Group-1-Dip-Maria-Montessori PDF

Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.p...

Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph ECE C15- Early Learning Environment 3rd Year - Bachelor of Early Childhood Education Maria Montessori Group 1 Abejo, Nina Rowena I. Alfanta, Jessa Mae B. Bartolaba, Joan May Capul, Eza Marie Escultor, Katerine M. Gastador, Faith P. Magdalera, Anne Gillian Pioquinto, Roxanne Tawason, Samantha Jade  Submitted to: Mrs. Filomena G. Lantaca Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph Rationale Dr. Maria Montessori (1870-1952) She was an Italian physician and educator who developed a revolutionary approach to early childhood education. Her philosophy and methods have had a profound impact on education worldwide. Montessori established the first Casa dei Bambini (youngsters's House) in a slum section of Rome in 1907, where she taught children with average intelligence. Her approaches were based on carefully prepared materials and activities that encouraged individual discovery and initiative. This setting allowed children to interact with learning materials independently, resulting in extraordinary developmental outcomes. In essence, the Maria Montessori approach is based on the premise that children can achieve remarkable things when given an appropriate setting and support. Montessori education seeks to help children achieve their full potential by instilling independence, curiosity, and a love of learning. She believes that education should not just address academic growth, but also focus on emotional and social development, thus nourishing the "whole child". She founded the Association Montessori Internationale (AMI) in 1929. Association Montessori International (AMI) continues to support quality teacher training worldwide. As we learned about Maria Montessori, it was amazing to realize that her innovative method can be used by all teachers. An understanding of Montessori education is an excellent place to start for educators. Maria Montessori Education Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process. Children work in groups and Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph individually to discover and explore knowledge of the world and to develop their maximum potential. Developmentally Appropriate Practices Maria Montessori emphasized the necessity of using developmentally appropriate techniques and adapting instruction to each child's individual learning pace and style. Montessori classrooms promote peer learning and mentorship by placing children of distinct ages together, allowing older children to guide younger learners, thus elevating their emotional growth and social skills. This concept contrasts substantially with traditional education systems, which frequently compartmentalize learning by age while ignoring individual developmental trajectories. In summary, the justification for adopting Maria Montessori's educational approach stems from her commitment to developing resilient, independent learners with the skills and mentality required for success in the twenty-first century. Its ideas of child-centered learning, holistic development, and collaborative practices are consistent with contemporary educational paradigms, making it an appealing option for educators, parents, and communities alike. Program Goals What are Montessori Programs?  The Montessori Program, established by Dr Maria Montessori, prioritizes learning around the child within a precisely arranged setting. It values respect for each child, hands-on exploration, mixed-age grouping, and freedom within limits. Through self-directed learning and holistic development, it aims to cultivate independence, curiosity, and a love for learning. The goals of the Montessori program are to foster independence, critical thinking, and a love for learning in children. Objectives include promoting holistic development, nurturing social and emotional skills, and cultivating a sense of responsibility and respect for oneself, others, and the environment. Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph Maria Montessori's educational philosophy is centered around several key goals that aim to foster the holistic development of children. 1. Child-Centered Learning: Montessori is a child-centered educational approach focusing on self-directed learning, hands-on exploration, and social-emotional development. In a Montessori classroom, children can choose their own activities and learn at their own pace. The teacher acts as a guide, providing support and encouragement as needed. 2. Independence and Self-Discipline “Never help a child with a task at which he feels he can succeed.” – Maria Montessori. The primary goal of Montessori education in the classroom is always to help the child become autonomous and capable of taking care of himself. Providing opportunities for young learners helps achieve this. Opportunities to move, to dress themselves, to pick what they want to do, and to help the adults with duties. Children's self-belief, self-confidence, and self-esteem all rise when they  can take care of themselves. When children have uninhibited access to materials and can control how and how long they use them, this gives them time to learn at their own pace and figure things out. 3. Holistic Development: Holistic approach to education that values the development of the whole child – intellectually, socially, emotionally, and physically. It is an approach that encourages children to become independent, self-directed learners, with a deep love of learning that will last a lifetime. 4. Respect for Natural Development: Respect for natural development in Montessori education refers to recognizing and honoring the unique, individual growth patterns of each child. This goal emphasizes the importance of allowing children to pursue their interests and develop at their own pace. In Montessori Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph philosophy, each child is viewed as a unique individual with a specific developmental timelines and preferences. Respecting natural development means acknowledging that children may achieve milestones at different ages, and educational practices should be adapted to fit these varied pathways. This approach mitigates the pressure of conforming to standardized expectations and allows children to focus on their personal growth and discovery. By being aware of this goal, it leads us to understand that we future ECE teachers shouldn’t solely focus on developing the cognitive aspect of a child, but we should aim to cultivate well-rounded individuals who are motivated to learn and grow by making our approach holistic. 5. Fosters Collaboration and Communication: In Montessori education, the goals of collaboration and communication emphasize the importance of interpersonal and social skills among children. Why? Because children are in a mixed-age environment where it is important that they get along with one another to  maintain a safe and harmonious environment. Aside from hands-on learning, collaboration and communication aligns well with Montessori philosophy that children learn through social interaction. When children work together, they can share knowledge, mentor each other, resolve conflict, and develop teamwork abilities. This goal aims to prepare children to become responsible citizens who can work harmoniously with others. 6. Prepared Environment: The "prepared environment" in Montessori education refers to a carefully designed space aimed at promoting children's independent learning and development. It is specifically structured to provide children with a safe, inviting, and stimulating space where they can explore and learn at their own pace. It is characterized by child-sized furniture, accessible materials, and a sense of order and beauty that facilitates learning. The prepared environment is designed to spark curiosity and invite exploration as it features a variety of learning activities that are made to meet different developmental stages and interests. This setup allows children to engage deeply with the materials, leading to experiential learning where they can discover concepts through hands-on activities. In addition to supporting individual learning, the layout of the classroom allows for movement and collaboration, as children can work in small groups or Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph independently also supporting social interaction among children. The prepared environment boosts children's growth, allowing them to thrive as independent learners and engage members of their communities. 7. Focus on Lifelong Learning: Lifelong learning in the context of Montessori education refers to the continuous process by which individuals seek knowledge and skills throughout their lives. This perspective emphasizes not just academic achievement, but also personal growth and adaptability in an ever-changing world. Montessori education fosters this mindset by promoting a love for exploration and self-initiated learning from a young age. Montessori education empowers them to take responsibility for their learning journey by allowing them  to choose their activities and work at their own pace instilling confidence and self-discipline, and by creating an environment where curiosity is encouraged, laying the groundwork for continuous intellectual pursuit as children grow. Instilling a mindset that values education as a lifelong journey rather than a finite task. These goals reflect Montessori's innovative approach to education, which has had a lasting impact on early childhood education worldwide. Learning Environment PHYSICAL The Prepared Environment The Montessori classroom is referred to as the prepared environment. It is a meaningfully structured learning space where everything has a purpose and a place. Furniture is light and child-sized, learning materials are designed to fit in children's hands, and everything is designed to be open and accessible. The prepared environment activates a love of learning through curiosity, stability, and the freedom to choose. Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph Features of the Prepared Environment Structure and order The prepared environment is a calm and structured learning space where children know what to expect. There are dedicated shelves of materials for each curriculum area, designated space to work at a table or on the floor, an area for meal times, and the ellipse where the children gather together. There is an organic flow for movement, learning, and exploration.  Clearly defined curriculum areas Doctor Montessori observed that children experience frustration in an adult-sized world. This is why she designed child-sized furniture, accessible low open shelves, and learning materials that easily fit in a child's hand. Everything in the prepared environment is purposefully designed to support children's independence and self-mastery. Materials are displayed in progression order Montessori classrooms are clean, orderly, and have a neutral color palette. The environment is largely crafted from natural materials, organized, and beautifully displayed with care and thought. There are minimal vibrant colors on the wall, art is neatly displayed in a dedicated space, and there is no central focal point. Left to right orientation In the prepared environment, the Montessori materials are grouped by their curriculum area, and displayed from left to right in progression order, from easiest to hardest. This logical structure provides a clear pathway for learning. Freedom of movement and choice pathway to learning. Within the prepared environment children experience freedom of movement, freedom of choice, and freedom of time. Students are able to follow their own interests, work with an activity for as long as they choose, and work how and where they like. Emphasis on independence Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph The prepared environment provides children with a safe place to explore and develop their independence. Children's independence is supported through the structure of the prepared environment, the Montessori materials, the curriculum areas, and the guiding role of the educator. Children are actively encouraged to  do and think for themselves. TEMPORAL What is the Temporal Environment? A school day's routines and activities are referred to as its temporal environment depending on its time, order, and duration. Arrival, play, eat, rest, and large- and small-group activities are all included in the schedule, along with the numerous transitions that keep everything consistent. Establishing consistent routines and habits fosters a feeling of safety, aids in early learning, helps children adapt to new situations, and prevents problematic behaviors in young children. In Maria Montessori’s educational approach, the temporal environment is carefully designed to support children’s natural development. This includes: Uninterrupted Work Period Allow children to work at their own pace and fully immerse themselves in an activity without interruption. The child’s work cycle involves selecting an activity, performing it for as long as it remains interesting, cleaning up the activity and returning it to the shelf, and making another work choice. This cycle respects individual variations in the learning process and facilitates the development of coordination, concentration, independence, and a sense of order while facilitating the child’s assimilation of information. Flexible Scheduling All learning activities support children in choosing meaningful and challenging work at their own interest and ability level. This child-directed engagement strengthens their motivation, supports attention, and encourages responsibility. Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph  Children have the freedom to choose what activities they want and manage their own time that fosters their independence. Respect the Child’s Pace Montessori programs are based on the idea that children should make their own decisions within the constraints of a set routine since it is believed that they would be responsible for their own learning style. The Montessori teachers and pupils decide how everything should be done in an orderly and structured way. Students learn how to collaborate as a peer community since they frequently work in multi-age groups. Together, they learn how to put their knowledge to use and resolve conflicts. Students who work in such an atmosphere gain practical experience and improve their social skills. INTERPERSONAL/SOCIAL Nurturing Social Development through the Montessori Method Children learn to work collaboratively, share materials, and respect others' ideas and opinions. The Montessori environment fosters community and belonging, where children feel safe and supported to express themselves and engage with others. Maria Montessori's educational approach emphasizes creating a learning environment that nurtures interpersonal and social development through several key practices. 1. Mixed age classrooms The concept of mixed age classrooms is a fundamental aspect of Montessori education. In these classrooms, children of different ages and developmental stages come together to learn, grow, and support each other. 2. Freedom within limits The "freedom within limits" approach is intended to foster independence, self-discipline, and a love of learning in children. It recognizes that children learn best when they are actively engaged in activities that align with their interests and developmental needs. By providing the freedom to explore within a Republic of the Philippines Cebu Normal University  Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph structured framework, Montessori education aims to empower children to become self-directed learners who are well-prepared for future challenges. 3. Respect for the child Montessori's approach stands out for its unwavering commitment to fostering a sense of respect for the child. Central to this philosophy lies the recognition that each child is unique and has innate capabilities and an intrinsic desire to learn. Maria Montessori, the visionary educator behind the method, emphasized the importance of treating children with dignity and acknowledging their autonomy 4. Practice life skills Practical life activities also teach children the importance of contributing to their family, classroom, and community. From a young age, children are willing and able to assist with household chores and ‘family work.’ To support your child’s involvement in family life and develop their practical life skills for their future, provide them with opportunities for independence through age-appropriate practical life activities.Infant Practical Life Skills Toddler Practical Life Skills Ages 2-3 Years Tidy toys in baskets and pack them away Prepare a snack/sandwich Peel and slice a banana Set the table Pour a drink Stack books on shelf Make orange juice Wipe table Sweep floor Use dustpan and brush Throw rubbish away Put dirty laundry in the hamper Help to make bed Pick out clothes to wear (restricted choice) Get dressed with assistance Put shoes away Republic of  the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph Fetch nappies/wipes Brush hair and teeth with supervision Wash body and clean face with supervision Help feed pets Wash windows Wipe down mirrors Brush and put lead on dog Arrange flowers in a small vase Role of the Teacher Montessori education is a child-centered approach to learning that emphasizes independence, exploration, and respect. At the heart of this philosophy is the belief that children are naturally curious and capable of learning at their own pace. Montessori teachers act as guides, providing a prepared environment and offering support when needed. This approach fosters a love of learning and prepares children for lifelong success. Key roles of a Montessori teacher: Creating a Learning Environment One key aspect of a Montessori teacher is to create a well-prepared classroom. This means arranging materials and activities that match the young learner's interests and developmental needs. The classroom is designed to be engaging, clean, safe, and stimulating where all young learners feel comfortable, safe, and valued. Teachers select hands-on materials that allow young learners to learn through exploration. Encouraging Independence Montessori teachers focus on helping young learners become independent learners. They encourage young learners to make choices about their learning. For example, young learners can choose which activity to work on, allowing them to follow their Republic of  the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph interests. Teachers support this independence by teaching practical life skills, like pouring drinks or cleaning up. These activities build confidence and self-sufficiency. Observing and Individualizing Another important role of the Montessori teacher is to observe each young learner closely. Instead of giving tests, teachers watch how young learners work and play. This helps them understand each young learner's strengths and challenges. When a young learner struggles, the teacher steps in to provide guidance. They individualized lessons to fit the unique needs of each young learner, ensuring that everyone learns at their own pace. Fostering Social Skills Montessori classrooms also focus on social and emotional development. Teachers help young learners learn to work together, share, and resolve conflicts. They guide young learners in developing respect, empathy, and cooperation. This creates a positive community where young learners feel safe and valued. Long-Term Relationships Montessori teachers often work with the same group of young learners for several years. This long-term relationship allows them to understand each young learner's growth deeply. They can adapt their teaching methods as young learners develop, ensuring that each young learner receives the support they need. Nurturing a Love for Learning Montessori teachers aim to instill a lifelong love for learning. They create an atmosphere where curiosity is encouraged. Young learners are free to ask questions, experiment, and learn from their mistakes, helping them develop a positive attitude toward learning. Overall, the role of a Montessori teacher is multi-faceted. They are guides, observers, and mentors who create a nurturing environment. By fostering independence, observing closely, and promoting social skills, Montessori teachers help children become confident, lifelong learners. This approach not only prepares them for school but for life.  Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph Developmentally Appropriate Learning Environment In creating a developmentally appropriate learning environment Maria Montessori emphasizes independence, hands-on learning, and holistic development. This approach is based on her observation that children learn best through exploration and interaction with their environment. 1. Prepared Environment In the prepared environment the classroom is designed to encourage exploration and independent learning. The materials are important in a prepared environment; it should be within reach and accessible to children to allow them to engage in tasks without needing adult assistance and it must be suited to childrens sizes. A structured environment meets developmental needs of children at different ages. There must be distinct learning areas, such as Practical Life, Sensorial, Math, and Language that equipped materials that match their interest and abilities so that they can move freely and choose activities. 2. Child-Centered Learning In a child-centered learning children are given a freedom to explore and initiate their own learning. In this approach children are allowed to work at their own pace through exploration and self directed activity. It is important to prepare a variety of materials and activities that can cater different interests and developmental stages allowing children to choose how they engage with their learning. 3. Hands-on/Sensory Learning Republic of the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph This approach provides engaging learning experiences that allow children to explore and understand the world. Materials are carefully selected that can engage children's senses. Through these sensorial materials children can learn trial and error that will also develop their problem solving skills. 4. Respect for Individual Timelines Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways.Students are free to learn at their own pace.Montessori’s approach acknowledges that each child has unique strengths, challenges, and learning paces. 5. Focus on Independence and Practical Life Skills Practical life activities are applicable for all ages, even infants, and change depending on what the child can do at each stage of development.Practical life in Montessori is purposeful activity, develops motor control and coordination, and develops independence, concentration, and a sense of responsibility. 6. Intrinsic Motivation Montessori's emphasis on intrinsic motivation helps children to become lifelong learners. By engaging in activities that are meaningful and enjoyable to them, children develop a love for learning, rather than focusing on external rewards like grades or praise. This approach promotes self-discipline, curiosity, and personal fulfillment. Republic of the Philippines Cebu  Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph References: The Education Hub. (n.d.). The Montessori approach. Retrieved August 30, 2024, from https://theeducationhub.org.nz/the-montessori-approach/ KnILT. (n.d.). The Montessori learning environment. Retrieved August 30, 2024, from https://knilt.arcc.albany.edu/The_Montessori_Learning_Environment Silverline Montessori. (n.d.). Montessori childcare: The importance of a prepared environment. Retrieved August 30, 2024, from https://silverlinemontessori.com/montessori-childcare-the-importance-of-a-prepar ed-environment/ Springstone Kids. (n.d.). Six principles of Montessori prepared environment explained. Retrieved August 30, 2024, from https://www.springstonekids.com/six-principles-montessori-prepared-environmen t-explained/ Carmel Montessori Academy. (n.d.). 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(n.d.). https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p04/#content https://montessori-academy.com/blog/mixed-age-classrooms/ https://www.montessoritoledo.org/news-detail?pk=1462103 https://www.linkedin.com/pulse/nurturing-growth-essence-respect-child-montesso ri-education-813t Republic of  the Philippines Cebu Normal University Osmeña Blvd., Cebu City, 6000, Philippines COLLEGE OF TEACHER EDUCATION Telephone No.: (+63 32) (254 1452 loc.144) Email: [email protected] | Website: www.cnu.edu.ph https://medium.com/@AMontessoriEducation/why-we-must-respect-the-child-the-t op-montessori-principle-fd48f6d64f47 Montessori Early Childhood Classroom Experience. (n.d.). https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Child hood? Jones, S., & Jones, S. (2024, June 30). Montessori Prepared Environment: Principles and characteristics. Montessori for Today. https://montessorifortoday.com/montessori-prepared-environment-principles-and characteristics/