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Essay / Research Paper Abstract
A 5 page research paper that addresses the nature of children aged 6 to 9 years of age. The writer summarizes the theories of Maria Montessori on this age group and argue that her ideas have largely been substantiated by psychologist Jean Piaget. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khmon69.rtf
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Unformatted sample text from the term paper:
fundamentally different from that of an adult (Shute 70). Montessori envisioned life as a continuum, which is made up of multiple planes of development. Each of these planes acts as
a foundation for subsequent growth. As this suggests, Montessori offered profound insight into the true nature of young children. Dr. Montessori posited four principal planes of development: birth to 6
years of age; 6 to 12; 12 to 18; and 18 to 24 (Education for the Second Plane of Development). The following examination focuses on children between 6 and 9
years of age, which places them in the first-half second plane of development. During the First Plane of development, Montessori observed that children take in the entirety of the
immediate environment. This writer/tutor assisted in a Montessori classroom for four years and once witnessed this Montessori principle in action. The teacher carefully showed a three-year-old how to go about
handling one of the "works" in the Childrens House classroom. However, halfway through the lesson, the teacher had to walk across the room and stop an altercation between two students
on the other side of the room. When the three year old performed the work on his own, halfway through --at the precisely the spot that the teacher stopped and
walked across the room -- the child stopped, walked across the room to the same point, and then came back and finished the work. As this suggests, he
absorbed what he had seen "whole cloth" with no discrimination, which is indicative of children under the age of six. On reaching the Second Plane of development, this factor
changes, as abstract thought and discrimination become cognitively possible. The child utilizes creative imagination based on reality as a tool in psychologically conquering their environment (Education for the Second
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