Maria Montessori Philosophy/child Development

COURSEWORK ON MARIA MONTESSORI AND PHILOSOPHY ON CHILD DEVEOPMENT1 . discourse the meaning of imagination in the basic two planes of ontogenyImagination is a conscious mental process of evoking ideas or images of objects , events , relations , attributes , or processes never before experienced or apprehendd . This is specially true when their content consists of sensory images . Imagination outhouse be either passive or active fit in to Anderson , R . cognitive psychology and its Implications . 4th ed . Freeman , 1995 . Psychologists from time to time distinguish amid imagination that is passive or productive , by which mental images originally perceived by the whizzs ar elicited , and imagination that is active or creative , by which the mind produces images of events or objects that ar either insecurely link up or unrelated to past and present realityCognitive Psychology world a study of imagination , therefore defines it as a creation of mental imagesThe best-known cognitive theory was by Jean Piaget . According to Piaget J . The Essential Piaget . Ed . Howard , E . and Jacque , V . Basic , 1997 Aronson , 1995 . Based on his studies and observation , Piaget theorized that tiddlerren be active through four distinct demos of cognitive suppuration : the sensorimotor stage ( blood line-age 3 , the preoperational stage (age 3-6 , the concrete-operational stage (age 6-11 , and the formal-operational stage (age12During the sensorimotor stage , which lasts from birth to about age 3 discernment is based on immediate sensory experience and actions public opinion is very practical but lacking in mental concepts and ideasIn preoperational stage , which spans the preschool years (about ages 3 to 6 children s understanding executes to a greater extent conceptual . Thinking involves mental concepts that are independent of immediate experience and language enables children to think about unseen events , such as thoughts and feelings . The earliest days child s ratiocination is intuitive and subjectiveAccording to Piaget , children be on through these four stages by applying their current thinking processes to upstart experiences gradually they modify these processes to separate accommodate reality . Cognitive theories provide insights into how a child s mental processes underlie umteen aspects of his or her development . However , critics argue that Piaget underestimated the sophistication of the cognitive abilities of young children . Information-processing theorists affirm likewise been faulted for portraying children as short(p) computers rather than inventive creative thinkersThe outstanding pace of principal development in infants makes them crave novelty and become tire with familiarity . They integrate knowledge from different senses , such as feeling toward the source of an interesting sound . They female genital organ make train inferences about an object s shape size of it , and corporal properties nonwithstanding by watching its action . These shows that young children do non passively detainment to be taught about the world s mysteries . These young minds are remarkably active and self-organizing Early in the first year , infants appreciate object permanence , the concept that objects and raft continue to exist even when they cannot be seen . At birth , infants have a natural mightiness to hear the differences between speech sounds in any of the world s languages , even sounds they have never previously heardIn the azoic puerility , the mind s emergence is remarkable and unmistakable . Their mushrooming language supports further cognitive evolution , giving them access to knowledge of others enabling them to share and occupy more . Adults are inevitably impressed with the fantastic imagination of pre-schoolers and with their deep interest in understanding the world particularly plenty . In curriculums , featured songs , stories , games , gifts and occupations , stimulate the imaginations of children2 . What is meant by cosmic discipline in Montessori s simple-minded school yearsAccording to Montessori Philosophy , primary(a) fostering is the earliest program of didactics for children , beginning generally at the age of five or six years and fixed from six to eight yearsIn most countries , elementary education is required for all children During this period , the children , undergo cosmic educationRoopnarine Jaipul and pack Johnson , in their book , Approaches to Early baby birdhood Education , state that cosmic education involves children for school both(prenominal) academically and kindly . It teaches the children the rudiment so they will be representy to read and compile , and it teaches them numbers so they can learn mathematicsThe directors or teachers , read to children whose parents may not have the time or the exponent to do so . Children and the directors often sing together , both to learn music and to encourage classify participation by shy children . Children also learn coordination through indoor and outside wreakLater , they may study animals in the zoo , seasons of the year , and split of the boleIn addition to participation in academic exercises , children learn to wait their turn , to share toys , to sit quietly when they should and to play smartly when they can . Field trips allow the children to also see put up animals , visit a railroad station , or go to a museumThe main purpose of this education is introduction . The children are introduced to different skills , information , and attitudes necessary for proper adjustment to their lodge and society . The subjects taught are reading , writing , spelling , mathematics , genial studies , science art , music , physiologic education , and handicraft . These are often supplemented with other subjects such as foreign languageOn completion of the cosmic education in elementary schools , children are now able to continue their education in a junior high school , or a high school3 . List the differences and similarities between 3-6 and 6-9 year old children , according to Montessori s stages of developmentAccording to Keagan , R .ed . The Gale Encyclopedia of Childhood and Adolescence . Gale , 1998 , Keagan is quick to put across how similarities and differences occur in different stages of development . An over prognosis of this book shows that quite a little often think puerility as a chronological sequence of age related stages (such as infancy , early childishness , and pith childhood and many developmental theories portray childhood aimth in this manner Such a view recognizes that each period has its own distinct changes challenges , and characteristics . The study of sensual development focuses on the growth of the brain , body , and physical capabilities along with the psychological implications of this growth . Early in life story the brain and body grow remarkably in size and sophistication , leading to rapid increases in sensory ability and muscular strength and coordination . These changes provide a foundation for as remarkable advances in cognition , emotion , and sociabilityThese factors combined , drive about the differences and the similarities between these stagesBoth differences and similarities are faced between the early childhood (3-6 years ) and the middle childhood (6-9 years ) stages of development These stages of development are physical , cognitive , social , and excited developmentsDifferencesEarly childhoodMiddle childhood1 . There is rapid physical development 1 . Children grow more slowly and gradually in this stage2 . Changes in the body enable pre-schoolers to skip , ride a tricycle and corroborate a pen 2 . Muscular growth and better co-ordination enable children in this stage to ride a bike , run faster for longer distances , and write neatly with a pen3 . As brain continues to mature , there are dramatic improvements in thinking , language , memory , emotion enactment and self-control 3 . Brain has matured though not amply can think , can communicate fully , and has a clear memory4 . Most lack the logical reasoning skills that support formal or abstract problem resolving power 4 . Are capable of reasoning logically and systematically 5 . Master basic social skills as they play with their friends and associates 5 . Begin to face issues of acceptance , able in , exclusion and social comparison in their companion groups SimilaritiesEarly childhood Middle childhood1 . Children become taller and slimmer 1 . Children become slimmer2 . Develop their sense of self and learn to negotiate compromise resist , and introduce their own preferences . 2 . Can manage themselves accordingly . They can negotiate , bargain , cajole , compromise , and redirect remainder through humor 4 . Outline an orientation come across for parents worrying to enroll their children in Montessori elementary curriculumParents play an great role in their child s development . Parents require legitimate skills to nurture and teach a child .

These skills come with responsibilityParents , who wish to enroll their children in Montessori elementary curriculum , undergo orientationOrientation is a series of events at which introductory information about the elementary curriculum is providedDuring this meeting , the parents are first advised to become familiar with the school environment , where they want their children to enrollThe parents are thus advised to have some familiarity with the school s curriculumFrom there , the parents can decide on whether the curriculum is favorable and can consequently enroll the childMost importantly , the parents , during these meetings , are assisted in ontogeny the skills they need to raise and protect their children5 . Describe psychological presentations and their purpose in the 6-9 programs6 . Describe sensitive periods of the 6-9 year oldsWinnicott , in his book , Winnicott , D . Thinking About Children . Addison Wesley , 1996 ,children acquire heightened capacities for judgment reasoning , social understanding , reasoning , social understanding emotion anxiety , and self-awareness . At the similar time , the social world of middle childhood broadens beyond the family to include the school , neighborhood , peer group , and other influences . Children begin to perceive themselves in seven-fold roles and relationships besides those of the family , even though family relations remain centralIn this stage , sensitive periods occur during the physical , social , and aroused development . Children begin to develop more complex self-imageGrade-schoolers view themselves as unique people with distinct strengths and weaknesses in their different roles of family component , student teammate , and friend . They also begin to perceive themselves as skilled in different domains such as academic , social , athletic , and recreational- with capabilities and weaknesses in eachPeer relationships become richer and alter in this stage . These children begin to face issues of acceptance , fitting in , exclusion , and social comparison in their peer groupsThe nature of friendships changes to incorporate psychological plasteredness as hale as shared activities , and thus friendships become more piercing and exclusive . These children create a smaller cycle of close friends and are more upset when friendships endFriendships also coalesce into larger peer groups with their own norms These norms distinguish who are included and excluded from the group and create strong pressures on members to conform . At the same time such groups can help children build self-consciousness and social skillsIn this stage , these children begin to perceive themselves as responsible for(p) to others because of the importance of getting along . A rejected child s lack of acceptance can unfortunately , fore eclipse long-term social vexedies if these problems are not remedied in childhoodThey also seek to act appropriately because people matter to them . Their evolution psychological understanding heightens their sensitivity to human needs and contributes to empathy for othersDamon William and Nancy Eisenberg in their book William , D . and Eisenberg , N , eds . Handbook of Child Psychology . 5th ed . Wiley , 2000 point out that the physical stage of development may also be a sensitive period for the 6-9 year old children . Children vary in physical size weight , and coordination . These differences can affect social and personal adjustment as children compare their characteristics and capabilities with those of their peers . For example , corpulency in middle childhood can be prejudicious and self-perpetuating if it causes a child to be teased and rejected by friends and to develop a self-image as unattractive , inactive and isolatedSigmund brawl , an Austrian physician put emphasis on genius development and childhood experiences in his studies . He concluded that early experiences shape one s personality for an entire lifetime , and psychological problems in adulthood may have their origins in difficult or traumatic childhood experiencesIt is in this insight that people in these children s lives-parents relatives , friends , and others , who help to shape a person s emotional life extend unconditional love and care to these childrenREFERENCESAnderson , R . Cognitive psychology and its Implications . 4th ed . Freeman 1995Piaget , J . The Essential Piaget . Ed . Howard , E . and Jacque , V . Basic 1997 . Aronson , 1995Roopnarine Jaipul and James Johnson , in their book , Approaches to Early Childhood Education , University imperativeness , 2003Winnicott , D . Thinking About Children-Montessori . Addison Wesley , 1996 ...If you want to get a full essay, order it on our website: Orderessay

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