Discuss principles of Montessori theory
Answers
Answer:
principles of Montessori theory
1.Movement and Cognition
2.Choice
3.Interest
4.Extrinsic Rewards are Avoided
5.Learning with and from Peers
6.Learning in Context
7.Teacher Ways and Child Ways
8.Order in Environment and Mind
Impact of Movement on Learning and Cognition:
“One of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions….Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should become informed by this idea. “
Choice and Perceived Control:
“These children have free choice all day long. Life is based on choice, so they learn to make their own decisions. They
must decide and choose for themselves all the time…They cannot learn through obedience to the commands of others.”
Interest in Human Learning:
“The secret of success [in education] is found to lie in the right us of imagination in awakening interest, and the stimulation of seeds of interest already sown.”
Extrinsic Rewards and Motivation:
“The prize and the punishment are incentives towards unnatural or forced effort, and therefore we certainly cannot speak of natural development of the child in connection with them.”
Peer Interaction:
“Our schools show that children of different ages help one another. The younger ones see what the older ones are doing and ask for explanations. These are readily given, and the instruction is really valuable, for the mind of a 5 year old is so much nearer than ours to the child of 3…The older ones are happy to teach what they know. There are no inferiority complexes, but everyone achieves a healthy normality through the mutual exchange.”
Contextual Learning:
“Education, as today conceived, is something separated both from biological and social life. All who enter the educational world tend to be cut off from society…People are prepared for life by exclusion from it.”
Adult Interaction:
“It is true that the child develops in his environment through activity itself, but he needs material means, guidance and an indispensable understanding. It is the adult who provides these necessities…If [the adult] does less than is necessary, the child cannot act meaningful, and if he does more than necessary he imposes himself upon the child, extinguishing [the child’s] creative impulses.”
Order in the Environment:
“The children in our schools are free, but that does not mean there is no organization. Organization, in fact, is necessary…if the children are to be free to work.”