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Essay / Research Paper Abstract
An 8 page research paper that offers an overview of the purposes of sensorial activities used in the pedagogy devised by Maria Montessori. The writer describes how these tasks fulfill the needs of the developing preschool child. Bibliography lists 4 sources.
Page Count:
8 pages (~225 words per page)
File: KL9_khmontsens.doc
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Unformatted sample text from the term paper:
listed below. Citation styles constantly change, and these examples may not contain the most recent updates. Sensorial Materials/Montessori Classroom Research Compiled
By - May, 2011 properly! Educator Maria Montessori (1870-1952)
was an Italian physician (the first female physician in Italy) and a renowned educator. The pedagogy she developed for the education of children is practiced in Montessori schools located throughout
the world and many of her ideas are now universally accepted and are routinely found in public schools. The following examination of Montessori educational philosophy focuses on the importance of
sensorial materials in the Montessori classroom and the opportunity for sensory training that these materials provide. What individuals know of the world is made available to them via sensory
contact. The fact that silk workers can be trained to distinguish by touch whether or not they are holding one thread of silk or two, as well as other examples,
demonstrate that the senses can be trained; however, sensorial education, to be effective, must be conducted within the context of an activity that engages the participants intelligence and involves movement
(Montessori, 1995). The sensorial apparatus in a Montessori classroom are designed to capture the attention of young children and fulfill the need for a rich environment that is capable of
training the senses, while fulfilling the needs of the sensitive periods of development. Dutch scientist Hugo de Vries discovered sensitive periods in the development of animals and insects, and
Montessori asserts that she and her colleagues then discerned, within the context of Montessori schools, that there are sensitive periods in the development of children (Montessori, 1966). These sensitive periods
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