The Montessori MethodCosimo, Inc., 1 de set. de 2006 - 440 páginas This groundbreaking classic of educational philosophy takes on urgent new necessity today, as "traditional" methods of early-childhood schooling seem to be failing us. Published in Italian in 1909 and first translated into English in 1912, these still-revolutionary theories focus on the individuality of the child and on nurturing her inherent joy of learning to create schools and other learning environments that are oriented on the child. Eschewing rote memorization and drilling, Montessori's method helps to foster abstract thinking and to fulfill a child's highest potential, emotionally, physically and intellectually. Parents from all walks of life will find the ideas herein immensely valuable. Italian doctor and educator MARIA MONTESSORI (1870-1952) was the first woman to graduate from the University of Rome Medical School. She traveled extensively in Europe, America, and the Near East, studying early education and testing her educational methods. |
Conteúdo
| 1 | |
CHAPTER II | 28 |
INAUGURAL ADDRESS DELIVERED ON THE OCCASION OF THE OPENING | 48 |
Rules and regulations of the Childrens Houses | 70 |
Anthropological notes | 77 |
CHAPTER V | 86 |
Characteristics of the individual lessons | 108 |
First task of educators to stimulate life leaving it then free | 115 |
Tests for acuteness of hearing | 209 |
CHAPTER XIV | 215 |
INTELLECTUAL EDUCATION | 224 |
CHAPTER XVI | 246 |
Necessity of a special education that shall fit man for | 252 |
Spontaneous drawing of normal children | 258 |
Experiments with normal children | 267 |
Exercise tending to establish the visualmuscular image of | 275 |
EXERCISES OF PRACTICAL LIFE | 119 |
CHAPTER VIII | 125 |
Drinks | 132 |
The special gymnastics necessary for little children | 138 |
Free gymnastics | 144 |
CHAPTER X | 149 |
Gardening and horticulture basis of a method for education | 155 |
MANUAL LABOURTHE POTTERS ART AND BUILDING | 162 |
Aim of education to develop the energies | 168 |
Three Periods of Séguin | 178 |
CHAPTER XIII | 185 |
Education of the senses of taste and smell | 190 |
Exercises with the three series of cards | 196 |
Exercise for the discrimination of sounds | 203 |
Exercises for the composition of words | 281 |
Reading the interpretation of an idea from written signs | 296 |
Games for the reading of words | 303 |
LANGUAGE IN CHILDHOOD | 310 |
Analysis of speech necessary | 319 |
CHAPTER XIX | 326 |
multiplication | 332 |
CHAPTER XX | 338 |
Fifth grade | 345 |
First dawning of discipline comes through work | 350 |
The exercise that develops life consists in the repetition | 358 |
Obedience develops willpower and the capacity to perform | 367 |
Spiritual influence of the Childrens Houses | 376 |
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Termos e frases comuns
activity alphabet anthropology articulate language attention Aveyron begin cards centimetres chil child Children's Houses civilisation colour corresponding cubes deficients didactic material directress discipline dren environment error example exer exercises experience experimental experimental psychology eyes fact feel figures finger follow Froebel geometric insets give graphic signs gymnastics hand human hygiene idea individual intellectual interest Itard kindergarten lesson letters liberty little by little little children MARIA MONTESSORI means mechanism ment mental Psychology method millimetres Montessori Montessori method mother movements muscular nature necessary normal children objects observation perfect pieces practical prepared present psychology psychometry pupils recognise repeat rods Rome sandpaper scientific pedagogy Séguin sense silence social soul sounds soup spirit spontaneous stimuli tablets teacher teaching things tical tion to-day touch Visual Perception wish wooden word writing written language
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Página 40 - The hand of the Lord was upon me, and carried me out in the spirit of the Lord, and set me down in the midst of the valley which was full of bones. " And caused me to pass by them round about : and, behold, there were very many in the open valley ; and, lo, they were very dry.
Página 42 - Then He said unto me, Son of man, these bones are the whole house of Israel : behold, they say, Our bones are dried, and our hope is lost : we are cut off for our parts.
Página 40 - O ye dry bones, hear the word of the LORD. Thus saith the Lord GOD unto these bones: Behold, I will cause breath to enter into you, and ye shall live. And I will lay sinews upon you, and will bring up flesh upon you, and cover you with skin, and put breath in you, and ye shall live; and ye shall know that I am the LORD.
Página 41 - And when I beheld, lo, the sinews and the flesh came up upon them, and the skin covered them above: but there was no breath in them. Then said he unto me, Prophesy unto the wind, prophesy, son of man, and say to the wind, Thus saith the Lord GOD ; Come from the four winds, O breath, and breathe upon these slain, that they may live. So I prophesied as he commanded me, and the breath came into them, and they lived, and stood up upon their feet, an exceeding great army.
Página 40 - Again he said unto me, Prophesy upon these bones, and say unto them, 0 ye dry bones, hear the word of the Lord. " Thus saith the Lord God unto these bones ; Behold, I will cause breath to enter into you, and ye shall live...
Página 262 - I saw especially that preparatory movements could be carried on, and reduced to a mechanism, by means of repeated exercises not in the work itself but in that which prepares for it. Pupils could then come to the real work, able to perform it without ever having directly set their hands to it before.
Página 174 - The education of the senses has, as its aim. the refinement of the differential perception of stimuli by means of repeated exercises.
Página 32 - ... pedagogical treatment" for various morbid forms of disease such as deafness, paralysis, idiocy, rickets, etc. The fact that pedagogy must join with medicine in the treatment of disease was the practical outcome of the thought of the time. And because of this tendency the method of treating disease by gymnastics became widely popular. I, however, differed from my colleagues in that I felt that mental deficiency presented chiefly a pedagogical, rather than mainly a medical, problem. Much was said...
Página 372 - For this teacher we have substituted the didactic material, which contains within itself the control of errors and which makes auto-education possible to each child. The teacher has thus become a director of the spontaneous work of the children. She is not a passive force, a silent presence. The children are occupied each one in a different way, and the directress, watching them, can make psychological observations which, if collected in an orderly way and according to scientific standards, should...
Página 168 - We do not start from the conclusions of experimental psychology. That is, it is not the knowledge of the average sense conditions according to the age of the child which leads us to determine the educational applications we shall make. We start essentially from a method, and it is probable that psychology will be able to draw its conclusions from pedagogy so understood, and not vice versa. The method used by me is that of making a pedagogical experiment with a didactic object and awaiting the spontaneous...