Difference between Montessori method and traditional teaching method

Differences between the Montessori Method and traditional teaching methods are as follows:

1. Child-centeredness and respect for children's independence: Against the adult-oriented view of teaching, children are regarded as independent individuals distinct from adults. Ms. Montessori believed that only independent people can enjoy freedom.

Children's mobility is his characteristic, teachers or adults should not intervene or prohibit, never "command" or "order" the child, but to let him command himself, their own to follow their own orders. Respect for the child's right to free choice means that the child can gain independence of body, will, and mind, and achieve perfection of personality, mind, intellect, and spirit.

2. Education without teaching, the spirit is better than the method: Ms. Montessori opposed the teacher-centered duck teaching, hoping that the teacher is first of all an observer, watching all the children's behavior, and is the preparer and mediator of the educational environment, encouraging the children to play and manipulate to their heart's content.

Beginning with the training of daily life, together with a good learning environment and rich teaching aids, children are allowed to take the initiative to learn and to construct their own perfect personalities.

3. Grasp the sensitive period of children: 0-6 years old children will have specific preference tendency, if we follow the sensitive period to learn the characteristics, we can get the maximum learning effect.

What is a sensitive period: Through observation, Dr. Montessori noticed that no matter which child, as long as they reach a certain age, they will be particularly interested in certain things and will want to do. She wondered: why would they want to do those activities at that age?

Doufoulis, a Dutch biologist, suggested that he had long been observing living things - all living things have a "sensitive period" in their early years when they are particularly sensitive to certain things for a short period of time.

Montessori, accepting Dufouris's statement, began to describe the various characteristics and tendencies of human early childhood as a "sensitive period" phenomenon. Children at this stage fall in love with their environment. In Montessori's words, "children fall in love with their environment."

They are constantly searching for what they need to grow in their environment, to the point where they become so absorbed in it that they are oblivious to everything else around them. And, that energy of a child engaging with the environment during sensitive times is very strong.

Adults may be surprised by the child's obliviousness to do certain activities over and over again, but the child continues to do them. Sensitive periods include those for order, language, movement, refinement of the senses, sensitivity to the smallest things, social etiquette, and so on.

4. Teachers play the roles of observers, environment preparers, facilitators, and guides: Generally known as Montessori teachers are instructors who must have a deep understanding of the child's world of the mind and know the child's developmental status well in order to provide the child with appropriate and timely assistance and guidance.

5. Mixed-age teaching: Dr. Montessori observed that every human being will go through four special stages of development: early childhood from 0-6 years old; childhood from 6-12 years old; adolescence from 12-18 years old; and adulthood from 18-24 years old. Each stage of development has its own specific developmental goals.

At each stage of development, a person develops ****common sensitivities that help him to follow a specific direction to achieve the goals of that stage quickly and easily. Therefore, only by bringing children of the same stage together in the same environment can educators effectively create and operate a discovery environment that meets the ****similar goals and ****similar traits of that stage.

In a mixed-age environment, the natural age gaps between children provide many opportunities to help and learn from each other, rather than compete with each other. Children can learn about their past and future development from children of different ages. As a result, the positive social interactions provided by a mixed-age environment are more varied and rich in the process of personality formation and development.

6. Rich teaching materials and aids: Montessori teaching aids are not tools used by the teacher to teach, but are materials for the child to work with. The child builds a perfect personality through these tasks and from repeated self-exercises.

7. Remove the system of rewards and punishments: Montessori science adopts a way of respecting the child and cultivating the child's budding sense of dignity.