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    How to Raise Your Babies - Montessori Educational Method
    How to Raise Your Babies - Montessori Educational Method
    How to Raise Your Babies - Montessori Educational Method
    Ebook89 pages1 hour

    How to Raise Your Babies - Montessori Educational Method

    By Leonor Collins

    ()

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    About this ebook

    If you are reading this description, I bet you want to discover the world of parenting but you don't know where to start. True?

    I have 2 good news for you:

     

    - Getting started in this wonderful adventure is an amazing experience
    - You are going to buy the right book

     

    In this SERIES you will find a lot of useful information regarding parenting, the fears that can pervade a parent's mind, what problems can arise in the proper education of their children, and an overview of particular educational systems, based on a progression of activities of learning and practices, such as the Montessori method and the Waldorf-Steiner method.

    The macro topics covered are the following:

     

    - BOOK 1 Parenting in the third millennium
    - BOOK 2 Raise a happy child
    - BOOK 3 Montessori educational method
    - BOOK 4 Waldorf-Steiner educational method

     

    You will also find useful tips on what to do and what not to do to make your child proud of himself and prevent him from feeling uncomfortable in small everyday situations.

     

    LanguageEnglish
    PublisherLeonor Collins
    Release dateSep 9, 2021
    ISBN9798201874681
    How to Raise Your Babies - Montessori Educational Method

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      Book preview

      How to Raise Your Babies - Montessori Educational Method - Leonor Collins

      INTRODUCTION

      Montessori is a teaching approach that emphasizes self-directed activities, hands-on learning, and cooperative play. Children in Montessori classrooms make creative choices in their learning, while the classroom and the highly educated teacher assist them through the process with age-appropriate activities. Kids work in groups and on their own to explore world knowledge and to reach their full potential.

      Montessori classrooms are carefully planned spaces that cater to the needs of children of a given age group. Dr. Maria Montessori observed that experiential learning led to a stronger grasp of language, mathematics, music, physics, social interactions, and much more in this sort of classroom. Although the Montessori educational technique can be successfully integrated into a faith-based program, most Montessori classrooms are secular.

      Every item in a Montessori classroom contributes to a child's development by matching the child's natural interests to the activities provided. Kids can learn at their own pace and through their own experiences. They can respond to the innate interests that all humans have at any time and lay a solid foundation for lifelong learning.

      Maria Montessori founded the Association Montessori Internationale (AMI) in 1929 to defend her work's integrity and promote high standards in teacher training and schools. Today, AMI upholds Maria Montessori's mission while cooperating with cutting-edge neuroscience and child development research. Montessori Northwest is happy to be an AMI-approved teacher training facility, preparing instructors to work with children ranging in age from newborn to twelve years old.

      Children's learning is supported in Montessori classrooms from birth to middle school:

      INFANT/TODDLER

      for infants and toddlers aged 0 to 3 years

      • create a safe, interesting, and supportive atmosphere for the child • encourage the child to have faith in themselves and their surroundings

      They gain confidence in their abilities as they develop

      • improve gross motor coordination, fine motor coordination, and linguistic skills

      • provide an opportunity for everyday task independence

      PRIMARY (ALSO CALLED THE CASA OR CHILDREN’S HOUSE)

      For children between the ages of three and six

      • improve functional independence, task persistence, and self-regulation by encouraging social growth through respectful, clear communication and natural consequences

      • provide a varied choice of items to help children develop sensory awareness, literacy, and mathematical understanding.

      • create opportunities for imaginative inquiry that lead to confident and creative self-expression

      ELEMENTARY

      provide opportunities for collaborative intellectual exploration in which the child's interests are supported and guided

      support the development of self-confidence, imagination, intellectual independence, and self-efficacy in children aged six to twelve years (Lower Elementary, ages six to nine; Upper Elementary, ages nine to twelve)

      provide an understanding of the child's position in their community, culture, and natural environment.

      ADOLESCENCE (ALSO CALLED ERDKINDER OR FARM SCHOOLS)

      • Ideally, a working farm where teenagers participate in all elements of farm administration and economic interdependence but also include non-farm situations in metropolitan settings

      • Support the young adult in knowing themselves in broader and broader frames of reference

      • Give a context for academics to be applied in the real world

      • Place a strong emphasis on the development of self-expression, true self-reliance, and interpersonal connection agility.

      • Dr. Montessori died before completing the teaching technique to this level. As a result, there is no AMI teacher training program for this level at this time. There are, however, many Montessori teenage learning environments, and Montessori educators are attempting to develop standards for this age group.

      Above all, Montessori classrooms encourage each child's unique skills and interests at all stages. Montessori education teaches children to investigate their surroundings and to appreciate and respect the various life forms, processes, and forces that make up their environment.

      It all begins with a qualified instructor.

      CHAPTER 1: CONSIDERATION OF THE NEW PEDAGOGY IN ITS RELATION TO MODERN SCIENCE

      The simple layout of these unfinished notes is intended to present the results of an experiment that appears to pave the way for putting new scientific ideas into reality, which have been threatening to revolutionize educational activity in recent years.

      In the last decade, much has been made about pedagogy's desire, in the footsteps of medicine, to go beyond the simply theoretical stage and base its findings on favorable experimental results. Physiological and experimental psychology, which has evolved into a new science thanks to Weber, Fechner, and Wundt, appears destined to provide the new pedagogy with the same basic preparation that metaphysical psychology provided to philosophical pedagogy in the past. In the development of the new pedagogy, morphological anthropology applied to the physical study of children is also a key component.

      Despite these tendencies, Scientific Pedagogy has never been definitively defined or constructed. It's a nebulous concept that we talk about, but that doesn't exist in reality. It has been, up until now, the mere intuition or hint of science that must emerge from the mist and clouds that have surrounded it, thanks to the positive and experimental sciences that have revived nineteenth-century ideas. A new pedagogy is required to prepare and develop a new world for man, who has created a new world through scientific advancement. But I'm not going to go into detail about this right now.

      A well-known physician founded a School of Scientific Pedagogy in Italy several years ago with the goal of preparing teachers to embrace the new educational trend that had begun to emerge. For two or three years, this school was a huge success, so much so that instructors from all over Italy came to teach there, and the city of Milan provided it with a fantastic scientific material collection. Indeed, its beginnings were opportune, and generous assistance was given in the hopes of establishing the science of molding man through the trials conducted there.

      The eminent anthropologist Giuseppe Sergi, who had labored for more than thirty years to propagate among Italy's teachers the ideals of a new civilization founded on education, was largely responsible for the excitement with which this school was received. In today's social reality, an urgent demand emerges–the reconstruction of educational techniques; and whoever fights for this cause fights for human regeneration, Sergi explained. He gives 3 a summary of the lectures in which he encouraged this new movement in his pedagogical writings collected in a volume titled Educazione ed Istruzione (Pensieri). He says that he believes the way to this desired regeneration lies in a systematic study of the one to be educated, carried on under pedagogical anthropology and experimental psychology guidance.

      "I've been fighting for a theory

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