Class 4: Montessori’s Educational philosophy
 
1 Readings Due
2 Annoucements
3 Video
4 Website
5 Learning Tasks
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
6 Questions to Consider
6.1
6.2
6.3
7 Course Annoucements
7.1 Saturday 8 am: bring a snack! We will need the FULL time.
7.2 Will try to finish Erikson essays (most are good but require second reading)
8 Review Questions
8.1 No essay question yet; waiting for presentation...
9 Note on Presentation and Demonstration
9.1 Don’t blow off presentation
9.2 KNOW
9.2.1 Describe tasks and there relation to “control of error”
9.2.2 What tasks go to which period?
9.2.3 Has Montessori practice been modified in response to criticism? How?
10 Introducing Montessori “Within the child lies the fate of the future”
10.1 Her Life
10.1.1

10.1.2 Medical background (the first for an Italian woman)
10.1.3 Illegitimate child, unmarried
10.1.4 Commitment to working with the poorest children
10.2 Her Ideas
10.2.1 Children mature on their own through sensitive stage
10.2.2 Teacher’s role is to provide opportunities based on child’s interests
10.2.3 Seemed more interested in problem-solving and thought than socioemotional development
10.2.4 Sensitive Periods
10.2.4.1 Sensitive Period for Order
10.2.4.1.1 everything in its place
10.2.4.2 Sensitive Period for Details
10.2.4.2.1 concentrating on details not big picture
10.2.4.2.2 Note: what is a detail for you, may not be a detail for a toddler; example: going for a walk
10.2.4.3 Sensitive Period for the use of Hands
10.2.4.3.1 Increasing refinement of gross and fine motors
10.2.4.4 Sensitive Period for walking
10.2.4.4.1 “The journey is the reward” Getting to a destination is not the goal
10.2.4.5 Sensitive Period for Language
10.2.4.5.1 Unconscious: innate sense of basic grammar e.g., “ed” words. Like imprinting; also innate trend from babbling to words to 2-words, sudden changes not gradual (see Learning theory) Very much like Chomsky’s theory!
10.2.4.5.2 Conscious: children become more sensitive and correctable by 3-6
10.2.4.5.3 Noted that teachers tend to focus on language deficits rather than accomplishments
10.3 Applications
10.3.1 Children start around 2.5 years to about 6
10.3.2 Mixed ages: why?
10.3.3 Experimented with learning materials that promoted concentration in children (e.g. like “flow”)
10.3.4 When child has completed something there is an inner peace normalization
10.3.5 Role of teacher
10.3.5.1 Provide opportunities for independent mastery
10.3.5.2 Avoid guiding but rather introduce materials when child is ready
10.3.5.3 Teacher tends to be more passive than active
10.3.5.4 Avoid rewards: the task should be rewarding
10.3.6 Example: Learning to tie a shoe
10.3.7 Example: Learning to read and write
10.3.7.1 Start during period of language; not after! But are they sensitive to written language?
10.3.7.2 Teach writing first; more concrete
10.3.7.3 Trace sandpaper letters
10.3.8 Misbehavior
10.3.8.1 Bored children misbehave
10.3.9 Nature is critical and children are interested
10.4 Evaluations
10.4.1 Very difficult to compare “effectiveness” of early child education programs: what do we measure?
10.4.1.1 Some evidence that M kids are more independent, confident, etc
10.4.2 Dewey: Teachers may limit innovative play
10.4.3 Fantasy play, free play, free drawing
10.4.3.1 May take them away from reality
10.4.3.2 But kids CONCENTRATE on stories and drawing. They become absorb by them and repeat them. Isn’t this normalization?
10.4.4 What about early social interaction?
10.4.5 Children’s interest in nature; the biophilia hypothesis: humans have an evolved tendency to prefer natural environments
10.4.5.1
morisot.park.jpg
10.4.5.2 Still under-tested
11 Dinner
12 Presentation and Demonstration
12.1 Christine & Co. of McKinley Montessori School
13 Essay and Discussion
13.1 You may refer to your green notes and lecture notes and each other. You MAY not refer to your text.
13.1.1 1. Montessori was not keen on fantasy stories, pretend play, free drawing, and free play. Discuss why. What would Montessori probably think about educational television programs and educational computer programs? Justify your answers based on your understanding of Montessori’s theory.
13.1.2 2. Alternative: How would two jobs or tasks demonstrated by our guests fit into Montessori’s sensitive stage scheme? Describe each task and describe how this task would fit to a particular stage. Please discuss two jobs/tasks.
13.2