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Essay / Research Paper Abstract
4 pages in length. The foundation behind Maria Montessori's approach to teaching is based upon the child possessing his own laws of development and as such, it is imperative for adults to allow this individual progression to occur at its own pace and not impose external pressure upon him (Montessori, 2009). Children are not robots who can be expected to perform specific developmental tasks at preset periods but rather are each unique in their capacity and desire to reach certain stages of mental, emotional, cognitive and physical development. To impose preconceived notions and stringent timelines upon the overall developmental process is to demand performance where ability does not yet exist. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: LM1_TLCmontedu.rtf
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Unformatted sample text from the term paper:
progression to occur at its own pace and not impose external pressure upon him (Montessori, 2009). Children are not robots who can be expected to perform specific developmental tasks
at preset periods but rather are each unique in their capacity and desire to reach certain stages of mental, emotional, cognitive and physical development. To impose preconceived notions and
stringent timelines upon the overall developmental process is to demand performance where ability does not yet exist. Three primary components of the Montessori method of learning that incorporate the
basic nature of a childs independent development include: 1. Children are all different and therefore require the freedom to grow at their own pace. While they - as
a group -- share many developmental aspects, children cannot be consolidated as a single entity. 2. Children absorb learning through and are stimulated by internal influences derived from within
their own minds. If the desire does not originate from inside them, it becomes a losing proposition to approach from force or coercion. 3. Given the appropriate circumstances, children
prefer - and are more effective at - educating themselves (Montessori, 2009). The historical approach to learning has typically reflected a single method for every student no matter the
variance of a childs own unique stride when it comes to absorbing knowledge. Not only was Montessori instrumental in illustrating this reality, but she also helped to establish the
distinction that innately exists with the pace of age-related learning stages by way of incorporating various periods within a childs developmental experiences whereby learning adaptation occurs. Howard Gardner --
who espouses the need to address a childs creative, logical and empirical thinking when approaching the learning objective -- advances Montessoris unstructured perspective by challenging "the status quo regarding human
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