Montessori Philosophy

Excerpt from Montessori Made Easy:

THE BASICS

 by S.V. Wilhelmi

The Montessori Method facilitates learning by discovery rather than by mere instruction. With instruction, a child must react by listening to something that is spoken or by reading something that is written by someone other than himself. The result of instruction is information - the facts of what is being taught. Discovery promotes a deeper level of learning from the very beginning of the process. In discovery a child responds to what is natural, or of the world. Learning is processed through the senses and the imagination. The senses perceive "concrete" concepts through material that can be observed directly. The imagination helps the child to progress to levels of "abstraction" where concepts that cannot be observed directly must be constructed. The result of discovery is a self-directed process that leads to a new and deeper understanding of the concepts. More simply put, discovery is the process of learning something without being taught.
Maria Montessori believed that education, rather than being a rote transfer of information, must seek to serve the "whole child" and to nurture the human potential of each individual. A child naturally learns to walk and talk and Montessori found that within the child is the same type of ability to naturally acquire skills for reading, writing and mathematics. In the Montessori environment the material are designed to be self-correcting, which allows the child to learn in an atmosphere of success and positive reinforcement. The child corrects his own errors as he works towards mastery of concepts, through repetition of manipulations with the material. His motivation is not for external reward but for internal fulfillment.
The educational philosophy and methodology of Montessori is not just another educational theory. It is the "scientific method" of education. Montessori employed the scientific method in her observations of the child and applied her knowledge of medicine to create a new model of the human stages of development. She found a progression of four Planes of Development in which there are Sensitive Periods where development occurs most naturally and quickly.

"To follow the child" and to meet his needs is the basic philosophy of Montessori. This is achieved through the pyramid of Montessori principles: Individualized Liberty of the Child, Observation of the Directress, Preparation of the Environment.

How to Create a Family Mission Statement

By Kelly Aveiro

While I've always been aware of the importance of having a personal mission statement, I was unaware of just how important it is to create a family mission statement. After all, how could several people with conflicting needs and interests all want the same thing?

Having a family mission statement is not only possible, but vitally important. The family is under attack like never before. The media, popular culture, lack of time, the rising divorce rate and even economic instability are all destroying families. Families seem to lack a sense of purpose and direction that makes life meaningful and gives children (and parents) a sense of identity. It also provides each individual within the family a wonderful sense of belonging to something greater than him or herself. I learned of the importance of having a family mission statement in "The 7 Habits of Highly Effective Families" and also in "The Family Manager's Guide For Working Moms"

Creating a family mission statement starts with you first. It requires quite a bit of thought and is best completed over several days. To help you get started, get a pen and a blank sheet of paper and answer the following questions.

1. Why does my family exist?

2. What values do I want to instill in my children?

3. What is my role and purpose as a Mother/Father?

4. What would I like my family to say about me when I die?

5. What sort of atmosphere do I want our home to have?

6. What part do I want religion and spirituality to play in our life?

Use these questions to create a framework for your mission statement.

Once you've done that set up a family meeting and share you're the questions and answers with them. Ask for their input. What do they feel is important? You may need to work on the this for several family meetings before everyone agrees on it.

Try not to have a mission statement that is too long. You want all family members to be able to memorize it and to truly internalize it and most importantly, to live it each and every day.

Mine is "The Averio family is dedicated to developing the full potential within each member. God is at the center of our home and at the heart of any decisions we make and actions we take. We value kindness, love, truthfulness, hard work and persistence. We strive to make our home a haven and a refuge, where we can rest, recharge and spend time together. Each day we strive to create wonderful memories that will last for a lifetime."

Your family mission statement will probably be different from mine, but it must reflect what is truly important to you in order for it to be effective.

Go ahead and spend some time creating a family mission statement. The happiness and well-being of your family depend on it.

Advice and Inspiration for Your Journey Through Motherhood http://for-moms-only.blogspot.com/ Article Source: http://EzineArticles.com/?expert=Kelly_Aveiro

MORE RESOURCES TO CHECK OUT

http://family-life.familieswithpurpose.com/2009/01/05/creating-and-writing-a-family-vision-and-mission-statement/

http://wearethatfamily.com/2010/01/creating-family-mission-statement/ 

http://simplemom.net/back-to-the-basics-create-a-family-mission-statement/

Does Cold Weather Cause the Cold or Flu?

By Kristina Duda, R.N.,

Question: Does Cold Weather Cause the Cold or Flu?

This question has probably been asked since the first time the flu made someone sick. After all, cold and flu season occurs when the weather is cold, so there must be a connection, right? Well, not quite. No matter how many times your mother and grandmother told you not to go out in the cold because you would catch a cold or the flu, it just doesn’t work that way.

Answer:

The truth is, the flu and the common cold are caused by viruses. People get sick more often in the winter because they are exposed to each other more in the winter than in the summer. When it is cold outside, people tend to stay inside and are more likely to spread germs to one another. Also, because school is in session, kids are around each other all day and are not afraid to share their germs. With so many people in such close contact, the likelihood of passing germs is much higher when it is cold outside than when it is warm and people are outdoors. There is also evidence now that viruses spread more easily through dry air. When it is cold outside, the air is drier both outdoors and inside (where people have their heaters on) which may make it easier for germs to pass from one person to another. But it is not the cold weather that causes the cold, it just might make it easier to spread the virus.

In tropical areas, where it does not get cold, the common cold and flu season generally occurs during the rainy season. But again, these illnesses are not caused by the rain. They are just more prevalent because people come in closer contact with each other than they do during the dry season.

A little bit more knowledge...

Three-Hour Work Cycle
Through years of observation around the world, Montessori came to understand that children, when left in freedom, displayed a distinct work cycle which was so predictable it could even be graphed. This cycle, with two peaks and one valley, lasted approximately three hours. In Montessori schools children have three hours of open, uninterrupted time to choose independent work, become deeply engaged, and repeat to their own satisfaction.

Vocabulary Enrichment
The young child's vocabulary increases exponentially in the years from 3-6. To feed this natural hunger for words, vocabulary is given: the names of biology, geometry, geography, and so forth, can be learned as well as the names of qualities found in the Sensorial Material. The child's absorbent mind takes in all these new words 'rapidly and brilliantly.' (Montessori, 1946, p. 10)

Work
From an evolutionary perspective, the long period of childhood exists so children can learn and experiment in a relatively pressure-free environment. Most social scientists refer to this pressure-free experimentation as play (e.g., see Groos, 1901), although Montessori preferred to call this activity the work of childhood. Children certainly are serious when engaged in the kind of play that meets developmental needs and, given freedom and time, will choose purposeful activities over frivolous make-believe ones.

Glossary

Any science has it own vocabulary and terminology and the Montessori Method is no exception. Montessorians share a very specific set of references, references which of themselves are brief and succinct yet each one evokes the world of the child as described by Maria Montessori. Montessori language acts as a password, enabling the sender and the receiver to immediately decode the message being transmitted. A glossary is an alphabetical list of special or technical words or expressions.

The Glossary of Montessori Terms presented here relates to the theory and practice for the primary (3-6) level. It was prepared by Annette Haines at the request of Molly O'Shaughnessy to accompany her lecture at the Joint Annual Refresher Course, held in Tampa, Florida in February 2001. Annette is the Director of Training at the Montessori Training Center of St. Louis and Molly is the Director of Training at the Montessori Training Center of Minnesota. Pictures illustrating the Glossary were shown on that occasion and some of those are reproduced here. Readers will also find a selection in Communications 2/3, 2001 along with Molly's lecture "Introduction to the Refresher Course".

Absorbent Mind
A mind able to absorb knowledge quickly and effortlessly. Montessori said the child from birth to six years has an absorbent mind.

Adaptation
Related to the idea of an absorbent mind (Haines, 1993) is a special power of the young child that can be called the power of adaptation. This power is a process whereby the young child uses the environment to develop and, in so doing, becomes a part of that environment. The young child absorbs the culture of her time and place, taking in all the spirit, the customs, the ambitions/aspirations and attitudes of a society simply by living in that society.

Analysis of Movement
A technique used by Montessori teachers. The adult, when showing a complex action to a child, breaks it down into its parts and shows one step at a time, executing each movement slowly and exactly. The action thus becomes a sequence of simple movements and the child has a greater chance of success when 'given the liberty to make use of them.' (Montessori, 1966, p. 108)

Children's House
The English name for Montessori's Casa de Bambini (Italian). A place for children from 3-6 years to live and grow. Everything necessary for optimal human development is included in a safe and secure environment.

Classification
Sorting. Allocating or distributing according to common characteristics. The young child engages in classification activities because the process is essential for the construction of the intellect. The Montessori classroom offers many opportunities for classification.

Concentration
Recognizing that 'the longer one does attend to a topic the more mastery of it one has,' the great American psychologist William James remarked, 'An education which should improve this faculty would be the education par excellence.' (1892/1985, p. 95) Montessori, who knew of James, set out to do just that. She believed that if environments could be prepared with 'objects which correspond to...formative tendencies' (1949/1967, p. 169) the child's energy and interest would become focused on that aspect of the environment which corresponded to the developmental need.

Concrete to Abstract
A progression both logical and developmentally appropriate. The child is introduced first to a concrete material that embodies an abstract idea such as size or color. Given hands-on experience, the child's mind grasps the idea inherent in the material and forms an abstraction. Only as the child develops, is she gradually able to comprehend the same idea in symbolic form.

Control of Error
A way of providing instant feedback. Every Montessori activity provides the child with some way of assessing his own progress. This puts the control in the hands of the learner and protects the young child's self-esteem and self-motivation. Control of error is an essential aspect of auto-education.

Coordination of Movement
One of the major accomplishments of early childhood. Through the child's own effort, she wills herself to refine her muscular coordination and consequently acquires increasingly higher levels of independent functioning. Because of this developmental need, children are drawn to activities that involve movement and especially to those which demand a certain level of exactitude and precision.

Creativity/Imagination
Imagination involves the forming of a mental concept of what is not actually present to the senses. Creativity is a product of the imagination and results from the mental recombining of imagined ideas in new and inventive ways. Both are dependent on mental imagery formed through sensorial experience.

Cycle of Activity
Little children, when engaged in an activity which interests them, will repeat it many times and for no apparent reason, stopping suddenly only when the inner need which compelled the child to activity has been satisfied. To allow for the possibility of long and concentrated work cycles, Montessori advocates a three-hour uninterrupted work period.

Development of the Will
The ability to will, or choose to do something with conscious intent, develops gradually during the first phase of life and is strengthened through practice. The Montessori environment offers many opportunities for the child to choose. Willpower, or self-control, results from the many little choices of daily life in a Montessori school.

Deviations
Behavior commonly seen in children that is the result of some obstacle to normal development. Such behavior may be commonly understood as negative (a timid child, a destructive child, etc.) or positive (a passive, quiet child). Both positive and negative deviations disappear once the child begins to concentrate on a piece of work freely chosen.

Discipline from Within
Self-discipline. The discipline in a well-run Montessori classroom is not a result of the teacher's control or of rewards or punishments. Its source comes from within each individual child, who can control his or her own actions and make positive choices regarding personal behavior. Self-discipline is directly related to development of the will.