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A 7 page paper that discusses some of the principles and the components in the Montessori method. Different concepts, like the absorbent mind, preconscious level, sensitive periods and discipline, are discussed. The writer comments on the contributions Montessori made to early childhood education. Bibliography lists 7 sources. PGmnts10.rtf
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7 pages (~225 words per page)
File: ME12_PGmnts10.rtf
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Unformatted sample text from the term paper:
The physical environment is very important in the Montessori method. If the physical environment is organized and prepared in the right way, children will become harmonious with their environment and
this will lead to learning. The physical environment is one of four components in the Montessori classroom. The other three are materials, facilities that are available in the environment, and
the teacher. Each is important and each is interdependent with the others. Early childhood education teachers may not necessarily consider actual components that are incorporated into instruction. Montessoris are identified
these and also explained that they are interdependent. The teacher gains greater insight about how each component relates to each other by understanding Montessoris ideas. Montessori believed that childrens
minds are like sponges. They soak up or absorb everything around them (Montessori 1995). She wrote: "It may be said that that we acquire knowledge by using our minds; but
the child absorbs knowledge directly into his psychic life" (Montessori 1995, p. 36). This absorbent mind is one of the six essential principles Montessori identified. There are different periods
of growth in a childs life where sometimes intelligence is directed inward when the child is constructing their own knowledge and sometimes when it is directed outward when the child
uses the external world to obtain information and knowledge (Montessori 1995). The child has an absorbent mind from birth to age six. There are two growth phases during these
years, unconscious growth and conscious growth (Montessori 1994). During infancy until preschool, the mind functions at the unconscious level, which means that information and knowledge is gained specifically through experiences
(Montessori 1994). The child has no conscious awareness of learning. Montessori (1994) expressed her marvel at how much the child learns at this level: "By merely living and without and
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