discipline and obedience from Montessori perspective and also explain how they are linked to the development of the will. When we think of the children and discipline‚ what often comes to mind is training children in a controlled way‚ drilling instructions and instilling fear of punishment for a child to obey‚ and sometimes also giving rewards once the instructions are followed. We also tend to bribe the child‚ plead with him/her to carry out an exercise. Montessori had different views regarding
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Impressions do not merely enter his mind; they form it. They incarnate themselves in him. The child creates his own ‘mental muscles’‚ using for this what he finds in the world about him. We have named this type of mentality‚ The Absorbent Mind’. (Montessori‚ Absorbent mind pg.24) According to Montessori’s research‚ birth to 6 years is the most important stage of a human being. She calls this period of life ‘The absorbent mind’. At this stage the child possesses powers which force him to adapt to his
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towards their goal. It is the force called “horme” (Montessori‚ 2007‚ p. 76). Montessori (2007) argues that the need of independence‚ is to be intended as conceptually intrinsic to the active human being nature‚ getting it straight from the start. In fact‚ the early child’s spontaneous purposeful approach is to try mastering challenges‚ on his/her own requested by the immediate surroundings. Furthermore‚ Montessori (1972) relies to the horme as the force that urges the child on to life
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The term “Absorbent Mind” was developed during Dr. Montessori’s seven-year internment in India. During this time period Montessori was able to work with older children. This experience helped her to recognize the unique aspects of the 0-6 child’s absorbent mind. The absorbent mind is categorized into two levels. The first level is that of unconscious learning‚ the period from ages 0-3. The child at this stage is learning through absorption of the environment‚ as well as through their innate
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conditions determine the extent to which this potential can be achieved. Discuss the statement from your understanding of the spiritual embryo and the importance of hereditary (nature) and environment (nurture) in its development as analyses by Maria Montessori. Many of the genes men carry are similar from one person to the other. However‚ it is the mix of these genes (determined by parentage)‚ makes each one unique. The reason for this is because during conception each parent passes on half of his/her
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SECTION 2 QUESTION III ABSORBENT MIND (0-6 YEARS) A child gains knowledge from the environment through the absorbent mind. Dr Montessori considered nothing is more important for the man than his absorbent mind‚ which shapes the adult and adapts him to any kind of social order‚ climate or country. Absorbent mind is the stage or period whereby a child absorbs or soaks in information‚ impressions‚ and impressions effortlessly from the environment consciously and unconsciously. It is one of the
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It is therefore imperative that a child gets loads of acceptance an love and that he learns and progresses at his own pace with the freedom of his environment at his disposal. The freedom of the environment is also a vital need of the child. Dr Montessori pioneered this sort of individual syllabus. It
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At birth‚ the human being’s physical development is (more or less) complete However‚ Dr Montessori said that the new born child is psychologically still in an embryonic state – his inner development is incomplete. For this reason‚ she said that the human being is a ‘spiritual embryo’ when he is born. After birth‚ the child’s task is to create him/herself. The child does this through his interactions with his environment‚ and therefore‚ we must provide the child with an environment which
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ESSAY 5: “THE FIRST DAWNING OF SELF-DISCIPLINE COMES THROUGH WORK”. DISCUSS THIS STATEMENT. Montessori believed that inner discipline‚ or self-discipline‚ is an active skill which is developed over time within each child‚ and is not something that pre-exists. She held it to be a natural part of the normal progression and growth of the child‚ but nevertheless‚ something that must be nurtured in the right way in order for it to develop fully. In her view‚ every child is born with the innate ability
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observation on the children she was teaching‚ she noticed that there was a process that was unfolding. At the time the children started attending the class most of them were not social‚ could not concentrate because of their background. (Montessori 2007a). Montessori noticed that after a while the children‚ aged between three and six years could concentrate their energy‚ focus their intelligence on a given activity and take satisfaction from their work and were disciplined. She then called this process
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