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Essay / Research Paper Abstract
A 4 page paper that discusses Montessori's idea of the society of cohesion. Organization and cohesion and normalization are discussed. The writer comments on the importance of the absorbent mind and sensitive periods in terms of developing cohesive social units. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: ME12_PGmnsc9.rtf
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Unformatted sample text from the term paper:
or failure. But, cohesion is just as important as is organization, according to Montessori (Montessori Org. UK, 2008). It is the attachment between and among people that will lead to
a positive society, not just its formal organization. Children create little cohesive societies wherever they play. Montessori observed that children in a playground will just come to another child
and join in the activity (Montessori Org. UK, 2008). Unlike adults, they do not necessarily introduce themselves or participate in small talk, they just begin doing the activity (Montessori Org.
UK, 2008). When children are allowed to freely choose their activities, they inherently develop a social cohesion (Montessori Org. UK, 2008). They are orderly and develop harmonious relationships (Montessori Org.
UK, 2008). Montessori believed children journey through a normalization process which is about psychic integration (Dabare, 2008). They integrate self through their work and when they accomplish normalization, the child
"moves into complete harmony with his entire environment" (Dabare, 2008). When children are normalized, which means they are self-disciplined and integrated, the group becomes a "society of cohesion" (Dabare, 2008).
Montessori said that "normalization is the most important single result of our whole work" (Dabare, 2008). She was referring to teachers. Among many other variables, concentration, self-discipline and sociability are
outcomes of normalization (Dabare, 2008). The child is capable of working cooperatively in a group respecting other childrens ideas and work as a result of the normalization process (Dabare, 2008).
Respect and patience are just two of the results of an appropriate classroom that nurtures normalization (Dabare, 2008). When children reach the age of about seven years old, they
begin developing a different kind of social organization (Montessori Org. UK, 2008). Unlike their earlier years, there is generally a leader in this social organization, someone who directs their activities
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