Child Development Essay

The Montessori mode of teaching regularity is one of the very unusual approaches of educating young chel arn that has been found on the experiences and research of educator and physician maria Montessori (18701952). The method basic solelyy arose from what Dr. Montessoris find outed and named it the the infants normal nature back in 1907 (Montessori, 1972). This happened during one of her experimental observations with young peasantren who had been given the independence they need d in an environment that was in full prepargond with all the materials and was specifically designed to raise their self-directed learning experiences (Montessori, 1977).Factor generating an amazing babeLaw of WillA babys phylogenesis of will has been regarded as one of the equitys of instruction as per Montessoris observations. She herself has clearly indicated how she observed this violatement of a sisters will. When a child does every action beneficial by himself, without having any f orm of assistance, this clearly signifies the fact the child is consciously making decisions. In this regard therefore, the will should be treated as a form of carriage that mainly comes to the light of ken (Montessori, 1972). Will and is not a strength that is be possessed ofed by the child at birth it is rather in potential. It is one of the slow processes of outgrowth that is brought into effect finished continuous interactions within the surrounding environment. Since it is the nature that brings into consciousness this configuration of force, the information of a childs will dos him to greatly develop the power that he has been given by nature (Montessori, 1988).Law of news showAccording to Montessori, this happens to be the key that opens the necessary mechanisms bear on in true teaching method. This law states that intelligence unspoiled helps a child to better understand sustenance it thus prepares a child for future facts of life (Montessori, 1977). The Monte ssori thus argued that if the environment was well prepared, this would greatly help the child to interact effectively with his environment and to earn his mind. Intellectual development is important as it helps a child to cognise as well as explore the environment. Through the developing senses, a child is endowed with the necessary mechanism of interacting with the environment (Montessori, 1972).Montessori philosophy of educationMaria Montessori early on in the 20th century had the intuition that even in the beginning a child is of age 3, various functions in that child are constantly macrocosm created in a mental process and only after 3 that they develop. Montessori thus strongly believed that it is the instinctive laws that decree the development of any child. She thus assumed that as a child hits three years old, all of the unconscious preparation needed for future exercise and development has already been established. One of the childs unconscious goals is the develop ment of mental functions. It should just be noted that these kind of immanent laws which basically enjoin the psychic growth of the child are revealed through his developmental process (Montessori, 1972).Maria Montessori was competent to discover just by observing children the phenomenon of what she called irritable periods of an hygroscopic mind as well as ingrained laws that governs the physic development of children.She thus named these kind of natural laws 1 natural law of independence, 2) natural law of work,3) natural law of will, 5) natural law of attention, 4) natural law of intelligence, 6) natural law of creativity and imagination, 7) the 4 planes of growth and 8 natural law of un dischargeny and emotional life) (Montessori, 1988).With this kind of sureization, Montessori was determined to see that the education system gained a new goal and this is to move in sure that the child was assisted by the teachers and directors to braid out into a human being that he or she was created to be (Montessori, 1972). She argued that, the only way to be bale to help a child is if we know the Nature of the child, since then we are in a good position to help him to fully develop all of his inward powers so that he can grow from being a helpless(prenominal) prick into a responsible mature citizen. This approach by Montessori thus values the believe that a childs main goal since birth is to just but develop all of his potentials according to a certain physic pattern that he does possess even before his birth (Montessori, 1977).In real practice, Montessori method has only been applied with some kind of varying degrees of strict adherence to the main philosophies, though it is generally agreed that they all somehow bring to some of her writings (Polk and Montessori, 1988). The result has been that there are some people who strictly adhere to both one of these philosophies, while there draw been some other group that have seen it wise to develop a uniqu e concepts all based on description of her philosophies and writings. There are thus several(prenominal) concepts that are now widely accepted by several practitioners and which are said to be consistent with the teachings of Montessori method. These concepts have been developed from different laws (Montessori, 1972).Montessori fundamentals and intuitionsThe application of this method requires that the teacher views the child as a being having a kind of inner natural intrinsical guidance for her or his own self-directed development which in reality is the only perfect method according to Montessori (Montessori, 1988). The major role of the director, teacher, directress, or suck is basically therefore to watch over the childs environment and make sure that it has no obstacles that capability interfere with the natural and perfect development of the child (Montessori, 1977). Part of the role of the teacher might in addition include experimental interactions with the children unde r his or her care, and this is what Montessori referrers to as lessons, with the aim of resolving wrong demeanor or maybe to demonstrate to the children how they are so-called to make use of the self-teaching materials (Montessori, 1972).Due to the childs unique sensitivity and instincts to various conditions in the environment, this method has only been recommended to be applied to young children (2-6). though this be the case, the method has in some instances also been applied to elementary age (612) school loss children and at other times with toddlers and infants. Though with less frequency, the method is also applicable to high and plaza school level students (Montessori, 1977).ConclusionTo be able to develop themselves fully, children need a special inner tutor which Montessori referred to as absorbent mind and sensitive period. The natural laws that govern the child normal psychic developments are revealed during his development. This philosophy by Montessori Method has h owever remained confused and obscure since many claim that her 1907 denudation was purely accidental. The result of the criticism and questioning of her method has resulted to Montessori philosophies and organizations expanding considerably with three main philosophies thus developing.