Post by preeya on Aug 11, 2016 19:01:53 GMT -6
files.eric.ed.gov/fulltext/EJ1003949.pdf
-“Montessori education was initially developed for poor children in the slums of Rome, and public schools have implemented Montessori education successfully at lower-than-average costs in low-income districts in such cities as Hartford, Connecticut, and Milwaukee, Wisconsin.”(p.159)
Montessori education involves the use of more "free play" rather than "guided play." In "guided play," children are able to partake in activities while an adult supervises and scaffolds their play. "Guided play" is used by adults to help children gain knowledge in a "fun and relaxed way" by observing and asking the child open-ended questions. On the other hand, "free play" is active and fun. Children get to play pretend and have a say in what activities they want to do (157).
Free play is beneficial in the cognitive development of young children. It lets children trust their own judgment, reasoning, and decisions. Because these children have some freedom to chose what interests them, they also have the freedom to figure out what they did wrong and fix it themselves (159). For example, children were given a set of cylinders to figure out the correct hole to insert them in. If the cylinder did not fit, the children could figure out by themselves that the shape of the cylinder and the shape of the hole did not match. This also relates to the concept that children learn better when taught with objects and engage in hands-on activities. Instead of having a teacher just draw the shape of a triangle on a blackboard, children would be able to better visualize the shape if they were given a tangible object to trace their fingers around to familiarize themselves with the shape (163). Overall, free play and hands-on activities aid in the cognitive development of young children as they develop judgment, reasoning, and decision making skills.
As a result of Montessori education, it was observed that children were less likely to take part in rough play on the playground and rather be engaged in positive play with their peers. These children were also better equipped at handling confrontations and other physical altercations without violence or aggression. The Montessori method has proved to be successful in the development of countless young children socially, cognitively, and emotionally.
This affects low-income students because play is necessary for their cognitive and social development. Play teaches these students how to handle future confrontations and problems. We should care about the development of these low-income students because they are a part of the future and it should be partially our responsibility to make sure that future generations are well equipped with the resources they need to succeed and create less problems.
Lillard, Angeline S. “Playful Learning and Montessori Education.” American Journal of Play, 2013. Web. 10 Aug. 2016.
-“Montessori education was initially developed for poor children in the slums of Rome, and public schools have implemented Montessori education successfully at lower-than-average costs in low-income districts in such cities as Hartford, Connecticut, and Milwaukee, Wisconsin.”(p.159)
Montessori education involves the use of more "free play" rather than "guided play." In "guided play," children are able to partake in activities while an adult supervises and scaffolds their play. "Guided play" is used by adults to help children gain knowledge in a "fun and relaxed way" by observing and asking the child open-ended questions. On the other hand, "free play" is active and fun. Children get to play pretend and have a say in what activities they want to do (157).
Free play is beneficial in the cognitive development of young children. It lets children trust their own judgment, reasoning, and decisions. Because these children have some freedom to chose what interests them, they also have the freedom to figure out what they did wrong and fix it themselves (159). For example, children were given a set of cylinders to figure out the correct hole to insert them in. If the cylinder did not fit, the children could figure out by themselves that the shape of the cylinder and the shape of the hole did not match. This also relates to the concept that children learn better when taught with objects and engage in hands-on activities. Instead of having a teacher just draw the shape of a triangle on a blackboard, children would be able to better visualize the shape if they were given a tangible object to trace their fingers around to familiarize themselves with the shape (163). Overall, free play and hands-on activities aid in the cognitive development of young children as they develop judgment, reasoning, and decision making skills.
As a result of Montessori education, it was observed that children were less likely to take part in rough play on the playground and rather be engaged in positive play with their peers. These children were also better equipped at handling confrontations and other physical altercations without violence or aggression. The Montessori method has proved to be successful in the development of countless young children socially, cognitively, and emotionally.
This affects low-income students because play is necessary for their cognitive and social development. Play teaches these students how to handle future confrontations and problems. We should care about the development of these low-income students because they are a part of the future and it should be partially our responsibility to make sure that future generations are well equipped with the resources they need to succeed and create less problems.
Lillard, Angeline S. “Playful Learning and Montessori Education.” American Journal of Play, 2013. Web. 10 Aug. 2016.