Suruh anak robek atau gunting sesukanya dan tempel di atas kertas putih besar (bekas kalender).
Aktivitas ini untuk melatih kreativitas dan merasakan tekstur kertas yang berbeda-beda (melatih indera peraba). - Sewing (5-6)
Anak-anak boleh mulai menjahit di usia ke 5. (Jika anak anda menerima pelatihan Montessori di sekolahnya, ia akan tahu cara memegang jarum dan tidak usah takut tertusuk. Jika tidak, mungkin perlu berhati-hati atau gunakan jarum yang besar dan tidak tajam pada kain yang berserat besar).
Sediakan kain dan berbagai jenis benang. Biarkan mereka menjahit.
Ini untuk melatih fine motor skill.
Maria Montesorri percaya bahwa usia 0-6 dari hidup anak adalah masa yang sangat penting karena di saat itu anak mempunyai absorbent mind, otak yang siap belajar dan menyerap ilmu.
Montessori's Quote
Thursday, June 05, 2008
"Children work for the sake of process; adult work to archieve an end result"
Dr. Maria Montessori
[...]FAQ of The Montessori Method
Tuesday, June 03, 2008
1. What is Montessori?
Montessori is an approach to the education of children. It is a way of looking at, and understanding, children. It is a view of how children develop and learn which has been translated into a systematic method of education based upon careful scientific study. The Montessori education system is unique in that it has successfully undergone continued development for over seventy years and has been used effectively with mentally challenged, physically handicapped, normal, and gifted children in different countries around the world. Perhaps the most significant reason for its success is that it is a comprehensive method of education resulting from an integration of research on development, learning, curriculum, and teaching.
2. What is the idea behind the Montessori approach to the education of children?
Montessori is an approach to education based upon the principle that schooling should work with the nature of the child instead of against it. Therefore, education should be based upon scientific study of the child and a resulting understanding of the processes of development and learning.
3. What is the Montessori understanding of the nature of the child?
Dr. Montessori felt that her greatest discovery was that children like to work as well as play. In fact, children have a natural drive to work in order to develop. The child’s great task is to create an adult. As a result, children are not content unless they have an opportunity to develop and learn.
4. How does Montessori’s understanding of the child influence her view of education?
Since Montessori schools are based upon the principle that “…the child, not the teacher, is the construction of man, and so of society,” it is felt that the, “human teacher can only help the great work that is being done…” “Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words, but by experiences upon the environment.” Therefore, the teacher’s job is to provide the materials and environment which will aid development and to be ready to respond when help is needed.
5. What is Dr. Montessori’s view of education?
Dr. Montessori felt that education should no longer consist only of imparting knowledge, but must instead take a new path seeking the release of human potentialities. However, it must not be forgotten that, “if education is to be an aid to civilization, it cannot be carried about by emptying the schools of knowledge, of character, of discipline, of social harmony, and above all, of freedom.”
6. How is a Montessori program different from other programs?
A Montessori program is different from other educational programs in a number of ways.
a. Teachers to individuals instead of to groups. In many other classrooms, lessons are presented to the whole class and sometimes to small groups. In Montessori schools the general rule is reversed. Most of the time the teacher presents lessons to individuals. Other children can watch if they are interested. In this way, the teacher can address the specific needs of a child and can respond to that individual child’s interest and level of understanding. The child does not have to sit through something that he or she is not ready for. This individual attention also helps the teacher be much more familiar with the child. Thus, the teacher understands the child more fully and better provides for that child.
b. Children learn through practicing tasks rather than through listening and having to remember. In many non-Montessori classrooms children are expected to learn by listening to the teacher. Work is usually with paper and pencil. In a Montessori classroom, on the other hand, children learn by practicing with apparatus which embodies the concept to be mastered. For example, when learning about shapes such as triangles, squares, circles, etc., instead of listening to a teacher talk about the shapes and watching her draw them in the chalk board the children trace real figures and make designs. They fit different shapes together to make patterns. They make fine discriminations by fitting shapes into the correct corresponding holes.
c. The Montessori curriculum is much broader than many other programs. The Montessori program teachers more than jus the basics. First of all, it has exercises to develop the child’s basic capacities-his or her ability to control movement (motor development), and to feel and have emotions (affective or emotional development). In this way, the program helps the child become a competent learner. This develops independence and responsibility. IN addition, the curriculum also helps the child develop a strong foundation in language and math, and an in-depth study of physical and cultural geography, zoology, botany, physical science, history and art. Children further learn practical skills for every day life such as cooking, carpentry, and sewing. But more than this, they learn how to be contributing members of a social community.
d. With regard to discipline, in a Montessori program the emphasis is on self-discipline developed through helping a child learn how to appropriately meet needs rather than disciplining through the use of rewards and punishments.
e. In a Montessori classroom the organization of the room allows children easy access to a variety of learning experiences. The room is specifically organized appear attractive and orderly. Materials are displayed on shelves.
f. The materials in a Montessori classroom are carefully designed and thoroughly researched to fit the developmental needs and characteristics of children.
g. Montessori teachers are trained to teach respect and positive values through their modeling as well as through the way they teach.
h. The Montessori Method of helping a child is through a process of showing a child what to do in a positive manner. Montessori teaches to build a child up through positive reinforcement, not through humiliation or embarrassment of the child.
i. The Montessori program is systematic and carefully sequenced according to principles of development. Every activity is carefully though out to build upon previous preparation and to lead the intelligence on to a higher activity.
j. The Montessori program is designed to develop independence and responsibility. The organization the classroom, the method of teaching and the practical life lessons are oriented toward helping the child become a self-sufficient and disciplined individual.
k. The routine of the Montessori program is based upon the principle of freedom of choice rather than on set times for the prescribed activities. Since everything in the Montessori environment is something planned that is worthwhile and educational, the child can be free to choose.
l. In Montessori programs children are viewed a positive beings whose primary aim is the work of constructing an adult. Rewards and punishments, therefore, can only get in the ay. Development and learning by themselves are adequate motivators. Likewise, children do not need to be appealed to through fantasy, bright colors, or gimmicks, as these things come between the child and real learning. Therefore, joy is discovered and experienced in the real world through the study of nature, science, math, music, reading, history, and geography rather than in a world of comics, cartoons, and fantasy.
7. How does a Montessori education benefit children?
Experience and research both indicate that children attending Montessori schools and to be competent, self-disciplined, socially well adjusted, and happy. Competence: Children in Montessori schools are often several years above grade level in their basic skills. Also, since the Montessori education is comprehensive, children are often exceptionally knowledgeable in a number of other areas as well. Self-Discipline: Montessori schools are well known for the children’s development of self-discipline. Children choose to work long and hard. They treat materials and others with respect. They display patience and resistance to temptation and the ability to attend for long periods. Social Adjustment: Montessori school children usually strike a visitor as friendly, empathetic, and cooperative. The classroom is a cheerful social community where children happily help each other. It is not uncommon to see a child offer to help another child. Also, learning social grace and courtesy are a part of the Montessori curriculum. Happiness: Most parents of children in a Montessori school comment on how much their children love school.
8. Who was Dr. Montessori and how did she come to establish her education method?
Dr. Maria Montessori, internationally renowned child educator, was originally a medical doctor who brought the scientific methods of observation, experimentation, and research to the study of children, their development and education. As a doctor, Montessori came to believe that many of the problems of the children were not achieving their potential because education was not based upon science. Her first step, then, was to attempt to abandon preconceived ideas about education and to begin a study of children, their development and the process of learning through scientific methods of observation and experimentation. In doing so, she made what she considered to be a number of startling discoveries. Through her research, she discovered that children possessed different and higher qualities than those we usually attribute to them. Among these qualities are:
a. Amazing Mental Concentration Previously it was believed that children had short attention spans. Dr. Montessori was amazed to observe the length of time that very young children would choose to attend to tasks which interested them.
b. Love of Repetition On their own, children would choose to practice things they were trying to master over and over again. For example, once a child decides to learn how to tie shoes, the child may tie and untie shoes many times, continuing the repetition until the task is mastered.
c. Love of Order Whereas we normally think of children as messy, Dr. Montessori found that children have a natural inclination for organization and orderliness. This natural inclination can be helped and developed if provision is made to foster it.
d. Freedom of Choice Children like to choose things they do. IF materials are set out for children so that they have easy access to the, children will choose, take and replace them without the need of assistance from an adult.
e. Children Prefer Work to Play One of the greatest surprises for Dr. Montessori was the discovery that children preferred work to play. Sometimes adults tend to think children only want to play and not work. However, Dr. Montessori found that play was a substitute for what the children really wanted to do, but couldn’t. For example, children like to play “house”. They may pretend to cook, to bake pies, to clean house, etc. However, if give a choice, the children prefer to be in the real kitchen with their mother (or father) learning how to prepare “real” food.
f. No Need for Reward and Punishment Montessori discovered that children are intrinsically motivated to work. No one wants to be a problem. So, they do not need external rewards and punishments. What they do need is help. The adult can help the child by showing the child how to do what he or she is trying to accomplish. Accomplishment, competence, and being a contributing member of a society are rewar4ding in themselves, and it is reward enough.
g. Lovers of Silence Hereas it is easy to think of children as noisy, Montessori discovered that children enjoy finding out how quiet they can be. The children like to listen to silence and to soft sounds. It is like a game to see if they can move a chair without making a sound. h. Sense of Personal Dignity Children have a deep sense of personal dignity just as adults do. They want to be capable and held in high regard. They want to be able to do things for themselves. They can get embarrassed and feel ashamed. A child would rather tie his own shoes than have tied for him.
i. Desire to Read and Write In the beginning, Dr. Montessori didn’t believe that young children of four and five years of age should be involved in reading and writing. However, the children showed such interest that she provided some beginning materials. She was astonished by how the children seemed to “burst spontaneously” into writing and then reading if provided with the right materials.
9. What is a Montessori preschool like? Children love a Montessori preschool. They like the opportunity to be with other children of their won age and they like having so many interesting things to do. The room is attractive, with many carefully designed materials and activities for the children to choose from. The children are free to engage themselves in activities that interest them. They can work by themselves, or with a friend, or a group of friends. They can spend as much time as needed in any activity. They have opportunities to do things they see their parents do at home. They can prepare food such as grating carrots, peeling potatoes, cutting bananas, cracking nuts, or squeezing oranges. They can do carpentry such as hammering, nailing, and sawing. They can learn to tie shoes, work a zipper, use snaps and buttons. They can listen to music, sing, dance, and learn to play an instrument. They can paint, draw, work with clay, and learn to sew, make masks for puppets. They can learn to count or make words. They can look at books about all the wondrous tings in the world around them. They can look at a globe and look at pictures taken of different parts of the world, they can run, climb, play games, and have fun with their friends. They can sit on a knee and hug a teacher.
10. Is the Montessori Method being used in public schools?
The Montessori Method is now being used in many public, as well as private schools. An increasing number of public school teachers are discovering the Montessori Method of education. Many teachers find that Montessori provides support for what they have intuitively been attempting or wanting to do. These teachers are excited about Montessori because it gives those specific materials and techniques which make it easier to work with the children in the way they want.
11. Up to what age is the Montessori program designed?
There are Montessori materials which are designed for use of children up to around 12 years of age. Whereas most Montessori schools are preschools, there are an increasing number of Montessori elementary schools which work with children through the sixth grade. Dr. Montessori did discuss the education of children up to the college level. However, she specifically designed materials only through the elementary school years. This was because she felt specially designed materials were only needed for the younger children since the older children would have the competence to learn with materials commonly available.
12. What is taught in a Montessori program?
In a Montessori program, children have the opportunity to teach the same subjects they would learn in any other program. At the preschool level children develop social, emotional, motor, and perceptual skills, and begin to learn how to read and do math. They become more involved with history, geography, and science. They learn some handwork as well as practical life skills. In elementary school, the curriculum is comprehensive. Parents are usually impressed with both the depth and breadth of the curriculum. Children master the basics early and can therefore spend more time developing skills and learning other subject areas.
13. Is a Montessori program expensive to set up and run?
It is expensive to set up a program from scratch, however, significant difference between receiving Montessori materials and other standard educational tools is that the Montessori materials generally don’t need to be replaced as often. Quality in design, purpose, and craftsmanship make material that should last indefinitely if it is not abused. There are Montessori materials, made in the 1920’s and used every day by the children. Which have passed through generations of teachers and are still beautiful and in use today.
14. How are children disciplined in a Montessori program?
Most visitors to a Montessori program are amazed at how peaceful, pleasant, and well behaved the children are. Montessori programs are noted for the self-discipline of their children. The particularly interesting thing about this is that the method does not involve techniques of coercion or manipulation. The children do not think of their teachers as being strict or mean. Techniques of force or power are not used. Basically, what happens is that the children find their needs are being met. They like the teacher and the classroom. They sense the teacher cares about them and is a source of help. The teacher realizes that children want to be liked and want to be accepted members of the group. Therefore, a child having acceptable behavior lessons and finally disappears. This makes the classroom a very pleasant place for both the children and the teacher. The keys to this process are an environment prepared to meet the children’s needs and a teacher trained in positive, constructive methods of guiding children.
15. How do children from a Montessori program compare with children from other programs?
Children from a Montessori program are often several years ahead of grade level. They like school and are usually interested in everything. Typically, they are friendly, generous, cooperative, and respectful of both property and others.
16. What happens to children when they leave a Montessori Program?
Children from a Montessori program usually fit in well wherever they go after attending a Montessori program. They are respectful, cooperative, self-disciplined, and independent learners; they are well prepared to get along successfully in nay program. Competence is a firm foundation for success.
17. Are Montessori Programs recognized?
The Montessori Method of education is well known. There are thousands of Montessori schools throughout the world. There are an increasing number of public school teachers and administrators becoming interested in the Montessori Method of education, many new textbooks in the field of child development and education are referring to the important contribution of Dr. Montessori to the field of children’s education.
18. Why should parents consider a Montessori education for their child?
The educational advantages a child receives in life are very important. They lay the foundation for all other learning. Montessori provides children with a confidence clearly visible in later years. The child’s personality, outlook, and intelligence are in the process of being formed. In order for the child to fully actualize his or her potential, it is critical that the child be in the process of being formed. In order for the for the child to fully actualize his or her potential, it is critical that the child be provided the resources and assistance necessary for learning and development to occur This help can only be provided if it is based upon an adequate understanding of the child and the processes of growth and development. This information, and the necessary tools for helping development, is given to Montessori teachers in Montessori teacher training programs.
19. How are Montessori teachers trained?
Montessori teachers are trained through demonstration and the provision of opportunity practice. The Montessori curriculum is organized around specific teaching materials which are developmentally sequenced. Each curriculum area is taught to teach trainees by careful demonstration of the presentation and use of each curriculum material in sequence. Students then practice the techniques they have seen demonstrated until they have mastered the material well enough to use it with the children. The students absorb an understanding of child development and education through observation and explanation of the practice they see demonstrated. Further in-depth study of theory is provided through a tutorial program of guided readings, lessons, and assignments. In this way, teachers learn the use of specific materials, and technique4s for helping children learn and develop. At the same time they develop a theory of learning, development, curriculum, and teaching which supports, and is consistent with, the practice they are learning.
20. What are the Montessori teachers taught?
Montessori teachers are specifically shown how to teach children to read, write, and do math. In addition, they are taught how to help children become independent, responsible, self-disciplined and cooperative. The teachers are shown how to teach children practical skills such as carpentry and sewing, they are taught specifically how to teach children the various subject areas; sciences such as botany, zoology, and astronomy; the social sciences of history and geography; and such arts as music, dance and different forms of handwork. The teachers are also taught techniques and materials for helping development of such basic capacities as the control over movement and the development of the sense of sight, sound, touch, taste, and smell.
21. Why is the Montessori Method of education different from other methods?
The Montessori Method of education is based upon careful research which is passed on to teachers though training. It is a dynamic system of education in which each; generation of teachers has the opportunity to pass on the knowledge gained through training and experience to future generations. It is system of education where the best is kept and improvements are added and passed on. It has been used in different cultures and countries around the world. But beyond this, the Montessori Method of education is more than just a set of nicely designed materials, and it more than a few useful techniques. It is instead a comprehensive approach to working with children based upon research and careful training.
22. Are all Montessori programs the same?
Not every Montessori program is the same. Every Montessori program reflects the personalities of the adults running the program. Therefore, no two Montessori programs are exactly alike and each should be judged individually. In addition, as the Montessori Method has grown in popularity, there has been an increase in the number of people offering teacher training. Each Montessori teacher training organization is somewhat different. When Dr. Montessori was alive there was only one international Montessori organization. Many countries had a national organization affiliated with the international one. Dr. Montessori designed Miss Homfray and Miss Child to be Co-Principals of a permanent Montessori Teacher training center in London. This center later became known as St. Nicholas. Dr. Montessori then died in 1952. As interest in Montessori education continue to grow, St. Nicholas and some other national organizations became independent. Some people formed new organizations. In the early 1960’s the American Montessori Society formed its own independent organization. If a training center is recognized by MACTE (Montessori Accrediting Council for Tearcher Education) you can be certain that they adhere to the highest principled standards. The two most commonly recognized are the American Montessori Society and American Montessori Internationale'.
[...]
Montessori is an approach to the education of children. It is a way of looking at, and understanding, children. It is a view of how children develop and learn which has been translated into a systematic method of education based upon careful scientific study. The Montessori education system is unique in that it has successfully undergone continued development for over seventy years and has been used effectively with mentally challenged, physically handicapped, normal, and gifted children in different countries around the world. Perhaps the most significant reason for its success is that it is a comprehensive method of education resulting from an integration of research on development, learning, curriculum, and teaching.
2. What is the idea behind the Montessori approach to the education of children?
Montessori is an approach to education based upon the principle that schooling should work with the nature of the child instead of against it. Therefore, education should be based upon scientific study of the child and a resulting understanding of the processes of development and learning.
3. What is the Montessori understanding of the nature of the child?
Dr. Montessori felt that her greatest discovery was that children like to work as well as play. In fact, children have a natural drive to work in order to develop. The child’s great task is to create an adult. As a result, children are not content unless they have an opportunity to develop and learn.
4. How does Montessori’s understanding of the child influence her view of education?
Since Montessori schools are based upon the principle that “…the child, not the teacher, is the construction of man, and so of society,” it is felt that the, “human teacher can only help the great work that is being done…” “Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words, but by experiences upon the environment.” Therefore, the teacher’s job is to provide the materials and environment which will aid development and to be ready to respond when help is needed.
5. What is Dr. Montessori’s view of education?
Dr. Montessori felt that education should no longer consist only of imparting knowledge, but must instead take a new path seeking the release of human potentialities. However, it must not be forgotten that, “if education is to be an aid to civilization, it cannot be carried about by emptying the schools of knowledge, of character, of discipline, of social harmony, and above all, of freedom.”
6. How is a Montessori program different from other programs?
A Montessori program is different from other educational programs in a number of ways.
a. Teachers to individuals instead of to groups. In many other classrooms, lessons are presented to the whole class and sometimes to small groups. In Montessori schools the general rule is reversed. Most of the time the teacher presents lessons to individuals. Other children can watch if they are interested. In this way, the teacher can address the specific needs of a child and can respond to that individual child’s interest and level of understanding. The child does not have to sit through something that he or she is not ready for. This individual attention also helps the teacher be much more familiar with the child. Thus, the teacher understands the child more fully and better provides for that child.
b. Children learn through practicing tasks rather than through listening and having to remember. In many non-Montessori classrooms children are expected to learn by listening to the teacher. Work is usually with paper and pencil. In a Montessori classroom, on the other hand, children learn by practicing with apparatus which embodies the concept to be mastered. For example, when learning about shapes such as triangles, squares, circles, etc., instead of listening to a teacher talk about the shapes and watching her draw them in the chalk board the children trace real figures and make designs. They fit different shapes together to make patterns. They make fine discriminations by fitting shapes into the correct corresponding holes.
c. The Montessori curriculum is much broader than many other programs. The Montessori program teachers more than jus the basics. First of all, it has exercises to develop the child’s basic capacities-his or her ability to control movement (motor development), and to feel and have emotions (affective or emotional development). In this way, the program helps the child become a competent learner. This develops independence and responsibility. IN addition, the curriculum also helps the child develop a strong foundation in language and math, and an in-depth study of physical and cultural geography, zoology, botany, physical science, history and art. Children further learn practical skills for every day life such as cooking, carpentry, and sewing. But more than this, they learn how to be contributing members of a social community.
d. With regard to discipline, in a Montessori program the emphasis is on self-discipline developed through helping a child learn how to appropriately meet needs rather than disciplining through the use of rewards and punishments.
e. In a Montessori classroom the organization of the room allows children easy access to a variety of learning experiences. The room is specifically organized appear attractive and orderly. Materials are displayed on shelves.
f. The materials in a Montessori classroom are carefully designed and thoroughly researched to fit the developmental needs and characteristics of children.
g. Montessori teachers are trained to teach respect and positive values through their modeling as well as through the way they teach.
h. The Montessori Method of helping a child is through a process of showing a child what to do in a positive manner. Montessori teaches to build a child up through positive reinforcement, not through humiliation or embarrassment of the child.
i. The Montessori program is systematic and carefully sequenced according to principles of development. Every activity is carefully though out to build upon previous preparation and to lead the intelligence on to a higher activity.
j. The Montessori program is designed to develop independence and responsibility. The organization the classroom, the method of teaching and the practical life lessons are oriented toward helping the child become a self-sufficient and disciplined individual.
k. The routine of the Montessori program is based upon the principle of freedom of choice rather than on set times for the prescribed activities. Since everything in the Montessori environment is something planned that is worthwhile and educational, the child can be free to choose.
l. In Montessori programs children are viewed a positive beings whose primary aim is the work of constructing an adult. Rewards and punishments, therefore, can only get in the ay. Development and learning by themselves are adequate motivators. Likewise, children do not need to be appealed to through fantasy, bright colors, or gimmicks, as these things come between the child and real learning. Therefore, joy is discovered and experienced in the real world through the study of nature, science, math, music, reading, history, and geography rather than in a world of comics, cartoons, and fantasy.
7. How does a Montessori education benefit children?
Experience and research both indicate that children attending Montessori schools and to be competent, self-disciplined, socially well adjusted, and happy. Competence: Children in Montessori schools are often several years above grade level in their basic skills. Also, since the Montessori education is comprehensive, children are often exceptionally knowledgeable in a number of other areas as well. Self-Discipline: Montessori schools are well known for the children’s development of self-discipline. Children choose to work long and hard. They treat materials and others with respect. They display patience and resistance to temptation and the ability to attend for long periods. Social Adjustment: Montessori school children usually strike a visitor as friendly, empathetic, and cooperative. The classroom is a cheerful social community where children happily help each other. It is not uncommon to see a child offer to help another child. Also, learning social grace and courtesy are a part of the Montessori curriculum. Happiness: Most parents of children in a Montessori school comment on how much their children love school.
8. Who was Dr. Montessori and how did she come to establish her education method?
Dr. Maria Montessori, internationally renowned child educator, was originally a medical doctor who brought the scientific methods of observation, experimentation, and research to the study of children, their development and education. As a doctor, Montessori came to believe that many of the problems of the children were not achieving their potential because education was not based upon science. Her first step, then, was to attempt to abandon preconceived ideas about education and to begin a study of children, their development and the process of learning through scientific methods of observation and experimentation. In doing so, she made what she considered to be a number of startling discoveries. Through her research, she discovered that children possessed different and higher qualities than those we usually attribute to them. Among these qualities are:
a. Amazing Mental Concentration Previously it was believed that children had short attention spans. Dr. Montessori was amazed to observe the length of time that very young children would choose to attend to tasks which interested them.
b. Love of Repetition On their own, children would choose to practice things they were trying to master over and over again. For example, once a child decides to learn how to tie shoes, the child may tie and untie shoes many times, continuing the repetition until the task is mastered.
c. Love of Order Whereas we normally think of children as messy, Dr. Montessori found that children have a natural inclination for organization and orderliness. This natural inclination can be helped and developed if provision is made to foster it.
d. Freedom of Choice Children like to choose things they do. IF materials are set out for children so that they have easy access to the, children will choose, take and replace them without the need of assistance from an adult.
e. Children Prefer Work to Play One of the greatest surprises for Dr. Montessori was the discovery that children preferred work to play. Sometimes adults tend to think children only want to play and not work. However, Dr. Montessori found that play was a substitute for what the children really wanted to do, but couldn’t. For example, children like to play “house”. They may pretend to cook, to bake pies, to clean house, etc. However, if give a choice, the children prefer to be in the real kitchen with their mother (or father) learning how to prepare “real” food.
f. No Need for Reward and Punishment Montessori discovered that children are intrinsically motivated to work. No one wants to be a problem. So, they do not need external rewards and punishments. What they do need is help. The adult can help the child by showing the child how to do what he or she is trying to accomplish. Accomplishment, competence, and being a contributing member of a society are rewar4ding in themselves, and it is reward enough.
g. Lovers of Silence Hereas it is easy to think of children as noisy, Montessori discovered that children enjoy finding out how quiet they can be. The children like to listen to silence and to soft sounds. It is like a game to see if they can move a chair without making a sound. h. Sense of Personal Dignity Children have a deep sense of personal dignity just as adults do. They want to be capable and held in high regard. They want to be able to do things for themselves. They can get embarrassed and feel ashamed. A child would rather tie his own shoes than have tied for him.
i. Desire to Read and Write In the beginning, Dr. Montessori didn’t believe that young children of four and five years of age should be involved in reading and writing. However, the children showed such interest that she provided some beginning materials. She was astonished by how the children seemed to “burst spontaneously” into writing and then reading if provided with the right materials.
9. What is a Montessori preschool like? Children love a Montessori preschool. They like the opportunity to be with other children of their won age and they like having so many interesting things to do. The room is attractive, with many carefully designed materials and activities for the children to choose from. The children are free to engage themselves in activities that interest them. They can work by themselves, or with a friend, or a group of friends. They can spend as much time as needed in any activity. They have opportunities to do things they see their parents do at home. They can prepare food such as grating carrots, peeling potatoes, cutting bananas, cracking nuts, or squeezing oranges. They can do carpentry such as hammering, nailing, and sawing. They can learn to tie shoes, work a zipper, use snaps and buttons. They can listen to music, sing, dance, and learn to play an instrument. They can paint, draw, work with clay, and learn to sew, make masks for puppets. They can learn to count or make words. They can look at books about all the wondrous tings in the world around them. They can look at a globe and look at pictures taken of different parts of the world, they can run, climb, play games, and have fun with their friends. They can sit on a knee and hug a teacher.
10. Is the Montessori Method being used in public schools?
The Montessori Method is now being used in many public, as well as private schools. An increasing number of public school teachers are discovering the Montessori Method of education. Many teachers find that Montessori provides support for what they have intuitively been attempting or wanting to do. These teachers are excited about Montessori because it gives those specific materials and techniques which make it easier to work with the children in the way they want.
11. Up to what age is the Montessori program designed?
There are Montessori materials which are designed for use of children up to around 12 years of age. Whereas most Montessori schools are preschools, there are an increasing number of Montessori elementary schools which work with children through the sixth grade. Dr. Montessori did discuss the education of children up to the college level. However, she specifically designed materials only through the elementary school years. This was because she felt specially designed materials were only needed for the younger children since the older children would have the competence to learn with materials commonly available.
12. What is taught in a Montessori program?
In a Montessori program, children have the opportunity to teach the same subjects they would learn in any other program. At the preschool level children develop social, emotional, motor, and perceptual skills, and begin to learn how to read and do math. They become more involved with history, geography, and science. They learn some handwork as well as practical life skills. In elementary school, the curriculum is comprehensive. Parents are usually impressed with both the depth and breadth of the curriculum. Children master the basics early and can therefore spend more time developing skills and learning other subject areas.
13. Is a Montessori program expensive to set up and run?
It is expensive to set up a program from scratch, however, significant difference between receiving Montessori materials and other standard educational tools is that the Montessori materials generally don’t need to be replaced as often. Quality in design, purpose, and craftsmanship make material that should last indefinitely if it is not abused. There are Montessori materials, made in the 1920’s and used every day by the children. Which have passed through generations of teachers and are still beautiful and in use today.
14. How are children disciplined in a Montessori program?
Most visitors to a Montessori program are amazed at how peaceful, pleasant, and well behaved the children are. Montessori programs are noted for the self-discipline of their children. The particularly interesting thing about this is that the method does not involve techniques of coercion or manipulation. The children do not think of their teachers as being strict or mean. Techniques of force or power are not used. Basically, what happens is that the children find their needs are being met. They like the teacher and the classroom. They sense the teacher cares about them and is a source of help. The teacher realizes that children want to be liked and want to be accepted members of the group. Therefore, a child having acceptable behavior lessons and finally disappears. This makes the classroom a very pleasant place for both the children and the teacher. The keys to this process are an environment prepared to meet the children’s needs and a teacher trained in positive, constructive methods of guiding children.
15. How do children from a Montessori program compare with children from other programs?
Children from a Montessori program are often several years ahead of grade level. They like school and are usually interested in everything. Typically, they are friendly, generous, cooperative, and respectful of both property and others.
16. What happens to children when they leave a Montessori Program?
Children from a Montessori program usually fit in well wherever they go after attending a Montessori program. They are respectful, cooperative, self-disciplined, and independent learners; they are well prepared to get along successfully in nay program. Competence is a firm foundation for success.
17. Are Montessori Programs recognized?
The Montessori Method of education is well known. There are thousands of Montessori schools throughout the world. There are an increasing number of public school teachers and administrators becoming interested in the Montessori Method of education, many new textbooks in the field of child development and education are referring to the important contribution of Dr. Montessori to the field of children’s education.
18. Why should parents consider a Montessori education for their child?
The educational advantages a child receives in life are very important. They lay the foundation for all other learning. Montessori provides children with a confidence clearly visible in later years. The child’s personality, outlook, and intelligence are in the process of being formed. In order for the child to fully actualize his or her potential, it is critical that the child be in the process of being formed. In order for the for the child to fully actualize his or her potential, it is critical that the child be provided the resources and assistance necessary for learning and development to occur This help can only be provided if it is based upon an adequate understanding of the child and the processes of growth and development. This information, and the necessary tools for helping development, is given to Montessori teachers in Montessori teacher training programs.
19. How are Montessori teachers trained?
Montessori teachers are trained through demonstration and the provision of opportunity practice. The Montessori curriculum is organized around specific teaching materials which are developmentally sequenced. Each curriculum area is taught to teach trainees by careful demonstration of the presentation and use of each curriculum material in sequence. Students then practice the techniques they have seen demonstrated until they have mastered the material well enough to use it with the children. The students absorb an understanding of child development and education through observation and explanation of the practice they see demonstrated. Further in-depth study of theory is provided through a tutorial program of guided readings, lessons, and assignments. In this way, teachers learn the use of specific materials, and technique4s for helping children learn and develop. At the same time they develop a theory of learning, development, curriculum, and teaching which supports, and is consistent with, the practice they are learning.
20. What are the Montessori teachers taught?
Montessori teachers are specifically shown how to teach children to read, write, and do math. In addition, they are taught how to help children become independent, responsible, self-disciplined and cooperative. The teachers are shown how to teach children practical skills such as carpentry and sewing, they are taught specifically how to teach children the various subject areas; sciences such as botany, zoology, and astronomy; the social sciences of history and geography; and such arts as music, dance and different forms of handwork. The teachers are also taught techniques and materials for helping development of such basic capacities as the control over movement and the development of the sense of sight, sound, touch, taste, and smell.
21. Why is the Montessori Method of education different from other methods?
The Montessori Method of education is based upon careful research which is passed on to teachers though training. It is a dynamic system of education in which each; generation of teachers has the opportunity to pass on the knowledge gained through training and experience to future generations. It is system of education where the best is kept and improvements are added and passed on. It has been used in different cultures and countries around the world. But beyond this, the Montessori Method of education is more than just a set of nicely designed materials, and it more than a few useful techniques. It is instead a comprehensive approach to working with children based upon research and careful training.
22. Are all Montessori programs the same?
Not every Montessori program is the same. Every Montessori program reflects the personalities of the adults running the program. Therefore, no two Montessori programs are exactly alike and each should be judged individually. In addition, as the Montessori Method has grown in popularity, there has been an increase in the number of people offering teacher training. Each Montessori teacher training organization is somewhat different. When Dr. Montessori was alive there was only one international Montessori organization. Many countries had a national organization affiliated with the international one. Dr. Montessori designed Miss Homfray and Miss Child to be Co-Principals of a permanent Montessori Teacher training center in London. This center later became known as St. Nicholas. Dr. Montessori then died in 1952. As interest in Montessori education continue to grow, St. Nicholas and some other national organizations became independent. Some people formed new organizations. In the early 1960’s the American Montessori Society formed its own independent organization. If a training center is recognized by MACTE (Montessori Accrediting Council for Tearcher Education) you can be certain that they adhere to the highest principled standards. The two most commonly recognized are the American Montessori Society and American Montessori Internationale'.
How The Children Learn
Friday, May 30, 2008
The use of the materials is based on the young child's unique aptitude for learning which Dr. Montessori identified as the "absorbent mind". In her writings, she frequently compared the young mind to sponge.
[...]
Prinsip Metode Pendidikan Montessori
Author: Uwes Anis Chaeruman
Iseng-iseng saya menerjemahkan summary metode pendidikan montessori. Sebaiknya berbagi dengan Anda. Mudah-mudahan bermanfaat.
Setiap anak memiliki tahap-tahap perkembangan tertentu sesuai dengan perkembangan umurnya. Faktor lingkungan serta perlakuan orang dewasa (pendidikan) hendaknya disesuaikan dengan kebutuhan perkembangan mereka. Oleh karena itu, Montessori percaya bahwa lingkungan haruslah merupakan tempat yang menyenangkan (loving area), tempat yang kondusif (nourishing) untuk membantu perkembangan, tempat dimana guru atau orang dewasa dapat mengobservasi perkembangan mereka dan membuat perubahan-perubahan sesuai dengan kebutuhan perkembangan mereka.
Dalam metode pendidikan Montessori ada beberapa aspek pendidikan yang lingkungan dan merupakan prinsip metode pendidikan Montessori. Diantaranya adalah konsep kebebasan, struktur dan urutan, realistiss dan kealamian, keindahan dan nuansa, serta prinsip alat permainan Montessori.
ASPEK 1: PENTINGNYA KEBEBASAN (CONCEPT OF FREEDOM)
Metode pendidikan Montessori menekankan pentingnya kebebasan. Mengapa? Karena hanya dalam nuansa atau iklim yang bebaslah anaka dapat menunjukkan dirinya kepada kita. Karena kita bertanggung jawab dalam membantu perkembangan fisik mereka, oleh karena itu kita harus menyediakan ruang yang bebas dan terbuka. Alasan kedua, kunci terjadinya perkembangan yang optimal adalah kebebasan. Montessori mengatakan, “Real freedom …. Is a concequence of development”. Kebebasan sejati adalah suatu konsekuensi dari perkembangan. Montessori mengatakan, “Jika anak di hadapkan pada lingkungan yang tepat, dan memberikan peluang kepada mereka unuk secara bebas merespon secara individual terhadap lingkungan tersebut, maka pertumbuhan alami anak terbuka dalam kehidupan mereka”. (dalam David Gettman (1987), “Basic Montessori: Learning Activities for Under-Fives” (New York: St. Martin’ Press), hal 30.)
Oleh karena itu, perkembangan anak harus kita bantu dengan cara-cara sebagai berikut:
- Mereka harus dibantu memperoleh kemandirian melalui lingkungannya. Mereka harus diberikan kegiatan-kegiatan yang dapat mendorong kemandirian. Mereka tidak boleh dibantu orang lain untuk melakukan sesuatu yang sebenarnya mereka sendiri dapat melakukan. Mereka harus diajarkan untuk mampu membantu dirinya sendiri seperti memasang kancing, membuka menutup retsleting, menyimpan sepatu dan lain-lain yang dapat membantu dirinya untuk menjadi mandiri. Semua alat bermain dan furniture harus memiliki ukuran yang sesuai dengan anak. Hal ini akan membuat mereka dapat mengendalikan alat bermain tersebut. Sehingga mereka akan merasa nyaman dan aman melakukan segala aktifitas yang mereka inginkan.
- Anak harus dibantu untuk mengembangkan kemauan (tekad dan daya juang) dengan cara melatih mereka mengkoordinasikan tindakannya untuk mencapai suatu tujuan yang tertentu yang harus mereka capai.
- Anak harus dibantu mengembangkan disiplin dengan cara memberikan kesempatan/peluang kepada mereka untuk melakukan aktifitas konstruktif.
- Anak harus dibantu mengembangkan pemahaman mereka tentang baik dan buruk.
Montessori juga mengingatkan kita untuk memahami bahwa hanya tindakan yang bersifat destruktif yang harus kita batasi. Semua aktifitas lain yang konstruktif, apapun itu, dengan cara apapun mereka melakukannya, hendaknya kita perbolehkan dan kita amati dan arahkan. Secara lebih jauh Montessori menyebutkan beberapa hal yang harus kita batasi atau arahkan dalam membeirkan aktifitas kepada meraka antara lain sebgai berikut:
- Menghormati orang lain; anak bebas untuk melakukan aktifitas apa saja sejauh tidak melanggar/merampas hak orang lain dalam kelas;
- Menghormati barang mainan; anak kita dorong untuk dapat melakukan aktifitas dengan semua alat bermain sejauh mereka menggunakannya dengan cara yang benar. Mereka dapat menggunakan alat bermain apa saja sejauh tidak merusak barang tersebut atau benda lain disekitarnya. Adalah tugas kita sebagai guru untuk mengarahkan hal-hal seperti ini.
- Menghormati lingkungan; anak juga harus kita arahkan untuk dapat memperlakukan semua aspek dengan penuh kasih sayang, perhatian dan penghargaan. Mereka harus diarahkan memperlakukan teman lain dan guru dengan lembut, sopan dan penuh penghargaan.
- Menghargai/menghormati diri sendiri; mereka kita ajarkan untuk tidak hanya menghargai orang lain, benda lain tapi juga diri sendiri.
Kalau di atas membahas batasan yang sebaiknya tidak boleh terjadi dalam lingkungan bebas, maka kebebasan apa saja yang harus kita berikan kepada anak dalam lingkungan?
Montessori menyarankan beberapa hal sebagai berikut:
- Kebebasan bergerak; anak diberi kebebasan untuk bergerak kemana saja baik di dalam maupun di luar ruangan.
- Kebebasan memilih; anak bebas untuk memilih aktifitasnya sendiri dalam kelas. Kebebasan memilih ini akan membantu mereka mengembangkan kebiasaan kerja dan meningkatkan konsentrasi. Konsekuensinya, kita harus menyediakan beragam aktifitas yang telah derancang dan disiapkan sedemikian rupa untk kebutuhan perkembangan mereka;
- Kebebasan berbicara; pendidikan montessore berbeda dengan pendidikan tradisional. Dalam pendidikan tradisional guru lebih dominan berbicara. Dalam pendidikan Montessori sebaliknya, anaka memperoleh kebebasan berbicara dengan siapa saja yang mereka mau. Bagi yang belum siap, tidak dipaksa, tapi diarahkan untuk bergabung dengan kelompok untuk saling berbagi. Anak tidak didorong untuk bersaing satu sama lain. Karenanya, keinginan alami mereka untuk membantu orang lain berkembang secara spontan. Dalam pendidikan Montessori anak-anak diarahkan untuk mengamati dan memahami aturan dasar kesopanan dengan tidak mengganggu orang lain.
- Kebebasan untuk tumbuh; dalam pendidikan Montessori anak memiliki kebebasan untuk tumbuh dan membangun kemampuan mental mereka dalam lingkungan yang dirancang. Semua benda atau alat bermain dalam kelas Montessori diranncang untuk membantu mereka tumbuh kembang secara alami.
- Bebas untuk menyayangi dan disayangi; anak memiliki hak untuk disayangi dan menyayangi tanpa pandang bulu (pilih kasih). Jika mereka merasa diperhatikan sama dengan yang lain, dimana guru tanpa ada pilih kasih, maka mereka akan menghargai orang lain dan lingkungannya dengan cara yang sama.
- Bebas dari bahaya; anak memiliki hak untuk tumbuh dari bahaya. Maksudnya, anak diberikan pengetahuan melalui pelatihan yang sistematis tentang keterampilan hidup seperti bagai mana membawa barang mainan dengan cara yang benar yang jika tidak maka akan membahayakan dirinya.
- Bebas dari persaingan; Agar tidak mengganggu kebebasan anak untuk memilih, maka tidak ada kompetisi, reward atau hukuman dalam pendidikan Montessori. Keberhasilan anak tidak dinilai menurut sudut pandang orang dewasa, seperti melalui nilai, atau perolehan tanda bintang. Motivasi instrinsik merekalah yang mendorong mereka untuk melakukan aktifitas terbaik mereka, bukan reward atau hukuman. Kepuasan mereka karena tela dapat melakukan sesuatu sudah cukup sebagai reward bagi mereka sendiri.
- Bebas dari tekanan; anak diberikan kebebasan untuk tumbuh dan berkembang sesuai dengan kecepatan dan perkembangan mereka sendiri. Mereka tidak diharuskan dapat mencapai sesuatu yang disamakan dengan orang lain.
Melalui kebebasan-kebebasan dalam kelas Montessori seperti dijelaskan di atas, maka anak akan memperoleh kesempatan-kesempatan unik terhadap tindakannya sendiri. Mereka akan menyadari segala konsekuensi atas apa yang ia lakukan baik terhadap dirinya maupun orang lain, mereka belajar membuktikan atau menguji dirinya terhadap batasan-batasan realistiss, mereka akan belajar tentang apa saja yang membuat ia atau orang lain merasa puas atau sebaliknya merasa kosong dan tidak puas atau kecewa. Peluang untuk mengembangkan pengetahuan diri (self-knowledge) inilah yang merupakan hasil penting dari kebebasan yang kita ciptakan dalam kelas Montessori.
ASPEK 2: STRUKTUR DAN KETERATURAN (STRUCTURE AND ORDER)
Struktur dan keteraturan alam semesta harus tercermin dalam lingkungan kelas Montessori. Dengan demikian anak akan menginternalisasinya dan akhirnya membangun mental dan inteligensinya sendiri terhadap lingkungan. Melalui keteraturan anak akan belajar untuk percaya pada lingkungan dan belajar untuk berinteraksi dengan lingkungan dengan cara yang positif. Hanya dalam lingkungan yang dirancang dengan tepat dan benar, anak dapat mengkategorisasikan persepsinya yang pada akhirnya nanti akan membentuk pemahaman mereka yang benar terhadap realistis dunia.
Melalui keteraturan, anak tahu kemana harus mencari barang mainan yang ia inginkan, misalnya. Oleh karena itu, kita harus merancang penempatan barang mainan sesuai dengan klasifikasi berdasarkan keteraturan tertentu. Sebagai contoh, alat bermain ditempatkan dalam rak yang rendah sehingga terjangkau anak, ditata dengan rapi dan teratur sesuai dengan kategori, begitu pula halnya dengan ruangan kelass tertata sedemikian rupa dengan penuh keteraturan. (John Chattin – McNichols (1998), The Montessori Controversy, (New York: Delmar Publiser Inc.), hal 51)
ASPEK 3: REALISTIS DAN ALAMI
Lingkungan pendidikan Montessori didasarkan atas prinsip realistis dan kealamian. Anak harus memiliki kesempatan untuk menginternalisasikan keterbatasan alam dan realistis supaya mereka terbebas dari sikap berangan-angan (fantasy) atau ilusi baik yang bersifat fisik maupun psikologis. Hanya dengan cara ini mereka mengembangkan disiplin diri dan keamanan yang dia perlukan untuk menggali dunia eksternal dan internal mereka dan untuk menjadikan mereka pengamat realistiss hidup yang aktif dan apresiatif. Alat bermain dan lingkungan dalam kelas Montessori didasarkan atas konsep realistis. Sebagai contoh, anak dihadapkan dengan telepon yang sebenarnya, gelas sebenarnya, setrika, pisau dan lain-lain. Semuanya adalah benda sebenarnya.
Menurut Montessori, ”Manusia adalah miliki alam, begitu pula khususnya bagi anak. Mereka membutuhkan gambaran dunia yang akan mereka hadapi kelak melalui alam. Semua hal yang dipelrukan untuk mengembangkan jiwa dan raga mereka adalah alam sebenarnya.” Jadi, dalam konsep pendidikan Montessori, segala sesuatunya harus dirancang sedemikian rupa agar sealami dan serealistis mungkin, baik lingkungan indoor mapun outdoor. Montessori percaya bahwa anak harus pertama kali dihadapkan dengan alam melalui perawatan terhadap tanaman dan binatang.
ASPEK 4: KEINDAHAN DAN NUANSA
Lingkungan Montessori harus sederhana. Semua yang ada didalamnya harus memiliki desain dan kualitas yang baik. Tema warna harus menunjukkan kegembiraan. Nuansa ruangan harus terkesan santai dan hangat sehingga mengundang anak untuk bebas berpartisipasi aktif.
ASPEK 5: ALAT BERMAIN MONTESSORI (MONTESSORI MATERIALS)
Yang dimaksud dengan Montessori Materials di sini adalah bukan semata-mata alat bermain. Tapi semua benda yang ada dalam lingkungan. Tujuan dari semua benda itu bukan bersifat eksternal untuk mengajar anak keterampilan. Tapi tujuan utamanya adalah bersifat internal yaitu membantu perkembangan fisik dan pembangunan diri anak. Montessori mengatakan, ”Hal penting pertama perkembangan anak adalah konsentrasi … Ia harus menemukan cara bagaimana berkonsentrasi, dan oleh karenanya mereka membutuhkan benda-benda yang dapat membuatnya berkonsentrasi… karena itulah pentingnya sekolah kita mendasarkan pada hal ini. Yaitu tempat dimana mereka dapat menemukan aktifitas yang memungkinkan mereka melakukan konsentrasi.”
Benda-benda atau alat-alat bermain harus membantu pembentukan internal anak. Oleh karenanya benda atau alat bermain tersebut harus sesuai dengan kebutuhan internal anak. Artinya, benda-benda dan atau alat-alat bermain tersebut haris disajikan atau diberikan pada momen yang sesuai dengan perkembangan mereka. Montessori menyebutkan beberapa prinsip dalam penggunaan benda dan atau alat bermain dalam kelas Montessori sebagai berikut:
o Setiap benda atau alat bermain harus memiliki tujuan dan bermakna bagi anak;
o Setiap benda atau alat bermain harus harus menunjukkan perkembangan dari sederhana ke rumit dalam desain dan penggunaannya.
o Setiap benda atau alat bermain dirancang untuk menyiapkan anak secara tidak langsung untuk belajar ke depan.
o Setiap benda atau alat bermain dimulai dari expesi kongkrit dan secara bertahap mengarahkan mereka pada representasi yang lebih abstrak.
o Setiap benda atau alat bermain dirancang agar memungkinkan terjadinya auto-edukasi. Artinya kontrol kesalahan berada pada benda tersebut bukan pada guru. Kontrol kesalahan ini akan membimbing anak dalam menggunakan benda tersebut dan memungkinkan ia menyadari kesalahannya sendiri dan memperbaikinya.
KESIMPULAN
Ada beberapa aspek penting yang harus dipahami betul oleh guru atau pendidik dalam metode pendidikan Montessori. Aspek-aspek tersebut adalah sebagai berikut:
o Konsep kebebasan; melalui kebebasan-kebebasan dalam kelas Montessori, maka anak akan memperoleh kesempatan-kesempatan unik terhadap tindakannya sendiri. Mereka akan menyadari segala konsekuensi atas apa yang ia lakukan baik terhadap dirinya maupun orang lain, mereka belajar membuktikan atau menguji dirinya terhadap batasan-batasan realistiss, mereka akan belajar tentang apa saja yang membuat ia atau orang lain merasa puas atau sebaliknya merasa kosong dan tidak puas atau kecewa. Peluang untuk mengembangkan pengetahuan diri (self-knowledge) inilah yang merupakan hasil penting dari kebebasan yang kita ciptakan dalam kelas Montessori.
o Struktur dan Keteraturan; hanya dalam lingkungan yang dirancang dengan tepat dan benar, yaitu terstruktur dan teratur, anak dapat mengkategorisasikan persepsinya yang pada akhirnya nanti akan membentuk pemahaman mereka yang benar terhadap realistis dunia.
o Realistis dan Alami; dalam konsep pendidikan Montessori, segala sesuatunya harus dirancang sedemikian rupa agar sealami dan serealistis mungkin, baik lingkungan indoor mapun outdoor. Dengan cara ini mereka mengembangkan disiplin diri dan keamanan yang dia perlukan untuk menggali dunia eksternal dan internal mereka dan untuk menjadikan mereka pengamat realistiss hidup yang aktif dan apresiatif.
o Keindahan dan Nuansa; unsur-unsur keindahan, keceriaan, baik secara fisik maupun non fisik dalam lingkungan kelas Montessor sangat penting untuk mengundang anak berpartisipasi aktif dengan bebas dan spontan.
o Benda atau Alat Bermain Montessori; harus membantu pembentukan internal anak. Oleh karenanya benda atau alat bermain tersebut harus sesuai dengan kebutuhan internal anak. Artinya, benda-benda dan atau alat-alat bermain tersebut haris disajikan atau diberikan pada momen yang sesuai dengan perkembangan mereka.
Setiap anak memiliki tahap-tahap perkembangan tertentu sesuai dengan perkembangan umurnya. Faktor lingkungan serta perlakuan orang dewasa (pendidikan) hendaknya disesuaikan dengan kebutuhan perkembangan mereka. Oleh karena itu, Montessori percaya bahwa lingkungan haruslah merupakan tempat yang menyenangkan (loving area), tempat yang kondusif (nourishing) untuk membantu perkembangan, tempat dimana guru atau orang dewasa dapat mengobservasi perkembangan mereka dan membuat perubahan-perubahan sesuai dengan kebutuhan perkembangan mereka.
Dalam metode pendidikan Montessori ada beberapa aspek pendidikan yang lingkungan dan merupakan prinsip metode pendidikan Montessori. Diantaranya adalah konsep kebebasan, struktur dan urutan, realistiss dan kealamian, keindahan dan nuansa, serta prinsip alat permainan Montessori.
ASPEK 1: PENTINGNYA KEBEBASAN (CONCEPT OF FREEDOM)
Metode pendidikan Montessori menekankan pentingnya kebebasan. Mengapa? Karena hanya dalam nuansa atau iklim yang bebaslah anaka dapat menunjukkan dirinya kepada kita. Karena kita bertanggung jawab dalam membantu perkembangan fisik mereka, oleh karena itu kita harus menyediakan ruang yang bebas dan terbuka. Alasan kedua, kunci terjadinya perkembangan yang optimal adalah kebebasan. Montessori mengatakan, “Real freedom …. Is a concequence of development”. Kebebasan sejati adalah suatu konsekuensi dari perkembangan. Montessori mengatakan, “Jika anak di hadapkan pada lingkungan yang tepat, dan memberikan peluang kepada mereka unuk secara bebas merespon secara individual terhadap lingkungan tersebut, maka pertumbuhan alami anak terbuka dalam kehidupan mereka”. (dalam David Gettman (1987), “Basic Montessori: Learning Activities for Under-Fives” (New York: St. Martin’ Press), hal 30.)
Oleh karena itu, perkembangan anak harus kita bantu dengan cara-cara sebagai berikut:
- Mereka harus dibantu memperoleh kemandirian melalui lingkungannya. Mereka harus diberikan kegiatan-kegiatan yang dapat mendorong kemandirian. Mereka tidak boleh dibantu orang lain untuk melakukan sesuatu yang sebenarnya mereka sendiri dapat melakukan. Mereka harus diajarkan untuk mampu membantu dirinya sendiri seperti memasang kancing, membuka menutup retsleting, menyimpan sepatu dan lain-lain yang dapat membantu dirinya untuk menjadi mandiri. Semua alat bermain dan furniture harus memiliki ukuran yang sesuai dengan anak. Hal ini akan membuat mereka dapat mengendalikan alat bermain tersebut. Sehingga mereka akan merasa nyaman dan aman melakukan segala aktifitas yang mereka inginkan.
- Anak harus dibantu untuk mengembangkan kemauan (tekad dan daya juang) dengan cara melatih mereka mengkoordinasikan tindakannya untuk mencapai suatu tujuan yang tertentu yang harus mereka capai.
- Anak harus dibantu mengembangkan disiplin dengan cara memberikan kesempatan/peluang kepada mereka untuk melakukan aktifitas konstruktif.
- Anak harus dibantu mengembangkan pemahaman mereka tentang baik dan buruk.
Montessori juga mengingatkan kita untuk memahami bahwa hanya tindakan yang bersifat destruktif yang harus kita batasi. Semua aktifitas lain yang konstruktif, apapun itu, dengan cara apapun mereka melakukannya, hendaknya kita perbolehkan dan kita amati dan arahkan. Secara lebih jauh Montessori menyebutkan beberapa hal yang harus kita batasi atau arahkan dalam membeirkan aktifitas kepada meraka antara lain sebgai berikut:
- Menghormati orang lain; anak bebas untuk melakukan aktifitas apa saja sejauh tidak melanggar/merampas hak orang lain dalam kelas;
- Menghormati barang mainan; anak kita dorong untuk dapat melakukan aktifitas dengan semua alat bermain sejauh mereka menggunakannya dengan cara yang benar. Mereka dapat menggunakan alat bermain apa saja sejauh tidak merusak barang tersebut atau benda lain disekitarnya. Adalah tugas kita sebagai guru untuk mengarahkan hal-hal seperti ini.
- Menghormati lingkungan; anak juga harus kita arahkan untuk dapat memperlakukan semua aspek dengan penuh kasih sayang, perhatian dan penghargaan. Mereka harus diarahkan memperlakukan teman lain dan guru dengan lembut, sopan dan penuh penghargaan.
- Menghargai/menghormati diri sendiri; mereka kita ajarkan untuk tidak hanya menghargai orang lain, benda lain tapi juga diri sendiri.
Kalau di atas membahas batasan yang sebaiknya tidak boleh terjadi dalam lingkungan bebas, maka kebebasan apa saja yang harus kita berikan kepada anak dalam lingkungan?
Montessori menyarankan beberapa hal sebagai berikut:
- Kebebasan bergerak; anak diberi kebebasan untuk bergerak kemana saja baik di dalam maupun di luar ruangan.
- Kebebasan memilih; anak bebas untuk memilih aktifitasnya sendiri dalam kelas. Kebebasan memilih ini akan membantu mereka mengembangkan kebiasaan kerja dan meningkatkan konsentrasi. Konsekuensinya, kita harus menyediakan beragam aktifitas yang telah derancang dan disiapkan sedemikian rupa untk kebutuhan perkembangan mereka;
- Kebebasan berbicara; pendidikan montessore berbeda dengan pendidikan tradisional. Dalam pendidikan tradisional guru lebih dominan berbicara. Dalam pendidikan Montessori sebaliknya, anaka memperoleh kebebasan berbicara dengan siapa saja yang mereka mau. Bagi yang belum siap, tidak dipaksa, tapi diarahkan untuk bergabung dengan kelompok untuk saling berbagi. Anak tidak didorong untuk bersaing satu sama lain. Karenanya, keinginan alami mereka untuk membantu orang lain berkembang secara spontan. Dalam pendidikan Montessori anak-anak diarahkan untuk mengamati dan memahami aturan dasar kesopanan dengan tidak mengganggu orang lain.
- Kebebasan untuk tumbuh; dalam pendidikan Montessori anak memiliki kebebasan untuk tumbuh dan membangun kemampuan mental mereka dalam lingkungan yang dirancang. Semua benda atau alat bermain dalam kelas Montessori diranncang untuk membantu mereka tumbuh kembang secara alami.
- Bebas untuk menyayangi dan disayangi; anak memiliki hak untuk disayangi dan menyayangi tanpa pandang bulu (pilih kasih). Jika mereka merasa diperhatikan sama dengan yang lain, dimana guru tanpa ada pilih kasih, maka mereka akan menghargai orang lain dan lingkungannya dengan cara yang sama.
- Bebas dari bahaya; anak memiliki hak untuk tumbuh dari bahaya. Maksudnya, anak diberikan pengetahuan melalui pelatihan yang sistematis tentang keterampilan hidup seperti bagai mana membawa barang mainan dengan cara yang benar yang jika tidak maka akan membahayakan dirinya.
- Bebas dari persaingan; Agar tidak mengganggu kebebasan anak untuk memilih, maka tidak ada kompetisi, reward atau hukuman dalam pendidikan Montessori. Keberhasilan anak tidak dinilai menurut sudut pandang orang dewasa, seperti melalui nilai, atau perolehan tanda bintang. Motivasi instrinsik merekalah yang mendorong mereka untuk melakukan aktifitas terbaik mereka, bukan reward atau hukuman. Kepuasan mereka karena tela dapat melakukan sesuatu sudah cukup sebagai reward bagi mereka sendiri.
- Bebas dari tekanan; anak diberikan kebebasan untuk tumbuh dan berkembang sesuai dengan kecepatan dan perkembangan mereka sendiri. Mereka tidak diharuskan dapat mencapai sesuatu yang disamakan dengan orang lain.
Melalui kebebasan-kebebasan dalam kelas Montessori seperti dijelaskan di atas, maka anak akan memperoleh kesempatan-kesempatan unik terhadap tindakannya sendiri. Mereka akan menyadari segala konsekuensi atas apa yang ia lakukan baik terhadap dirinya maupun orang lain, mereka belajar membuktikan atau menguji dirinya terhadap batasan-batasan realistiss, mereka akan belajar tentang apa saja yang membuat ia atau orang lain merasa puas atau sebaliknya merasa kosong dan tidak puas atau kecewa. Peluang untuk mengembangkan pengetahuan diri (self-knowledge) inilah yang merupakan hasil penting dari kebebasan yang kita ciptakan dalam kelas Montessori.
ASPEK 2: STRUKTUR DAN KETERATURAN (STRUCTURE AND ORDER)
Struktur dan keteraturan alam semesta harus tercermin dalam lingkungan kelas Montessori. Dengan demikian anak akan menginternalisasinya dan akhirnya membangun mental dan inteligensinya sendiri terhadap lingkungan. Melalui keteraturan anak akan belajar untuk percaya pada lingkungan dan belajar untuk berinteraksi dengan lingkungan dengan cara yang positif. Hanya dalam lingkungan yang dirancang dengan tepat dan benar, anak dapat mengkategorisasikan persepsinya yang pada akhirnya nanti akan membentuk pemahaman mereka yang benar terhadap realistis dunia.
Melalui keteraturan, anak tahu kemana harus mencari barang mainan yang ia inginkan, misalnya. Oleh karena itu, kita harus merancang penempatan barang mainan sesuai dengan klasifikasi berdasarkan keteraturan tertentu. Sebagai contoh, alat bermain ditempatkan dalam rak yang rendah sehingga terjangkau anak, ditata dengan rapi dan teratur sesuai dengan kategori, begitu pula halnya dengan ruangan kelass tertata sedemikian rupa dengan penuh keteraturan. (John Chattin – McNichols (1998), The Montessori Controversy, (New York: Delmar Publiser Inc.), hal 51)
ASPEK 3: REALISTIS DAN ALAMI
Lingkungan pendidikan Montessori didasarkan atas prinsip realistis dan kealamian. Anak harus memiliki kesempatan untuk menginternalisasikan keterbatasan alam dan realistis supaya mereka terbebas dari sikap berangan-angan (fantasy) atau ilusi baik yang bersifat fisik maupun psikologis. Hanya dengan cara ini mereka mengembangkan disiplin diri dan keamanan yang dia perlukan untuk menggali dunia eksternal dan internal mereka dan untuk menjadikan mereka pengamat realistiss hidup yang aktif dan apresiatif. Alat bermain dan lingkungan dalam kelas Montessori didasarkan atas konsep realistis. Sebagai contoh, anak dihadapkan dengan telepon yang sebenarnya, gelas sebenarnya, setrika, pisau dan lain-lain. Semuanya adalah benda sebenarnya.
Menurut Montessori, ”Manusia adalah miliki alam, begitu pula khususnya bagi anak. Mereka membutuhkan gambaran dunia yang akan mereka hadapi kelak melalui alam. Semua hal yang dipelrukan untuk mengembangkan jiwa dan raga mereka adalah alam sebenarnya.” Jadi, dalam konsep pendidikan Montessori, segala sesuatunya harus dirancang sedemikian rupa agar sealami dan serealistis mungkin, baik lingkungan indoor mapun outdoor. Montessori percaya bahwa anak harus pertama kali dihadapkan dengan alam melalui perawatan terhadap tanaman dan binatang.
ASPEK 4: KEINDAHAN DAN NUANSA
Lingkungan Montessori harus sederhana. Semua yang ada didalamnya harus memiliki desain dan kualitas yang baik. Tema warna harus menunjukkan kegembiraan. Nuansa ruangan harus terkesan santai dan hangat sehingga mengundang anak untuk bebas berpartisipasi aktif.
ASPEK 5: ALAT BERMAIN MONTESSORI (MONTESSORI MATERIALS)
Yang dimaksud dengan Montessori Materials di sini adalah bukan semata-mata alat bermain. Tapi semua benda yang ada dalam lingkungan. Tujuan dari semua benda itu bukan bersifat eksternal untuk mengajar anak keterampilan. Tapi tujuan utamanya adalah bersifat internal yaitu membantu perkembangan fisik dan pembangunan diri anak. Montessori mengatakan, ”Hal penting pertama perkembangan anak adalah konsentrasi … Ia harus menemukan cara bagaimana berkonsentrasi, dan oleh karenanya mereka membutuhkan benda-benda yang dapat membuatnya berkonsentrasi… karena itulah pentingnya sekolah kita mendasarkan pada hal ini. Yaitu tempat dimana mereka dapat menemukan aktifitas yang memungkinkan mereka melakukan konsentrasi.”
Benda-benda atau alat-alat bermain harus membantu pembentukan internal anak. Oleh karenanya benda atau alat bermain tersebut harus sesuai dengan kebutuhan internal anak. Artinya, benda-benda dan atau alat-alat bermain tersebut haris disajikan atau diberikan pada momen yang sesuai dengan perkembangan mereka. Montessori menyebutkan beberapa prinsip dalam penggunaan benda dan atau alat bermain dalam kelas Montessori sebagai berikut:
o Setiap benda atau alat bermain harus memiliki tujuan dan bermakna bagi anak;
o Setiap benda atau alat bermain harus harus menunjukkan perkembangan dari sederhana ke rumit dalam desain dan penggunaannya.
o Setiap benda atau alat bermain dirancang untuk menyiapkan anak secara tidak langsung untuk belajar ke depan.
o Setiap benda atau alat bermain dimulai dari expesi kongkrit dan secara bertahap mengarahkan mereka pada representasi yang lebih abstrak.
o Setiap benda atau alat bermain dirancang agar memungkinkan terjadinya auto-edukasi. Artinya kontrol kesalahan berada pada benda tersebut bukan pada guru. Kontrol kesalahan ini akan membimbing anak dalam menggunakan benda tersebut dan memungkinkan ia menyadari kesalahannya sendiri dan memperbaikinya.
KESIMPULAN
Ada beberapa aspek penting yang harus dipahami betul oleh guru atau pendidik dalam metode pendidikan Montessori. Aspek-aspek tersebut adalah sebagai berikut:
o Konsep kebebasan; melalui kebebasan-kebebasan dalam kelas Montessori, maka anak akan memperoleh kesempatan-kesempatan unik terhadap tindakannya sendiri. Mereka akan menyadari segala konsekuensi atas apa yang ia lakukan baik terhadap dirinya maupun orang lain, mereka belajar membuktikan atau menguji dirinya terhadap batasan-batasan realistiss, mereka akan belajar tentang apa saja yang membuat ia atau orang lain merasa puas atau sebaliknya merasa kosong dan tidak puas atau kecewa. Peluang untuk mengembangkan pengetahuan diri (self-knowledge) inilah yang merupakan hasil penting dari kebebasan yang kita ciptakan dalam kelas Montessori.
o Struktur dan Keteraturan; hanya dalam lingkungan yang dirancang dengan tepat dan benar, yaitu terstruktur dan teratur, anak dapat mengkategorisasikan persepsinya yang pada akhirnya nanti akan membentuk pemahaman mereka yang benar terhadap realistis dunia.
o Realistis dan Alami; dalam konsep pendidikan Montessori, segala sesuatunya harus dirancang sedemikian rupa agar sealami dan serealistis mungkin, baik lingkungan indoor mapun outdoor. Dengan cara ini mereka mengembangkan disiplin diri dan keamanan yang dia perlukan untuk menggali dunia eksternal dan internal mereka dan untuk menjadikan mereka pengamat realistiss hidup yang aktif dan apresiatif.
o Keindahan dan Nuansa; unsur-unsur keindahan, keceriaan, baik secara fisik maupun non fisik dalam lingkungan kelas Montessor sangat penting untuk mengundang anak berpartisipasi aktif dengan bebas dan spontan.
o Benda atau Alat Bermain Montessori; harus membantu pembentukan internal anak. Oleh karenanya benda atau alat bermain tersebut harus sesuai dengan kebutuhan internal anak. Artinya, benda-benda dan atau alat-alat bermain tersebut haris disajikan atau diberikan pada momen yang sesuai dengan perkembangan mereka.
Referensi:
- Course Manual, Diploma in Montessori Method of Education (Birth to Six Years of Age).
- David Gettman (1987), “Basic Montessori: Learning Activities for Under-Fives” (New York: St. Martin’ Press), hal 30.
- John Chattin – McNichols (1998), The Montessori Controversy, (New York: Delmar Publiser Inc.), hal 51. [...]
Comparing Montessori and "Traditional" Education
Thursday, May 29, 2008
Traditional Class
- Textbook, pencil and paper, worksheets and dittos; few materials for sensory, concrete manipulation
- Working and learning without emphasis on social development
- Narrow, unit-driven curriculum
- Individual subjects
- Learning is reinforced externally by rewards and discouragements
- Block time, period lessons
- Assigned seats and specific class periods
- Single-graded classrooms; all one age
- Most teaching done by teacher and collaboration is discouraged
- Students passive, quiet, in desks
- Individual and group instruction conforms to the adult's teaching style
- Students fit mold of school
- Students leave for special help
- Little emphasis on instruction on classroom maintenance
- Product-focused report cards
- Teacher's role is dominant and active; child is a passive participant; teacher-motivated
- Environment and method encourage internal self-discipline
Montessori Environment
- Prepared kinestetic materials with incorporated control of error, specially developed reference materials - multi-sensory materials for physical exploration development
- Working and learning matched to the social development of the child
- Unified, internationally developed curriculum
- Integrated subjects and learning based on developmental psychology
- Learning is reinforced internally through child's own repetition of activity, internal feelings of success
- Uninterrupted work cycles
- Freedom to move and work within classroom
- Multi-age classrooms - three year span
- Children encouraged to teach, collaborate, and help each other
- Students active, talking, with periods of spontaneous quiet, freedom to move
- Individual and group instruction adapts to each student's learning style
- School meets needs of students
- Special help comes to students
- Organized program for learning care of self and self-care environment
- Process-focused assessment, skills checklists, mastery benchmarks
- Teacher's role is unobtrusive; child actively participates in learning; motivated by self-development
- Teacher is primary enforcer of external discipline
Source:
North American Montessori Teachers' Association, The Essential Montessori (by Elizabeth G. Hainstock and A Child's Place Montessori Schools
[...]Montessori's Quote
Saturday, May 10, 2008
Now children... can be "normalized."... What is usually called "the Montessori method" revolves around this essential point...
The Formation of Man
[...]Some Highlights in The Life of Dr Maria Montessori
Monday, April 28, 2008
1896 Became the first woman to receive her doctorate in medicine, University of Rome.
1898 Director of the Orthophrenic Institue, Rome.
1904 Lecturer in Anthropology, University of Rome.
1907 Opening og the first Casa dei Bambini in San Lorenzo.
1909 Publication of "The Montessori Method".
1911 Opening at the first Montessori school in the United States. Articles in "McClure's Magazine", United States.
1913 Model Montessori classroom set up in London. Montessori's first trip to the United States. First Montessori school established in Spain.
1914 Publication of "Dr Montessori's Own Handbook". Second International Montessori Congress, Rome. Opening of first Casa dei Bambini, Holland.
1915 Third International Training Course, San Francisco. Second trip to the United States. Model Classroom at San Francisco Exposition.
1916 Publication ot "The Advance Montessori Method".
1917 Lecture to Pedagogical Society of Amsterdam.
1919 First International Training Course, London.
1920 Lectures at the University of Amsterdam.
1922 Lecture in Berlin.
1024 International Training Course, Amsterdam.
1926 Speaker at League of Nations, Geneve. Lectures in Berlin, Formation of Montessori Society, India. Private audience with Musollini. Made honorary member of the Fascist Women's Organization.
1927 Montessori Society of Argentine. Establishment of Training School, Rome. Travels to England.
1928 First International Congress, Denmark. Founding of Associations Montessori International (A.M.I).
1929 Formation of A.M.I. branch, England.
1932 Second International Montessori Congress, Nice. Publication of “Peace in Education”.
1933 International course, Barcelona.
1934 Montessori Congress, Ireland. Formation of Montessori Society, Ireland.
1935 The Montessori method was forbidden in German.
1936 Publication of “The Child in the Family” and “The Secret of Childhood”. Amsterdam became A.M.I. Headquarters. Montessori established her home in Laren, Holand. Fifth Montessori Congress, Oxford.
1937 Left Spain. Sixth International Montessori Congress, Copenhagen.
1938 Seventh International Montessori Congress, Edinburgh.
1939 Speech to World Fellowship of Faith. Montessori went to India to establish a training centre in India.
1945 First All-India Montessori Congress, Jaipur.
1946 Returns to Holland from India. Courses in London and Scotland. Publication of “Education for a New World”.
1947 Reestablishment of Opera Montessori, Italy. Celebration of 40th anniversary of Casa dei Bambini. Establishment of Montessori Centre, London. Return to India.
1948 Publication of “Discovery of Child”, “To Educate the Human Potential”, and “What You Should Know About Your Child”.
1949 Receives Cross of the Legion of Honour, France. Eighth International Congress, San Remo. In Pakistan to find a Montessori Association. Publication of “The Absorbent Mind”.
1950 Nominated for Nobel Peace Prize. Delegate to UNESCO Conference, Florence Publication of "The Formation of Man".
1951 Ninth International Montessori Congress, London.
1952 Maria Montessori dies, May 6th, 1952 of a Cerebral hemorrhage.
Source:
The Essential Montessori: An Introduction to the Woman, the Writtings, the Method, and the Movement by Elizabeth G. Hainstock [...]
