Montessori Program

1. What is Montessori Teaching

The Montessori Method was created by Dr. Maria Montessori, an Italian educator who devoted her life to it. The essence of the method is to cultivate the spirit of conscious and active learning and exploration in young children.

In a Montessori classroom, there are colorful teaching aids, which are "toys" created according to the sensitive periods of children's growth and development.

Montessori teaching includes daily life education, sensory education, math education, language education, science and culture education. Children can construct a perfect personality through self-repeated operation of Montessori teaching aids, and get multi-faceted ability training in free operation.

Education Philosophy:

1, make people human

Montessori education is to make people human. The first person is a biological person who has just been born; the second is a person who is a human being, and a human being is a person who is educated, who has an upbringing, and who has a personality. This is the meaning of Montessori education, that is, the formation of personality in order to become a real person.

2, spontaneous intelligence

The reason why people have the desire to learn is driven by the innate intelligence, that is, the child has an inner urge to pursue knowledge and development. If this inner impulse is not activated through education, it will make the enormous energy that exists in the young child itself stagnate and wear out.

3, human creativity

In fact, this can be said to be a kind of natural human nature, for human beings, creation is natural. Montessori believed that the activities of the hands and the language in constant harmony, and finally to develop the child's own personality, and personality in the process of growth to play a variety of creative abilities.

4, to assist the child's self-development

Traditional education is where the adult is constantly teaching the child how to do, and the child follows orders to obey. Then, Montessori education is to let the child to realize his own life potential, through their own practical activities to develop their own aspects, which is the true meaning of education.

5. A prepared environment

Montessori believed that the environment is alive, prepared by adults with a clear understanding of the child's mission, and that this environment contains the positive aspects of all the things needed for the child's growth, and at the same time excludes all the things that are not conducive to the child's growth.

(1) Montessori Curriculum Expanded Readings:

Basic Principles of the Montessori Method of Education:

1. Oppose the adult-oriented teaching point of view, regard children as an independent individual different from adults.

2. Education without teaching. Oppose duckling teaching, advocate from the daily life training, with a good learning environment, rich teaching aids, let the children spontaneous active learning, their own construction of a perfect personality.

3. Grasp the sensitive period of children. The most important thing is to follow the characteristics of the sensitive period of learning to get the maximum effect of learning.

4. Teachers play the role of facilitators. Teachers need to have a deep understanding of the child's world of mind and know the child's developmental status in order to provide the appropriate and timely assistance and guidance to the child.

5. The development of a complete personality. The biggest goal of ECE is to help normalize the child.

6. Respect the child's developmental pace. There are no schedules and no start/stop times so that the child can focus on his/her inner needs.

7. Mixed-age teaching. Children of different ages imitate and learn from each other, and develop good social behaviors to help others.

8. Abundant teaching materials and aids. Teaching aids are materials for children to work with, and through "work", children construct a perfect personality through repeated self-exercises.

9. Do away with rewards and punishments. Adopting a respectful approach to the child fosters the child's budding sense of dignity.

10. Explosive results. By respecting the child's inner needs, the child grows at the right time and in the right way. The results are not easy to see in the short term, but at some point in time, the child's inner mental growth will be revealed by the power of the explosion.

2. What is the theoretical basis of the Montessori curriculum model

Hello, the answer is as follows:

Montessori did not systematically organize and summarize the Montessori method throughout her life. She once modestly said, "I am merely studying the child, merely taking what the child gives me and expressing it". But if she did not have a guiding principle in her thinking, then how could she have envisioned the educational methods and Montessori teaching aids in an orderly fashion?

The experts summarized the Montessori theory of a variety, profound theory of six major learning points, which are: First, the theory of environmental adaptation; Second, the theory of independent growth; Third, the theory of the natural development of life; Fourth, the theory of absorptive mind; Fifth, the theory of human nature of work; Sixth, the theory of the futility of rewards and punishments.

Next, we will study these six essentials in turn.

First, the theory of environmental adaptation

The growth of the individual must be compatible with the environment (the story of the wolf child)

Montessori has compared the environment to the human head, which shows the importance of the environment for children. Because all human growth is related to the head, it is the one who calls the shots and controls the physical and psychological development of maturity; like the head, the environment is the biggest key to determining whether a person is smart enough or not. In terms of personal growth, an individual's growth must be compatible with the environment; if it is not, the basic human abilities will not be developed or will disappear, and in serious cases, even lead to non-survival. As in the case of the wolf children, not only did they lose their human nature, but because of their age, even if they were brought back to the "human" world, they would not be able to adapt to the human way of life, and their lives would be very short.

The environment is the key to growth

In other words, human beings grow by adapting to the environment, both physically and psychologically. If a child is given a very rich "environment" that provides learning ***, and if the child is able to "adapt" to the environment in many ways, then the rate and quality of intellectual growth will be very good! （

Montessori listed the environment as the first element of education, and further to the law of child development, designed for the child's individual differences and can stimulate the child's growth of various types of teaching aids, so that the child in the environment to truly adapt to and utilize the environment.

Second, the theory of independent growth

Once a child is born, the physiological functions are not yet sound, and the mind has not yet grown, so of course he cannot survive independently, and he has to rely on the care of parental staff to provide him with the necessities of survival, in order to grow up day by day. Step by step, he will be able to crawl, walk, and jump, and is eager to get out of the hands of adults and use his own hands to touch the world; to walk on his own feet to where he wants to go. This is not only the child's daily desire to "become" an adult, but also the natural development of all living things.

This is a process that no one else can experience, just as a mother cannot breathe for her child. The road to growth is quite long, and it cannot be achieved overnight. One has to continuously promote the independence (maturity) of physiological and psychological functions in order to become a so-called "independent human being", and to be able to fulfill the various activities required in the development of life by one's own efforts.

Third, the theory of the natural development of life

Montessori, in her observation, noticed the fact that life "develops naturally", and she found that the "completion" of human beings is actually achieved through their own continuous activities. (The hen hatches the egg.) Montessori also discovered that children have a predetermined plan of development even before they are born, eg. the egg becomes a chicken and the fertilized egg of a human being develops into a fetus and becomes a human being. Thus the predetermined plan also produces self-actualization and constant self-activity according to the steps set by nature.

The "plan" is achieved by the "process", and what drives the process? The answer is "inner need". (eg. When a newborn baby is hungry, he closes his eyes and uses his sense of smell to find the scent of milk and his lips to find the nipple to solve the problem of hunger). The speed of mental and physical development of young children varies from person to person, so the process of the developmental stages of children will be different; however, what is the same is that in order to grow physically and mentally, from the beginning of the embryonic individual, there will be a lot of internal rather than external needs, and the "internal needs" will lead to the "individual" to actively search for what it wants to satisfy the goal of rapid growth.

Fourth, the theory of absorptive mind

Absorptive mind: adults in the face of a new thing, you can borrow the old experience to learn, for example, you first went to Africa, heard the people there to send out some gibberish, even if you do not understand, you will still be judged that is the "language". And what about the child? Sliding into this completely different world from the total darkness of the mother's body, without bringing any experience, and with an immature intellect, the "absorbing mind" is like the photographic negative of a camera, taking in all the information from the outside world and internalizing it as its own. This is the process of rapid accumulation from nothing to something. However, after the age of three, this subconscious intake is transformed into conscious absorption. A child's learning driven by the "absorbing mind" is not only different from that of an adult, but is also incredibly fast, and it is because of this ability that a child lays the foundation of intelligence from "nothing" to "something". (Music classroom, language development)

Fifth, the theory of human nature of work

Adults and children are different in the nature of their work: adults work for the sake of life, while children work for the sake of life, that is, adults work to meet the needs of life, and children's work is to work to progressively improve their own self-completion of the self. Therefore, the hand is the second brain of human beings, and working with both hands not only stimulates children's skills, but also helps them to develop their personalities properly.

When children concentrate on the work they are really interested in, they can naturally develop good habits and virtues such as love of learning, independence, willingness to use their brains, and perseverance. Therefore, it is only through the guidance of work that children can gradually develop all kinds of abilities and become independent and perfect human beings.

Montessori said, "Work characterizes human nature." Although ants and bees are constantly gathering nectar and foraging for pollen, they do not educate themselves to "use their brains to make progress," to grow in intelligence, and to improve the environment.

Sixth, the uselessness of rewards and punishments

Montessori found in the Children's House, observation found that reward or punishment, the child's interest and attention and can not produce much effect. She also felt in the old days that good should be rewarded and bad punished.

The child who is often encouraged has a personality based on his own perceptions and self-restraint, but rewarding rewards will only induce him to do only when there is a prize to be won, and will affect his future values, which will be measured by fame and fortune; and if the child has to be punished a lot before he stops misbehaving, his obedience is due entirely to the fear of being beaten and scolded, not to self-control, and, in addition to not taking the initiative, he also lacks self-confidence, is afraid to do anything, and will not be creative or productive.

3. What are the goals of the Montessori curriculum model

There is a special course on the goals of the Montessori curriculum model at Beijing Normal University

4. What are the specific courses of the 150 Montessori

There are more than 100 courses, including Mental Sensory Motor (0-3), Language (0-6), Sensory (3-6), Mathematics (3-6), Montessori Elementary Mathematics and Geometry (5-14).

5. How the Montessori curriculum is implemented

The Montessori curriculum is generally a combination of individual and group teaching, usually starting with a self-selected work version after early entry, where the teacher can guide the teaching with the right purpose, followed by a walk-through activity, which is a way to smooth out the child's interest, and then group teaching, which can be done for a particular subject, such as math, daily life, etc. .

If you want to ask how to implement a specific subject, or how to teach a specific group class, there is a set of Montessori's educational method of the book, mainly on the subject of the education of the various subjects of the lesson plan, you can refer to a specific reference, the main thing is to understand Montessori's education, and in accordance with her process of teaching and learning implementation of teaching.

6. Montessori and 3S are what the education concept

Chengdu Montessori course with the global synchronization, is designed by the expert group according to the development of the child at different ages and the sensitive period of the special course of the genus, teaching courses in the professional lesson plans and teaching aids, teachers also have a strict standard of instruction, so you will be in the country in the Montessori early childhood education centers will enjoy the same! The Montessori Early Learning Center is a Montessori center that offers the same teaching services.

Chengdu Montessori Investment Management Co., Ltd. after years of localized development, combined with the physiological and psychological development of Chinese babies and the characteristics of mother and baby group services, currently in China to carry out eight major course system. Courses take the age of the month by stage approach, each stage is based on the baby's physiological and psychological development characteristics of the baby set up different courses suitable for babies, specific targeted things with you to explain is not clear, there is time if you can come to the company to do a simple exchange, welcome to your presence ~ Chengdu Montessori Early Childhood Education Center, address: 167 Jin Yang Road, Wuhou

7. Montessori curriculum and Reggio The similarities and differences between the Montessori and Reggio curricula

Comparison of the environment in the Montessori and Reggio curricula

The Montessori and Reggio models of education both pay special attention to the role of the environment in their curricula, and both believe that the environment is the third element of education. However, there are some similarities and differences between the two curricula, and it is of great significance to analyze the environment of the two curricula to understand their respective characteristics, to think rationally about the creation of kindergarten environments in China, and to enrich the theory of preschool education in China. In this paper, we try to compare the two curricula from the theoretical background of environmental settings and the basic concept of environmental settings and the principles of environmental creation. I. Comparison of the theoretical background of environmental settings

The setting of the environment in the Montessori program is a very important factor. In the nineteenth century, the rapid development of science and Darwin's theory of biological evolution made people have a big change in the world view, Montessori studied Darwin's theory of biological evolution and Mendel's theory of genetics and French scholars such as Fabre's theory of biology, and had a strong biological point of view on the development of human beings. She believed that "in order for any organism to develop its inner potential, it needs a certain environment and conditions". Just as a plant needs sunlight, soil and water for its growth, so the physical and mental development of a child develops with the help of the outside world, as a result of the interaction between the individual and the environment. Therefore, "in order for children to develop their potential and to be able to move freely, it is necessary to find in their environment substances that are directly related to their internal natural development."[1] Montessori, the author of the book, said. [1] Montessori introduced this idea into education, believing that in education it was important for children to find the necessary means to develop their abilities in a suitable environment. However, she believed that the average family in the society at that time was not suitable for the development of children:[2] poor families were in a state of material shortage and overcrowding, while rich families were overly pampered, and the buildings, equipment and utensils of the average family were designed and manufactured for adults, which could not give the children the possibility of free movement. Therefore, she suggested that children must be provided with a "prepared environment."[3] This environment is the "prepared environment" of the child. [3] This environment is a bridge between the world of adults and the world of children, an environment in which children can move their bodies freely and develop intellectually, morally, and socially, and an environment in which children can be protected.

In the Reggio program, the "environment" is an important part of the program. The "environment" is not only the geographic and physical environment in which children live, but also a cultural environment that is steeped in time and spirit. [4] The environment of the Reggio program vividly reflects the perfect combination of American Progressivism and the educational ideas of Piaget, etc. In the late 19th and early 20th centuries, Progressivism appeared in the U.S., and the core of its ideology is to advocate the spirit of democracy, opposing the suppression of children, and demanding respect for children. Dewey, a representative of progressivism, believed that the development of children is based on innate instincts and impulses, through interaction with the environment and increasing experience. [Dewey's philosophy of education, "action is at the center of conception," is fully utilized by Reggio in the environment, which is expressed in the fact that the environment creates the curriculum and the curriculum creates the environment. Therefore, Reggio's environment fully embodies the principle of respect for children and their interests. In addition, Reggio's environment is based on Piaget's constructivism and Vygotsky's "historical and cultural theories of psychological development" and "scaffolding teaching". Piaget's theory of epistemogenesis clearly states that knowledge comes neither from the subject nor from the object, but from the interaction of the subject and the object. That is to say, the subject in the interaction with the environment to produce cognitive imbalance, and produce further understanding of the impetus and constantly reach a new wisdom development process. "Scaffolding teaching is based on Vygotsky's theory of "zone of nearest development". Scaffolding is a constructivist teaching model, in which the teacher builds a necessary "scaffolding" for the students to support them in constructing themselves and to guide their intelligence from one level to another. In the Reggio program, the environment builds a scaffolding for the construction of children's understanding and becomes a kind of scaffolding for children's learning and growth, supporting children in constructing themselves. Therefore, it can be said that the environment in the Reggio program is not only inherited from the traditional Italian culture, but also from a wide range of ideas.

Comparing the theoretical background of the two, we can find that both were influenced by the development of culture and science and the trend of education at that time, attaching great importance to the role of the environment in education and children's growth, and opposing the old environment unfavorable factors for children. However, because of the different times and theoretical backgrounds, Montessori emphasized the biological point of view to consider the development of children's dependence on the needs of the environment, and proposed to create a "prepared" environment suitable for children's development; while in Reggio's curriculum, it embodies a kind of historical and cultural precipitation, a kind of reproduction of the spirit of democracy and a kind of children's communication with the environment, which is the most important factor for children's development. In the Reggio program, there is a historical and cultural precipitation, a reproduction of the democratic spirit, and the essence of the idea that children can develop freely and autonomously in communication with the environment. Comparison of the basic concepts of environmental settings

Montessori believed that there were too many factors in the adult world that suppressed children's development, so in her curriculum, the environment should first

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8. What are the benefits of a Montessori education

Maria? Montessori is a globally renowned early childhood educator in the twentieth century, and the unique early childhood education method she created has taken the entire Western world by storm, profoundly influencing the education level and social development of countries around the world, especially advanced countries in Europe and the United States. Montessori pedagogy is characterized by the great importance attached 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, providing the basis for several generations of outstanding talents. Montessori preschool education thought was introduced into our country at the beginning of the 20th century, and after years of development and practical application in our country, it has produced good results. Montessori preschool education thought on the reform of preschool education in China has played a positive role in promoting.

First, the Montessori preschool education idea has changed people's traditional concept of preschool education

The time is constantly progressing, the call for reform of the traditional education model is also higher and higher, the Montessori preschool education idea is in such a background by the introduction of China. In the traditional education model, people tend to think that there is no rule to follow in the development of children's minds, and that children lack autonomy and can only develop under the guidance of adults. This denial of the child's abilities and lack of attention to the child's individuality has led to undesirable consequences, such as adults imposing their own views or perceptions on the child. The traditional mode of education is to instill and direct children's mental development, and often disregard children's interests and acceptance of the ability to pass some fixed knowledge to children, which impedes the normal development of the child's mind, restricting some of the child's way of thinking. Montessori preschool education thought is to break this phenomenon.

Montessori discovered that children have an innate "inner life force" after continuous research on preschool children. This inner life force of the child is active, positive, and has an infinite power that we can not imagine. Therefore, Montessori summarized the task of pre-school education as "to stimulate and promote the child's inner potential and to enable it to develop freely according to its own laws." Montessori mentioned in her book "Montessori's Scientific Methods of Early Childhood Education" that "the child is not a container for adults and teachers to pour into, nor is it a wax or clay that can be molded arbitrarily, nor is it a block of wood that can be carved arbitrarily, nor is it a flower or tree or an animal that is cultivated by parents and teachers, but it is a living, moving, developing person with vitality. " This sentence breaks the traditional concept of preschool education model. Montessori preschool education thought is to let us understand the truth: "should believe in children, let the child in the natural, free activities to get all-round growth."

Montessori preschool thinking allows us to re-read the role of the early childhood teacher, as early childhood educators to change from the dominant position in the classroom to the inner counselor. Teachers should work happily and allow children to achieve the goal of effective teaching through free choice.

Second, Montessori preschool education thought for China's preschool education reform provides a model to learn from

China's traditional education theory has been influenced by Hurlbut's theory of education. The traditional teaching method of education adopts the top-down teaching method, emphasizes on indoctrination, and believes that the teaching activity is composed of two factors: the teacher and the student. This model of education treats children as containers of knowledge, and children are often passive and in a passive position in the learning process. The content of teaching is vague and uninspired, and the teaching program is strictly based on the five-step teaching method, in which the child, as the protagonist, can only act as a passive submissive. In such a learning atmosphere, children's individuality and ability are buried and cannot be shown. Therefore, people call for the reform of teaching, and the spread of Montessori preschool thinking in China is the requirement of the times.

Montessori preschool education thought for China's preschool education reform provides a model that can be borrowed, the manifestation is multi-faceted. First of all, the introduction of Montessori preschool education thought enriches the content of preschool education. The traditional pre-school education program mainly focuses on singing, games, handicrafts and conversation. But Montessori's teaching content is very rich, it includes sense education, life practice, language education, math education and cultural education. Montessori preschool education idea focuses on daily life practice, and daily life practice helps to promote children's sound personality. Secondly, the introduction of Montessori preschool education thought has improved the teaching method of preschool education. The traditional teaching method is top-down teaching. This teaching method ignores children's individual characteristics and hinders their normal physical and mental development. Montessori put the scientific observation and study of children as the primary task of teachers, to provide children with the environment and working materials, pay attention to the creation of the environment, so that children through self-education to develop. Again, it enriches the form of teaching organization. In the past, the form of teaching in our country was to use the same age grouping form, and the significant feature of Montessori is the mixed-age grouping. At this stage, most of the families in small and medium-sized cities in China are mostly only children, and children lack siblings, which is not conducive to children's social development. Mixed age grouping promotes the social development of children.

Third, Montessori pre-school education ideas to promote the process of pre-school education reform in China

The General Office of the State Council issued a "notice on the pilot reform of the national education system," which identifies the main tasks of the pilot reform of the national education system and the pilot unit, in this pilot reform of the national education system of the ten tasks of the reform of the pre-school education is the most powerful reform, and the pilot action is also the The fastest, because China's preschool education is relatively weak, the masses reflect the problem is also more prominent, preschool education has become this time the country to focus on solving the problem. At this stage, the idea of Montessori preschool education has penetrated to the grassroots level, and Montessori educational institutions have developed from big cities to small cities, and from state-run gardens to private gardens, and have spread all over the country. Many kindergartens have introduced the Montessori preschool education idea into kindergartens and have set up Montessori programs. Montessori pre-school education ideas have also begun to enter the ordinary family, many children's parents agree with Montessori pre-school education ideas. Under the influence of such a gradual change in the original concept of education, many educationalists have begun to explore new educational models, Montessori preschool education ideas effectively promote the process of reform of preschool education in China.

9. Montessori educational philosophy

1. child-centered. Against the adult-oriented view of education, the child is regarded as an independent individual different from adults.

2. The principle of non-teaching. Before the age of six, young children are gradually constructed cognitive, discriminatory ability and image thinking as the main way of thinking, is not suitable for didactic education. Montessori from the day training, and with a good learning environment, rich teaching aids and teaching materials, so that children spontaneous, active learning, so as to achieve the purpose of self-education.

3, grasp the child's sensitive period. With the growth of young children, there will be a period of time only to the environment of a particular matter of concentration and refused to accept the characteristics of other matters, if at this time to provide specialized help, will receive the best learning results.

4. Teachers exist as part of the environment, playing the role of assistance and guidance. The teacher's job is to observe the children's inner needs, design the environment, and demonstrate the accurate operation of the teaching aids, and then tailor the teaching to the children's individual differences and provide timely guidance. This kind of non-teaching education can make the teacher-student relationship harmonious, and children can learn happily.

5. Emphasize wisdom and character development. The essence of early childhood education is to help young children grow up perfectly. Therefore, the goal of ECE is not only to prepare them for elementary school, but also to lay the foundation of wisdom and character for their whole life, and to cultivate their good habits of lifelong learning.

6. Respect the pace of children's growth. In Montessori education, there is no strict timetable and class time, allowing children to work freely and attentively according to their inner needs. If the child's concentration is often interrupted, the child will develop a habit of not concentrating and being hasty. On the other hand, allowing the child to be in a constant state of undisturbed repetitive practice develops patience and concentration.

7. Mixed-age teaching. Children of different ages will imitate each other, learn from each other and develop social behaviors of caring and helpfulness, and influence and promote each other intelligently.

8. Rich teaching materials and aids. Teaching aids are not used by teachers to teach children, but are materials for children's work, designed to induce children to repeat themselves from shallow to deep in order to achieve

the purpose of self-education.

9. Abandon the system of rewards and punishments. Montessori respect for children's choices, so that children have a voluntary, spontaneous willingness and need to learn, children do not care about rewards and punishments.

10, the results of teaching is often presented with the power of explosion. The first step is to train the children in a gradual, self-educating way, so that the learning outcomes are not easily visible in a short period of time, but the inner mental growth is often presented in a sudden burst of power.

(9) Montessori Program Expanded Reading:

Advantages of Montessori Education

1. Each teaching aid, individually and in combination, has its own steps and sequences. And no matter in the design or in the use of methods, are from simple to complex, its main purpose is to increase or decrease the training of children to understand the steps, pay attention to the order, and indirectly cultivate its "inner discipline".

2, Montessori teaching aids do not use colorful color, to simple, clean tone-based. Because it has educational significance, so usually with a single color, highlighting the real educational goals, that is, with isolated characteristics. For example, the ten pieces of wood in the Pink Tower are all pink.

3, in the design, has the characteristics of error control, can make the children to find their own mistakes, and can correct themselves, for example: the pink tower has ten pieces, the smallest piece is a centimeter of the positive cubic blocks, the largest piece of the ten centimeters of the positive cubic, so the largest block and the next largest block is just one centimeter difference. After stacking the tower children can pick up the smallest piece, measure the gap between the pieces, he will find exactly one centimeter.

4. Because the most important goal of the teaching aids is to meet the children's inner needs, so in the size and dimensions of the children's ability to consider the scope of the children's ability, for example: the largest piece of the pink tower, the children can also move.

5. Each teaching aid has factors that can attract children, such as the weight and color of the wood of the pink tower; or the sound of beans rustling when you spoon them.

6. Cultivate children's logical habits and reasoning abilities through steps and order.

7. Teaching aids are designed to be operated by one person.

8. Every teaching aid has a direct and indirect educational purpose.