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8 pages in length. The challenge to reach and teach all children with a single method for learning has proven an ill-conceived approach when realized how people learn at different rates and with different stimuli. This is the fundamental principle upon which Maria Montessori created her teaching philosophy, an approach that not only incorporates each student's individual aptitude, interests and pace but also recognized the unique characteristics that pertain to the young mind and the specific, necessary steps instructors must take in order to draw out a child's full learning potential. Bibliography lists 3 sources.
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8 pages (~225 words per page)
File: LM1_TLCmariamont.rtf
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is the fundamental principle upon which Maria Montessori created her teaching philosophy, an approach that not only incorporates each students individual aptitude, interests and pace but also recognized the unique
characteristics that pertain to the young mind and the specific, necessary steps instructors must take in order to draw out a childs full learning potential. II. ABSORBENT MINDS AND
SENSITIVE PERIODS The foundation behind Maria Montessoris 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. Three primary components of the Montessori method of learning
that incorporate the basic nature of a childs independent development include: * 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. * 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. * 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
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