The Montessori Method [NOOK Book]

Overview

The Montessori Method by Maria Montessori immediately captivated social reformers and educators around the world. First published in Italian in 1909, The Montessori Method has been translated into twenty languages, including the 1912 English translation. Its ideas were new and innovative compared to the traditional Lancasterian method in which large groups of children recited the teachers' words, word for word in unison. Instead of the teacher being the center of the classroom and the students being listeners and...
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The Montessori Method

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Overview

The Montessori Method by Maria Montessori immediately captivated social reformers and educators around the world. First published in Italian in 1909, The Montessori Method has been translated into twenty languages, including the 1912 English translation. Its ideas were new and innovative compared to the traditional Lancasterian method in which large groups of children recited the teachers' words, word for word in unison. Instead of the teacher being the center of the classroom and the students being listeners and observers, Maria Montessori believed in children learning at their own pace and in their own fashion. The book begins with a collection of Montessori's speeches and then moves onto her research in education. Early chapters show how she used scientific methodology of the era, anthropomorphic measurement, to substantiate physiological explanations for children's educational potentials. It depicts Montessori as a scientist using scientific inquiry to validate her ideas and methods as the beginning of pedagogical science.

About the Author
The Montessori Method was written when Maria Montessori (1870-1952) was thirty years old, but she had even earlier success. By graduating from the University of Rome Medical School in 1896, Montessori had broken the Italian educational and cultural barriers that kept women from attending medical schools. Using her scientific training as a physician and her intuition, she developed the Casa de Bambini in the San Lorenzo slums.
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Editorial Reviews

From the Publisher
“[T]he family life educator will find it useful to read the book, especially in this edition with its able introduction by Professor Hunt.” —Rose M. Somerville, Journal of Marriage and the Family
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Product Details

  • ISBN-13: 9780486121093
  • Publisher: Dover Publications
  • Publication date: 6/14/2012
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 416
  • File size: 2 MB

Meet the Author

Maria Montessori (1870–1952), the first Italian woman to obtain an MD, was one of the great pioneers in studying the intellectual development of the young child. Her many writings include The Absorbent Mind.

J. McV. Hunt (1906–1991) was a prominent educational psychologist and was the author of Personality and the Behavior Disorders.

Jaan Valsiner is professor of psychology at Aalborg University, Denmark. He is the founding editor of the journal Culture & Psychology, the author of several books, including The Guided Mind, and the series editor for Transaction's History and Theory of Psychology series.

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Table of Contents

ACKNOWLEDGMENTS
PREFACE
INTRODUCTION
CHAPTER I
A CRITICAL CONSIDERATION OF THE NEW PEDAGOGY IN ITS RELATION TO MODERN SCIENCE
Influence of Modern Science upon Pedagogy
Italy's part in the development of Scientific Pedagogy
Difference between scientific technique and the scientific spirit
Direction of the preparation should be toward the spirit rather than toward the mechanism
The master to study man in the awakening of his intellectual life
Attitude of the teacher in the light of another example
The school must permit the free natural manifestations of the child if in the school Scientific Pedagogy is to be born
Stationary desk and chairs proof that the principle of slavery still informs the school
"Conquest of liberty, what the school needs"
What may happen to the spirit
"Prizes and punishments, the bench of the soul"
"All human victories, all human progress, stand upon the inner force"
CHAPTER II
HISTORY OF METHODS
Necessity of establishing the method peculiar to Scientific Pedagogy
"Origin of educational system in the use in the "Children's Houses"
Practical application ofhte methods of Itard and Séguin in the Orthophrenic School at Rome
Origin of the methods for the education of deficients
Application of the methods in Germany and France
Séguin's first didactic material was spiritual
Methods for deficients applied to the education of normal children
"Social and pedagogic importance of the "Children's Houses"
CHAPTER III
"INAUGURAL ADDRESS DELIVERED ON THE OCCASION OF THE OPENING OF ONE OF THE "CHILDREN'S HOUSES"
"The Quarter of San Lorenzo before and since the establishment of the "Childrens' Houses"
Evil of subletting the most cruel form of usury
The problem of life more profound than that of the intellectual elevation of the poor
"Isolation of the masses of the poor, unknown to past venturies"
Work of the Roman Association of Good Building and the moral importance of their reforms
"The "Children's House" earned by the parents through their care of the building"
"Pedagogical organization of the "Children's House"
"The "Children's House" the first step toward the socialisation of the house"
The communised house in its relation to the home and to the spiritual evolution of women
"Rules and regulations of th e"Children's Houses"
CHAPTER IV
"PEDAGOGICAL METHODS USED IN THE "CHILDREN'S HOUSES"
Child psychology can be established only through the method of external observation
Anthropological consideration
Anthropological notes
Environment and schoolroom furnishings
CHAPTER V
DISCIPLINE
Discipline through liberty
Independence
Abolition of prizes and external forms of punishment
Biological concept of liberty in pedagogy
CHAPTER VI
HOW THE LESSON SHOULD BE GIVEN
Characteristics of the individual lessons
Method of observation the fundamental guide
Difference between the scientific and unscientific methods illustrated
"First task of educators to stimulate life, leaving it then free to develop"
CHAPTER VII
EXERCISES OF PRACTICAL LIFE
"Suggested schedule for the "Children's Houses"
The child must be prepared for the forms of social life and his attention attracted to these forms
"Cleanliness, order, poise, conversation"
CHAPTER VIII
REFECTION-THE CHILD'S DIET
Diet must be adapted to the child's physical nature
Foods and their preparation
Drinks
Distribution of meals
CHAPTER IX
MUSCULAR EDUCATION-GYMNASTICS
Generally accepted idea of gymnastics is inadequate
The special gymnastics necessary for little children
Other pieces of gymnastic apparatus
Free gymnastics
Educational gymnastics
"Respiratory gymnastics, and labial, dental, lingual gymnastics"
CHAPTER X
NATURE IN EDUCATION-AGRICULTURAL LABOUR: CULTURE OF PLANTS AND ANIMALS
The savage of the Aveyron
Itard's educative drama repeated it the education of little children
Gardening and horitculture basis of a method for education of children
The child initiated into observation of the phenomena of life and into foresight by way of auto-education
"Children are initiated into the virtue of patience and into confident expectation, and are inspired with a feeling for nature"
The child follows the natural way of development of the human race
CHAPTER XI
"MANUAL LABOUR-THE POTTER'S ART, AND BUILDING"
Difference between manual labour and manual gymnastics
The School of Educative Art
"Archæological, historica, and artistic importance of the vase"
Manufacture of diminutive bricks and construction of diminutive walls and houses
CHAPTER XII
EDUCATION OF THE SENSES
Aim of education to develop the energies
Difference in the reaction between deficient and normal children in the presentation of didatic material made up of graded stimuli
Education of the senses has as its aim the refinement of the differential perception of stimuli by means of repeated exercises
Three Periods of Séguin
CHAPTER XIII
"EDUCATION OF THE SENSES AND ILLUSTRATIONS OF THE DIDACTIC MATERIAL: GENERAL SENSIBILITY: THE TACTILE, THERMIC, BARIC AND STEREOGNOSTIC SENSES"
"Education of the tactile, thermic and baric senses"
Education of the stereognostic sense
Education of the senses of taste and smell
Education of the sense of vision
Exercises with the three series of cards
Education of the chromatic sense
Exercise for the discrimination of sounds
Musical education
Tests for acuteness of hearing
A lesson in silence
C
Originof aphabets in present use
CHAPTER XVII
DESCRIPTION OF THE METHOD AND DIDACTIC MATERIAL USED
Exercise tending to develop the muscular mechanism necessary in holding and using the instrument in writing
Didactic material for writing
"Exercise tending to establish the visual-muscular image of the alphabetical signs, and to establish the muscular memory of the movements necessary to writing"
Exercises for the composition of words
"Reading, the interpretation of an idea from written signs"
Games for the reading of phrases
"Point education has reached in the "Children's Houses"
CHAPTER XVIII
LANGUAGE IN CHILDHOOD
Physiological importance of graphic language
Two periods in the development of language
Analysis of speech necessary
Defects of language due to education
CHAPTER XIX
TEACHING OF NUMERATION: INTRODUCTION TO ARITHMETIC
Numbers as represented by graphic signs
Exercises for the memory of numbers
Addition and subtraction from one to twenty: multiplication and division
Lessons on decimals: arithmetical calculations beyond ten
CHAPTER XX
SEQUENCE OF EXERCISES
Sequence and grades in the presentation of material and in the exercises
First grade
Second grade
Third grade
Fourth grade
Fifth grade
CHAPTER XXI
GENERAL REVIEW OF DISCIPLINE
Discipline better than in ordinary schools
First dawning of discipline comes through work
Orderly action is the true rest for muscles intended by nature for action
"The exercise that develops life consists in the repetition, not in the mere grasp of the idea"
"Aim of repetition that the child shall refine his senses through the exercise of attention, of comparison, of judgment"
Obedience is naturally sacrifice
Obedience develops will-power and the capacity to perform the act it becomes necessary to obey
CHAPTER XXII
CONCLUSIONS AND IMPRESSIONS
"The Teacher has become the director of spontaneous work in the "Children's Houses"
The problems of religious education should be solved by positive pedagogy
"Spiritual influence of the "Children's Houses"
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  • Posted January 10, 2011

    just thought id put this out there

    well i havent read this book yet, but i went to a montessori school and this method works.. im ahead of everyone in every class.. if ur trying to decide where to send ur kids, send them to montessori.... :)

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