Methodology of Montessori Education

Heredity cannot fully determine the intelligence or stupidity of a person's life; it is the acquired environment that has most of the influence on the development of intelligence after birth.

Montessori said, "The environment is like the human head, influencing the development of the child as a whole." The two facts mentioned above, which we have described separately earlier in Chapter 7, are based on the same understanding of the Montessori method's primary emphasis on the environment. Basically, the Montessori Method consists of four main elements-environment, teaching aids, teacher, and child. In fact, taken together, they should be a holistic environment for educating the "child".

Hardware (and neighborhood) "Educational environment" Teaching aids Teacher (mentor) Child In a perfect environment, in addition to child-friendly "hardware" - carefully selected "teaching materials," "teaching aids" (static) and "teaching materials" (static), the Montessori Method also includes the following four elements: the teacher, the teacher, and the child. In a perfect environment, in addition to the child-friendly "hardware" - the carefully selected "teaching materials" and "teaching aids" (static) - there is also the skillful and loving "tutor" who designs the materials and induces the child's willingness to learn, and who acts as a link between the two; and, of course, there is also the main character - the child, who is full of vitality and willingness to learn " (dynamic).

The most specific thing that Montessori said about how to design an environment that helps children develop well is "the children's home. We will now briefly and succinctly introduce it to Chinese mothers.

1, it must be like a home

Mong said: "the so-called 'children's home' is to be able to provide children with the opportunity to develop the environment (note: do not misunderstand the orphanage), this kind of school does not have a certain specification, according to the economic situation and objective circumstances. "

"But it has to be like a home." That is, it can't just be one or two classrooms of the same size, it must have a few rooms, a courtyard with shelter from the elements ...... where the children can spend time outdoors, and where they can put in small flowers, plants, animals and ornaments that they love and can take care of themselves.

The main room in the "home" is the "studio" for intellectual activity. In addition, there are smaller bathrooms, dining rooms, parlors, gyms, lounges, and other spaces for children to move around and live.

Of course, in a place like Taipei, where land is scarce and living space is limited, not every parent has such a courtyard-style house, so as long as you can give your child a warm family atmosphere, arrange a "studio" for him, and furnish him with some carefully selected educational toys (preferably not electric toys), as well as his own "studio", he will be able to enjoy his own home. The other one is a bedroom and living room for him. And often take him to the field to go trekking, in order to make up for the lack of yard, so that is a good Montessori education environment.

2, child-centered

"Home" in the main features of the equipment is that everything is child-oriented. Not only the content of the teaching aids should be suitable for the child's stage of intellectual development, all the hard equipment is also to the height of the child as the standard, because in the children's home, all matters are done by the children themselves.

3, from the simplest to say:

Eating: eating table, chair, spoon, rags, hand cloths ...... and so on, should be suitable for the child's size, you only need to envision: from the child on the table, to the table in the middle of the table after the meal will go through what procedures? And what are the items that will be needed during the process? As well as their size, weight and so on, must be suitable for the child to use.

Clothing: Have you arranged a closet of moderate height for him, so that he can easily open it and put his clothes in and hang them up ......

Housing: If there is a six- or seven-month-old baby in your home, can you arrange for him to have a large space for him to crawl in (or living room remodeling, bedroom remodeling), and what about after the baby can walk? As for to the baby can walk later, living room, bedroom should be specially designed, with the growth of the child to prepare, change .......

Row: In addition to arranging all kinds of applicable small shoes for him, is there a space outside the door where he can put his shoes neatly ....... Why should the environment be designed with the child in mind? Because our arrangement is not just about the immediate goal (suitable for him to move around), but also about cultivating his "independent" character of being able to do everything on his own and not relying on others. I would like to say that most mothers nowadays tend to underestimate their children, thinking that their 2.5 year old "babies" can't do anything, when in fact, they can not only wipe their noses, fold their clothes, take off their shoes, but they can also clean up the environment!

The key lies in whether you are bold and patient enough to give him the opportunity to "do it himself" and successfully guide him "to do it" and "how to do it".

4, the arrangement should be safe, beautiful, orderly

As for all the hard arrangements, must pay attention to the safety, for example: you give the child with the chair, should avoid using the laminated, because the child can not control the weight, accidentally easy to be pinched, it is best to be fixed type. Whether the shelves are stable,

and whether the doors are nailed shut are all important points for adults to consider.

To attract children's attention and develop their love of neatness, the beauty of the equipment is also one of the key points. It should be simple and bright, not "expensive, is the best", too much luxury dazzling or complex dexterity is not good for the child, will only distract their attention. "Orderly" doesn't just mean that everything is in order. Rather, it refers to the order of the furnishings, which has been considered by adults in terms of the child's acceptance, needs, and ease of use and return. Because order means a lot to children, in an orderly environment, children can easily find out the relationship between things outside of themselves and between themselves and them through "their own observation," thus promoting mental assimilation. At the same time, the habits of orderliness and neatness are also cultivated through a beautiful environment.

In short, a well-prepared environment should also be a place of cultural literacy.

It can

1. fully utilize the child's vitality.

2. Protect the child and give him a sense of security.

3. Supply a place for the child to move freely.

4. Make the child feel friendly and have a certain sense of beauty.

5. Have limitations - the main purpose is to acclimatize the child, not to attract him out of curiosity.

6. There is order, and there should be gradual changes as the child grows. So in order to give the child intelligent inspiration, the design and preparation of the environment is the first step for you to work hard. Because the Montessori method of education is "child-centered", it is very different from the teacher-centered approach of traditional early childhood education. Therefore, the teacher is no longer the authority who stands in front of the blackboard and shouts out instructions. Instead of "instilling" knowledge into the child as the purpose of education, the teacher is in the objective position of "helping the child to grow in life" and designing and guiding the child's own learning.

To inspire and induce as a means, but let the child enjoy the free, automatic brain, so that the intellectual and physical ability to continue to grow. Therefore, Montessori's "teacher" is called "tutor" in "experimental children's home" (in Japan, it is called "instructor" or "guide"). ") in Japan. Since this book was written for mothers, the mentors described in this chapter were replaced by mothers in the home).

1. He must know Montessori's educational principles and teaching methods

We say that Montessori was a practitioner because she would put her ideals into practice by translating them into methods; and we say that she was an educator and a scientist because, by means of her observations, she discovered The Mysteries of Childhood (which means the mysteries of childhood development. This is the famous book of Montessori theory), and found out the basis point of education for children.

It is precisely because the "teaching aids" of Montessori's practical ideals and methods are designed according to the "discovery of the child" (meaning Montessori's discovery of the child, which is also a famous book) that the teacher, if he or she does not understand this, will be unchanging and mechanized. If the instructor does not understand this, he or she may instruct the child in an unchanging, mechanical way, ignoring the child's inner needs and the laws of growth and individual differences, resulting in irrational, ineffective interventions that may even cause harm to the child.

In addition, she should also be familiar with the Montessori method of education. For example, if a housewife wants to shred a piece of pork, and if she observes carefully the grain of its natural organization and knows how to use the appropriate knife, she can cut a piece of meat smoothly and beautifully; on the other hand, if she picks up the knife and just cuts it randomly, the result will be unsuccessful and unpalatable!

The teacher who understands the principles and methods, when guiding the "work" of the child's learning, will be well aware of the variations between the purpose, program, and the initiation and guidance of the "it"; she will understand the child's inner consciousness, and the ability to learn and the natural limitations; She will know the inner consciousness of the child, and his capacity to learn and his natural limitations, and what should be given to him at what age and in what frame of mind, and will give him the right guidance to effectively help his body and mind to develop properly, and to increase his intellectual potential.

2, to know how to operate the teaching aids

Children through the teaching aids to obtain intellectual and physical development, and the introduction of teaching aids, must rely on the tutor to appropriate tips, so the tutor is a very important medium of character.

Not only can she demonstrate to the child how to use the teaching aids in a "simple", "concise" and "objective" way; she can also demonstrate to the child how to use the teaching aids in a "simple", "concise" and "objective" way. She not only demonstrates the use of the "teaching aid" in a "simple", "concise" and "objective" way, but also keeps track of the child's reaction to the aid and decides whether to inspire him to continue with it or to induce him to stop for a while.

She also has to be open to observing the inner needs and limitations (especially mental and physical) of the child in front of her. At the same time, she will be able to truly understand what it means to be "child-centered"! For example: not to use a coercive tone of voice to order him to do this or that; to squat down and talk to the child without adopting an arrogant posture; to speak softly when demonstrating, and to move slowly and smoothly, etc. These are the subtle things that the instructor must pay attention to, so that the child can clearly understand, and happily "work" (learn).

3. The overall qualities of a tutor

She must be a careful "observer" who observes the children patiently and cares about their needs; she can design an environment suitable for the children's growth based on her observations, and she is responsible for the teaching materials, teaching aids, and a good atmosphere. She is a "preparer" of teaching materials, teaching aids and a good atmosphere; she coordinates and guides the child's contact with the environment; she is an "inspirer" of the child's "inspiration" for learning and a "seducer" of the child's "mind" for transformation. He is also the "inspirer" of the child's learning and the "inducer" of the transformation of the "mind". He has to be able to ensure that the environment is complete, so that every contact with the child is a complete learning experience. These are the qualities that an ECE mentor should possess. In addition, there is another most important thing - the mentor must always have the humility to step down. Many adults have an old-fashioned attitude, such as self-righteousness. This is a big obstacle in a Montessori classroom, because it obscures the instructor's understanding of the child, and can easily lead to arbitrary and forceful methodological errors. Therefore, in Montessori education, the "adult" is also a part of the teaching - the so-called "live and learn". Mentors must have humility, love, to be able to change the personal tradition of "egotism" or the child is ignorant and uneducated bad old ideas; to re-recognize the child is unlimited potential, the future of the "future talent"; and to the child as a teacher, in order to be a success! The new kindergarten teacher mentor.

4. Successful inspirational skills

The slogan "inspirational teaching" can be found on almost every kindergarten enrollment brochure. But mothers should be careful, adult-centered inspiration is still based on the adult's opinion "to impart some knowledge to the children, so that they passively to understand, memorize or imitation," completely different from the Montessori education, "so that the children themselves to open the window to absorb the knowledge of the spirit, use their own thinking, and day after day, the new and new. New and new". Let's experience this difference by asking a question (of course, it depends on the developmental level of the child): ▲Traditional: Xiaoming, what's the difference between these two balls? Which one is bigger? Which one is smaller?

▲Mongolian: Come on! Xiaoming, touch these two balls, what do you find? The former question, limited, and has long been stipulated that the child must answer some questions. The latter's flexibility is very wide, he not only want children to personally touch and see, to experience the feeling, but also put the limits of the problem to the maximum, the child can flexibly use their brains, to find all kinds of differences and wonders of things. Again, the first question is the limited answer that the teacher "expects"; the second question is for the child to "discover" various answers by himself. What a difference in perspective and stance!

How to inspire children is a difficult task that requires a great deal of thought and skill, and the accumulation of experience and professional training are indispensable practices. But if you are a novice and can't get the hang of it, you have to have a plan in mind: "Let the child be the center, let him go and move his mind", and chew on it again and again before the words come out of your mouth, and you can always figure out how to do it in the course of time!

5, with love, patience

While children instinctively have an innate "intrinsic motivation" that drives him (her) to automatically contact the environment, love the environment, as well as a variety of teaching aids; but if there is no teacher with their "love! However, if there is no attention and inspiration from teachers, children's interest in learning will not last long and they will "change their minds", which makes what Montessori advocates as the "work" of early childhood development (the work in which children contact the environment on their own and manipulate the teaching aids in order to seek the long term) turn into what adults generally regard as the "work" of early childhood development. (meaning that children contact the environment on their own and actually manipulate teaching aids in order to seek a long term solution to their problems), has become the so-called "game" in the eyes of adults in general; the meaning and effect of the game will be completely changed. Therefore, only a caring, patient and highly educated instructor can make the child's intellectual and physical abilities develop in an orderly and hierarchical manner.

▲Xiaohua took a piece of carpet on the floor, and from the shelf will be ten pieces of pink tower from small to large, a piece of down, placed on the top of the carpet, he sat down, find out the largest piece, placed on the first layer, and then find out the next largest piece, will be placed on the top of the largest piece of the carpet, so he did the same thing, and has been to do the smallest piece of the car is completed, and then check with his hand whether the neatly. When he was done, he put another piece back on the shelf and the rug was put away.

Notice? What is the difference between these two activities? Why do we call what Xiaoming plays with "toys"? What Xiaohua plays with, we call "teaching aids"?

1. The difference between teaching aids and toys

"Teaching aids" have the function of "education", so they have a serious meaning and can't be casually placed in the kitchen or living room; they also have to have an exclusive "activity room". It must also have an exclusive "activity room" with specific rules of use so that its function can be respected. Again, because teaching aids have a specific teaching function; for example, the pink tower, in order to allow children to distinguish size by touch and sight, is designed to be monochromatic in color, with the goal of creating a focus of attention that will not be disturbed by other factors. However, after the child is fully familiar with this basic function, it can be used in conjunction with other teaching aids.

Teaching aids have the educational quality of teaching children to understand size, weight, height, and even the largest, the second largest ...... to the smallest, so that they can produce a sense of order, precedence, and so on; this quality is not only apparent in the teaching aids themselves, but also to all actions in the periphery. This quality is not only seen in the teaching aids themselves, but also in all the actions on the periphery. Therefore, the user must take down the teaching aids in an orderly manner, put them back in their place in an orderly manner, and respect them and maintain their quality. Children raised in this way will grow up respecting social ethics and order, such as "order of seniority" and "first come, first served".

As for toys, it's a different story! Although some of the toys are educational, it is not obvious that most of the toys are made to take advantage of the curiosity of children, to earn money from the mother's purse, and the mother in order to temporarily relieve the child from pestering, or the father wants to satisfy the child and his wife at the same time, and also to spend money on buying them home. But after playing with it for a short while, the child wants to understand why the car, which has no driver and will not fall out of the toy box, will automatically turn its head, as if the wheels have been turned around, and will not fall out of the toy box. Automatically turns its head as if it has eyes on its wheels? It's more capable than Daddy! What was the reason? Want to ask to understand, but often difficult for the mother; mother pushed the father, but the child can not wait, so he had to do their own demolition, less than two days, "toys" into the waste; still can not satisfy the child's curiosity, but also give rise to a series of sequelae, such as the child belittled the parents, the mother incompetence, neither to give him a satisfactory answer, but also can not help him repair toys, so the The child will be pestered and cried to buy more "fun" toys. The mother to buy also is not, do not buy, the child's crying, pestering work more annoying ...... So, toys can not satisfy the child's reasoning here ah, it does not contain a deep educational significance can not be brought to the children's growth!

Maria Montessori

Italian educator Dr. Maria Montessori was born on August 31, 1870 in Italy in the province of Ancona Chinawari. Her father, Alessandro Montessori, was of noble descent and conservative, and her mother, Renaide Stoppini, was beautiful and cheerful. Montessori was the only child in the family, but her mother did not spoil her, so Montessori was able to care for others from an early age, and cultivated the personality of choosing the good and being stubborn. 26 years old, Montessori became the first female doctor of medicine in Italy with excellent grades, which shook the whole country, and father and daughter and the two of them got together again. Despite being a female doctor of medicine, she was unable to change the stereotypes of women at the time. She had to work as a physician's assistant at the Psychiatric Clinic attached to the University of Rome, and it was at this time that she came into contact with mentally retarded children and became sympathetic to them, helping them to solve their problems, which led to her interest in education. She began to study the treatment and education of mentally retarded children, and also began to study the work of the French physician Ita Segen and the Italian anthropologist Cecchi. She also began to study the works of the French physician Ita Segen and the Italian anthropologist Cecchi. Two years in a psychiatric clinic laid the foundation for her basic philosophy that intellectual development requires manipulation of the hands. Montessori was the world's first and only nominee for the Nobel Prize in Literature for her work in early childhood education. Montessori died in 1952. The "Montessori Method" revolutionized world education and won the respect and high praise of educational colleagues from all over the world.

Maria. Montessori is a world-renowned early childhood educator of the twentieth century. The unique early childhood education method she created has been popular throughout the Western world, profoundly affecting the education level and social development of countries all over the world, especially the advanced countries in Europe and America. Montessori education method is characterized by attaching great importance to children's early education, for which she engaged in more than half a century of educational experiments and research; her teaching methods from intellectual training, sensory training to motor training, from respect for freedom to the establishment of the will, from the common people's education to the aristocratic education for the sustained development of the western industrialized society, which provides the basis for several generations of excellent talents. The History of Western Education called her the greatest scientific and progressive educator of the twentieth century to win European and world recognition. In recognition of Montessori's special contributions to early childhood education and world peace. In 1950, she was nominated for the Nobel Peace Prize, and UNESCO Director-General Jamie Torres Bogart warmly declared that Maria Montessori had become a great symbol of educational aspiration and world peace.

Montessori was born in the town of Cia La Valle in the Italian province of Ancona. She was the first woman in Italian history to study medicine and the first female doctor of medicine. In 1907, Montessori established the "Children's Home" in the slums of Rome. Recruitment of children aged 3-6 years old to be educated, she used her own original method of teaching, the results appeared amazing effect: those ordinary, poor children, a few years later, the mind has undergone a great transformation, was cultivated into a one by one smart, confident, educated, lively young talent. Montessori's new, educationally fascinating teaching methods were a sensation throughout Europe, and reports of these marvelous children spread rapidly like wildfire. Many "children's homes" were established on the Montessori model. In 1909, Montessori wrote a book entitled "The Scientific Method Applied to Children's Homes", which was published in the United States in 1912 and was soon translated into more than twenty languages and circulated throughout the world; Montessori's method was introduced in more than a hundred countries. The Montessori movement emerged in Europe and the United States, and between 1913 and 1915 Montessori schools were established on every continent. By the 1940s, there were more than a thousand in the United States alone. Montessori caused a revolution in early childhood education around the world.

Introduction of the Montessori Method

Montessori was a world-renowned expert in early childhood education. For nearly a hundred years, her educational philosophy and educational methods have been positively influencing early childhood education in the world. The Montessori method of education is an excellent educational model for implementing quality education and potential development for young children.

I. Ten characteristics of Montessori education:

1. Child-centered. It regards children as independent individuals different from adults and opposes the adult-oriented teaching viewpoint.

2. "Education without teaching". Montessori opposed the teacher-centered duckling teaching, and advocated the training of daily life, together with a good learning environment and rich educational content, so that children can take the initiative to learn and build their own perfect personality.

3. Grasp children's sensitive periods. 0-6 year old children will have specific preferences at specific times. If you learn by following the sensitive periods, you can maximize the learning effect of this characteristic.

4, teachers play the role of mentor. Generally referred to as the Montessori teacher as a mentor. He must have a deep knowledge and understanding of the child's world of the mind, for the child's developmental status, in order to provide the child with timely and appropriate assistance and guidance.

5. Complete personality development. The ultimate goal of Montessori education is to help normalize the child. Through the design of the environment, the operation of teaching aids, so that children step by step to build a perfect personality.

6. Respect for the child's developmental pace. Montessori education requires teachers according to the process of child development, children with different characteristics of the teaching of different materials, do not engage in one-size-fits-all type of education.

7, mixed-age education. Keeping children of different ages together allows younger children to have different age groups to imitate, while older children can enhance their knowledge and abilities from helping younger children.

8. Rich teaching materials and aids. Montessori teaching aids are very rich, but these aids are not tools used by the teacher to teach, but materials for the child to work with. Through this work, the child constructs a perfect personality through repeated self-exercises.

9. A single system of rewards and punishments is eliminated. Montessori teaching respects the child and fosters the child's budding sense of dignity.

10. Explosive teaching results. Montessori education respect for the child's inner needs, so that the child at the right time, appropriate growth, short-term results are not easy to notice, but will be at a certain time in the form of an outbreak, highlighting the child's inner level of mental development.

II. Freedom - the foundation of the Montessori Method.

Freedom is the basic principle of the Montessori method of education. Montessori called her method of education "freedom-based pedagogy", also known as "free study of education." Therefore, grasping the meaning of "freedom" is a prerequisite for understanding the essence of Montessori's pedagogy.

(1) About freedom. According to Montessori, freedom is a situation in which a child can do as he or she pleases without being bound by anyone, without receiving any top-down orders or coercion and repression. A child whose vital spontaneity is suppressed will never show their original nature, like a butterfly specimen whose wings have been pinned down by a tack and has lost the essence of life. Thus the teacher cannot observe the actual situation of the child. Therefore, we must study the child in a scientific way, first giving the child freedom and promoting their spontaneous expression, and then observing and studying them.

The so-called freedom given to the child here is different from indulgence or unlimited freedom. Montessori said: "Let the child learn to distinguish right from wrong and know what is not proper behavior. Such as capriciousness, irrationality, violence, disorder and obstruction of group activities should be strictly prohibited and gradually eradicated. They must be patiently counseled, which is the basic principle of maintaining discipline." The fact is that true freedom can never be gained by indulging children.

(2), on discipline. Montessori regarded discipline as a positive state, based on freedom. A person who is as quiet as a mute and as motionless as a paralyzed man cannot be considered disciplined. Positive discipline consists of a noble principle of education, which is quite different from the "immobility" that results from coercion.

She said: Discipline cannot be developed by propaganda and preaching, or by accusations of wrongdoing, but in natural activity. It is important that children understand discipline in the context of activity, and from that understanding they accept and follow the rules of the group, distinguishing between right and wrong. Thus, true freedom also includes the ability to think and understand. A disciplined person should be proactive and be able to control himself when rules need to be obeyed, not by yielding to others. In the activity room of the Montessori Early Learning House, children are allowed to move around freely, talk, exchange places, and even move tables and chairs as they wish as well. Children in the classroom move about purposefully and voluntarily, each one busy doing his or her own work, walking around quietly, picking up and dropping off items in an orderly fashion, and not causing chaos. This is because they understand that quiet and orderliness are necessary and know that some activities are prohibited. Children grow up in this environment and naturally pay attention to their actions. In the long run, they will develop good habits of discipline.

Three, the environment educates children

Montessori Early Childhood Home attaches great importance to the environment, "In our school, the environment educates children." And that the environment is an important part of care, and that many aspects of care are determined by the environment. Children need the right environment to develop properly and to complete their personalities. However, most children do not generally live in an appropriate environment. Children are naturally close to nature, but with the development of civilization, nature has become more and more distant from them. They inhabit an adult-oriented world, and everything around them is not exactly compatible to them in its size, weight and shape, and it is difficult to manipulate it as they wish. A "prepared environment" is an environment in which the spiritual food, such as order and wisdom, is prepared in order to enable children, whose spirit is in an embryonic state, to grow successfully. For children up to the age of six, there is a huge difference in size and pace between an adult's environment and a child's environment. Therefore, children must always rely on adult assistance in their activities. However, children who are constantly dependent on adult assistance will not be able to grow up as they should and will not be able to control their own lives, educate themselves, or exercise themselves. Without an ideal environment, children are unable to realize their own abilities and will never be able to become independent from adults. Therefore, the Montessori Early Learning Center creates a child-oriented environment for children to live on their own according to the sensitive period and absorptive mind of children before the age of six. This environment is a "prepared environment". It is not only the environment, but also the method and means by which the child will soon be confronted with the world of the future and all its cultures. Therefore, it must have the following conditions:

(1) The child's rhythm and pace should be fully utilized. Children are psychologically and physiologically very different from adults, and what adults perceive and feel in an hour is very different from what children experience. Children perceive the world at their own pace and acquire many things that adults cannot imagine. Children's characteristic rhythm has become part of their personality. Adults must increasingly protect the environment necessary for the child's unique "rhythm or pace" as they survive in a complex and changing cultural environment.

(2) Give children a sense of security. Human children mature later than other animals, so they need shelter more. When a child's body feels in danger, caring for the child with gentle, encouraging eyes will enable them to move freely and spontaneously.

(3), places and appliances for free movement. Children must rely on movement to express their personality. Their inner being, in particular, must be combined with movement in order to gain full development. Therefore, it is necessary to keep children in constant contact with things-collecting, disassembling, moving, turning, changing positions, and other tools and places where they can move freely.

(4), Beauty. Beauty is very attractive to children, and children's initial desire to move is caused by beauty. Therefore, the objects around children must have a sense of beauty in terms of color, luster, and shape.

(5) Necessary restrictions. There must not be too many teaching materials or movable things around the children. Too many things but make the children's spirit scattered confusion, do not know what to choose what materials or activities. They will not be able to concentrate on the objects. In order to prevent children from doing unnecessary activities that lead to mental exhaustion and dispersion, the materials and activities must be limited in some way.

(6) Order. The child's sense of order peaks at the age of two, and for several years thereafter, the child's order is extremely specific. The relationship between the sense of order and the child during this period is like that of fish and water, or house and foundation. In fact, the child is centered on the sense of order and uses his intelligence to internalize the things around him by making distinctions and analogies. Without order, everything would be chaotic and children would lose their sense of direction. Therefore, order must be present in every part of the prepared environment.

(7) Coherence with the whole culture. To say that "order exists in every part of the prepared environment" means that order should be included in the material that expands the child's intelligence. Such order enables the child to work toward real and correct "work," that is, the child's ability to engage in "real life" with genuine seriousness. The child who is able to concentrate independently on his/her own activities in his/her own world will be able to move on to the next stage in the adult world. And order should be expressed in a "prepared environment" that is coherent with the adult cultural world.

Four, the five educational content of the Montessori education

Daily life education: including basic movement training, take care of themselves, take care of the environment, take care of others, social behavior. To cultivate children's independence, autonomy, concentration, hand-eye coordination and self-confidence.

Sensory Education: Through training in sight, hearing, taste, smell, and touch, it develops children's observation, categorization, and attention. It helps to rehabilitate the child's sensory integration disorder.

Mathematics education: develops children's preliminary quantitative concepts, logical thinking ability, comprehension and judgment.

Language education: develops children's listening, speaking, recognizing, reading and writing skills through auditory, oral, visual, phonological, textual and reading exercises.

Science and culture education: including nature, geography, history, science, music and art. By allowing children to learn about national culture, it cultivates their love of science and national pride, and stimulates their curiosity and desire for knowledge.

Fifth, timely grasp of the child's sensitive period

Sensitive period is the natural endowment of young children's life booster. If the sensitive period is hindered by the intrinsic need to develop, the best time for learning will be lost. If you want to learn something again in the future, you will have to put in more effort and time, but the results will not be significant. It is the adult's responsibility to use this motivation to help the child develop more perfectly. Here are a few suggestions to help parents capitalize on their children's sensitivities:

1. Respect your child as a capable individual. Children are natural learners with the ability to follow the natural law of growth and continue to grow into "more capable" individuals, and this is the first thing that parents need to change their mindset.

2. Observe sensitive periods carefully. Each child's sensitive period does not occur in exactly the same way. Therefore, adults must be objective and carefully observe their children's inner needs and individual characteristics.

3. Set up a rich learning environment. When an adult observes the emergence of a sensitive period in a child, he or she should do his or her best to prepare an environment that meets the child's developmental needs.

4. Encourage your child to explore freely. When a child gains respect and trust, he or she is free to explore and experiment in the environment.

5. Assist at the right time without interfering. When the child is interested in something, the adult "should let go and let the child do it by himself", avoiding intervention. But it's not about leaving the child alone, it's about assisting and guiding the child at the right time.