...A child’s ultimate goal in life is to create the person s/he is to become (Montessori, 2012). There are intrinsic and universal powers within a child that are rudimentary in his/her arduous task of self-construction. Montessori identified these elements as: the human tendencies (1966, 2007a, 2007b), the planes of development (2007a), the absorbent mind (2007a), and the sensitive periods (1966). This paper will give an account on how these elements come together in a child’s life, and how, with the understanding of this concepts, the adults – parents, carers and educators alike – can prepare a favourable environment most suitable for the optimal formation of man. It will also provide examples of the unfolding of this process of growth and development. Montessori (2012) identified three planes of development which are grouped into six-year cycles: birth to age six, age six to 12, and age 12 to 18 (Montessori, 2012). The second plane, childhood, is peaceful and stable, while the first and third planes, the absorbent mind and adolescence, respectively, are periods of dramatic changes and creative transformations. Montessori believed that the first stage of growth is the most important one because “(a)t no other age has the child greater need of an intelligent help, and any obstacles that impedes his creative work will lessen the chance he has of achieving perfection” (2007a, p26). According to Montessori (2012), a child’s mind possesses unique powers, present only in...
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...time and what the specific needs of a child are in relation to these periods. The essay will discuss Montessori’s stages of growth and my understanding of the role key individuals and the environment play in a child’s optimum development. Montessori identified three main periods of growth or planes of development, quite distinct from one-another and interestingly corresponding with the phases of physical growth - with the first and last characterised by great change and the second being much calmer (Montessori, 2007a). These successive developmental stages or “series of rebirths” (Montessori, 2007a, p18) are infancy (from birth to six years), childhood (six to twelve years) and adolescence (twelve to eighteen years). The first plane of development has two sub phases; the spiritual embryo (from birth until three years) and the social embryo (three years to six years). During this first stage, the child’s mentality is unique from the following planes of development; the mind is open and highly absorbent of all and any information and environmental occurrence and nuance. According to Montessori, during the spiritual embryonic phases, the child’s mind cannot be influenced upon or subjected to direct adult influence. (Montessori, 2007a) During this time the child begins to learn how to talk, think and remember, move and walk. Montessori noted that while the body is fully formed, during this formative period the mind undergoes a kind of mental construction which sees the child...
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...This Essay explains child's sensitive periods to support child's normal development, All six sensitive periods are analysed here, child's stages of growth is also discussed briefly. The adverse effect in children if not supported sensitive period are also mentioned here, Adult support to facilitate child's normal development are discussed in detail. According to Montessori, there are three stages of growth, Phase one – birth to six years (Absorbent Mind), Phase two - six to twelve years(Childhood) , Phase three - twelve to eighteen years (Adolescence). Each plane describes a unique developmental stage and highlights the particular characteristics of the child at that stage and explains the conditions which Montessori thought were most conducive to the child's development at each stage. Phase one - birth to six years (Absorbent Mind) is subdivided into two sub-stages, the spiritual (Montessori, 1966 and 2007a) and social embryonic (Montessori, 2007a) stage. from birth to three years child learns unconsciously from his/her environment of which immediate family, primary and secondary are an essential component. The unconscious absorbent mind enables children to acquire information and develop essential skills such as walking and talking. In the early stages of this sub-phase the infant is seen to be a spiritual embryo. ’"we are not dealing with something that develops, but with a fact of formation; something non- existent has to be produced, starting from nothing...
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... | |Define the term sensitive periods and give full details of the six main periods, together with examples to show your understanding. (6 x 5) - ie 30 marks in| |total | | | |Explain why it is important to support and facilitate these periods during the child’s first stage of development (birth – 6). (5) | | | |Outline any adverse consequences of not recognising and supporting the child’s sensitivities. (5). | | | |Give details of how the adult might support these sensitive periods to facilitate the child’s optimum development. (25) | |...
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...(http://oxforddictionaries.com/definition /english/discipline, date accessed 5/4/16). The definition of obedience is given as “compliance with an order, request, or law or submission to another’s authority” (http://oxforddictionaries.com/definition/english/obedience, date accessed 5/4/16).. Whereas when imagining a Montessori classroom people may think of children doing what they like when they like, this is a common idea amongst non Montessori teachers I have talked with. Maria Montessori said ‘A child who concentrates is immensely happy’ (Montessori, 1988 p249). Therefore when someone who is unfamiliar with how a Montessori nursery is structured they comment on how remarkable it is that a three or four year old child is concentrating on a talk for a longer period of time. Montessori observed children and through these observations found that the discipline and obideince to concentrate come from within the child, instead of something that is coming from the teacher. She discovered this is part of the Hormé the unconscious will power or life force energy) (Montessori. 1988) that drives the childs development, and that the discipline and obedience in the child leads to self mastery from which they gain immense happiness. Therefore within the Montessori philosophy discipline can be explained as being self discipline. This is not something that is a process of simply telling the child what to do and how to behave is the process...
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...1.A) Sensitive periods are specific, limited time when the child shows a strong attraction to a particular activity. The activity child is drawn to aid the child in his/her physical, mental and emotional development. Sensitive periods can be long, short, some overlap or run parallel. When a child is gaining new skills or knowledge during a sensitive period, he/she does so with great ease and with deep concentration. * The first one is the period of Sensory awareness. It originates at birth and continues until the young one reaches the age of 4. During this time the child needs to fully implement all the senses in order to expand them as much as possible. * The second sensitive period which focuses on Language development does not start until the age of three months. The child is in this phase until he/she reaches almost 6 years of age. In this time the little one distinguishes the sound of a human voice and is able to identify the person’s mouth moving. During this stage the child imitates certain sounds, especially the ones that people make. This shows the ability that the small being has to be able to discriminate and mimic the noise that other individuals make. * The third sensitive period focuses on Order. It appears from the age of one and subsides at the age of three. In this time the child expresses the need for stability as this is the organizational phase. The little one is concentrating on forming patterns and foundations for understanding the world around...
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...essay is to define the term sensitive periods, and explain how the teacher’s knowledge and understanding of these periods determines his/her preparation and custodianship of prepared environment. Maria Montessori describes sensitive periods as transitory periods that “correspond to special sensibilities to be found in creatures in process of development and are confined to the acquisition of a determined characteristic.”(Montessori, Secrete of childhood, p.36). After the acquisition of a certain characteristic this special sensitivity or impulse disappears. One could describe sensitive periods analogous to a window that opens and closes. During a sensitive period, when the window is open, the child is drawn to determined activities and performs them repeatedly with pleasure until it has acquired certain skills and abilities. However if the characteristic has not been formed before the sensitive period ends, i.e. the window closes, which could occur because of disturbances during the process of learning or lack of stimulation in deprived environments, the child’s psychic life will be disturbed. This will be discussed in more detail later on. Montessori observed six main sensitive periods; a period for sensitivity to order; a period for the refinement of the senses; a period of sensitivity to language; sensitivity for walking and movement; sensitivity for small objects; sensitivity to the social aspects of life (Montessori, 1936). Sensitive periods can overlap or be continuous...
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...Philosophy is based on three important discoveries; Tendencies, Absorbent Mind and Sensitive Periods. As Dr. Montessori said, the child has his own potential for life to develop. It is important for the adult to understand and allow the child build himself by his own experiences without the adult trying to fill their knowledge onto the child. Every child posses a pre-determined pattern of psychic unfold, which is not visible at birth but it is revealed when the child is exposed to the environment with freedom. When these two factors are provided, child’s psychic life will reach its potential and build his personality for his survival in the society. From birth and throughout the childhood, a child’s Absorbent Mind allows him to absorb impressions from his surrounding environment and directly store it into his psychic life. As an infant these impressions are absorbed unconsciously but gradually when the child has a conscious mind, he absorb impressions consciously and make language connections. There are blocks of time in early years of child’s life which he absorbs certain characteristics of his environment to the exclusion of all others. This is called Sensitive Periods. A child possess sensitive periods for order, to experience the world using his five senses, sensitivity for small minute objects, co-ordination of movements, for language and to be in groups. During these Sensitive Periods if the child was not exposed...
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...My first experience of how much a child craves independence was through my daughter. Contrary to my belief that a child would need much dependence on his/her parents, she showed me otherwise. Her burning curiosity towards activities which we as adults perform as second nature, and her desire to try them out on her own was so prevalent - she would exclaim ‘I want to do it all by myself’ - then exuberate tremendous joy over her accomplishment, boasting ‘I did it all by myself!’ - this unfolded a learning process for me - her desire to discover her environment on her own was so natural, that no matter how much I tried to help her, her desperation to do it on her own would prevail. Maria Montessori (1988, p83) described a child’s first natural instinct to be “ … to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try do the action for him”. I firmly believe in Montessori’s principles, which respect and liberate the child - have utmost faith the child will reach his/her own potential if given the freedom to do so. Her methods enable the child to reach self-worth through success and self-mastery by teaching him/herself, and to achieve internal discipline through self-control. The child is prepared for life and equipped as a self-reliant, motivated individual. Montessori designed the ‘favorable environment’ (MCI, 2013) to meet the child’s individual needs, with the aim...
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...well as what would be the consequences of the lack of this process. For better understand it, I will briefly re-visit the social embryonic stage socialisation is linked with the growing socialisation of children in pre-school ages, and highlight the importance of consistency and respect of the favourable environment. Montessori (1966) identified children arriving to Casa dei Bambini with several characteristics of behaviour which result in obstacles to the natural development of the child, these where called deviations and identified in categories of as fugues (active) or barriers (passive) - both, would disappear while the process of normalisation is successful. The process of normalisation in a Montessori classroom relates to the period of time that a child takes to focus his/her energies, will and concentration, self-absorbed and disciplined thanks to the engagement in intense work. It occurs when any novelty is introduced to the setting, either when the child is new in the setting or has returned from holiday/ absence. This process of becoming a ‘new child’ (Montessori, 2007a, p. 185) calmly settled and aware of routines, as well as participative in the social dynamics of the nursery, is fundamental to the structuration of the child’s unique...
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...a. Andersen, Susan L., et al. "Preliminary evidence for sensitive periods in the effect of childhood sexual abuse on regional brain development." (2014). b. The purpose of this article was to compare the brains of adult females aged 18-22 who have experienced childhood sexual abuse (CSA) to those who have not. Researchers focused on changes that occurred in the brain during “sensitive periods,” or periods of vulnerability. Researchers were interested in the correlation between age and the changes that are likely to occur in the brain when a child has to endure sexual abuse; they found that the size of the hippocampus was more likely to decrease when children were sexually abused between three to five years of age and eleven to thirteen years...
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...Childs growth and development (personal effort and engagement) I psychic -physical factors. Childhood - conquest to conquest in a constant rhythm constituting joy and happiness. Sensitive period for the co-ordination of movement sees the mind and body working in harmony Three stages of learning- (connecting)- Three stage process which fills out early basis skills with knowledge and understanding • Child’s new powers of concentration (support the first stage) • Repetition and striving for control (help drive the second stage)-- Characteristics of the sensitive period of Co-ordination • Purposeful activity (Guided by Will and becomes the basis for third stage) Sensitive periods can be blocked/hindered • if the child is not given freedom of choice and movement; or • if his spontaneous activities are determinedly distracted or blocked; or • she is admonished for her repetitive behavior, Preventing the child from manifesting the activity prescribed by the sensitive period is also likely to have negative impacts on the child’s psychic development resulting in • being powerless • frustrated and unable to work. • feelings of anxiety may overwhelm Child’s interest and determination causing Child’s energy, natural love and joy to be wasted • Child will fail to realize his Will. Child cannot externalize the fruit of his intelligence. • Child suffers disturbance, wrapping of a being, a spiritual martyrdom- whose scars are borne unconsciously by most...
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...efine the term sensitive periods and link them appropriately to the child’s first stage of development. Explain how you would support these sensitive periods during this first crucial stage. In this essay I will define the term sensitive periods linking it with stage of development, I will also outline the importance of these periods , the consequences of not recognising it, and finally how we can support children in this crucial time. "A sensitive periods refers to a special sensibility which a creature in its infantile state, while it is still in a process of evolution". ( Montessori, 1966, p38) Maria Montessori believed that during first few years of life its very easy for a child to learn without an effort that later on will be more difficult such as language. She observed that there is an inner passion and urge to absorbed everything from their environment. Sensitive periods are characterized by behaviours such as an activity being irresistible for a child once he/ she starts it. Once the sensitive period is over, the sensibility disappears because the brain has progressed to a time when specific information is absorbed. In each period children are especially sensitive to a specific characteristic in his/her environment. They have this "inner power horme" (Montessori, 1966) which enables them to choose and explore necessary objects and relationships from their environment, for their intellectual growth. All of those periods are very specific and unique for a child development...
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...The most Intense Transit periods Concerning what this period is set to bring you on a professional level I can already let you know that this Transit will be one of the most intense and beneficial periods of your entire career. This period will allow you to really take off and make great advances in your career and I have a lot of things to tell you about this period so let me start with this first piece of news... As I told you in my initial pre-reading for you, this period will mark a moment of victory on a professional level. What I sensed about you initially has largely been confirmed and it appears that this victory is in direct relation with new openings and a development towards foreign countries. To be a little more precise about this Transit, you will have a bright idea that you don't yet even suspect and this idea will become very important for you as it will be transformed into a veritable challenge which will help you distinguish yourself and to shine professionally. This idea concerns a project which you have had in mind for a long time now and which you care a great deal about or this may be an old idea in fact which resurfaces. At any rate, I can see that it is something you have already thought about but which hasn't come to anything yet because it quite simply hasn't been the right moment yet. Well, I can tell you that the moment WILL come during this period. I can also see that this project will greatly evolve in comparison to what you have in mind...
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...that an asset had been impaired or a liability had been incurred at the date of the financial statements. Date of the financial statements means the end of the most recent accounting period for which financial statements are being presented. It is implicit in this condition that it must be probable that one or more future events will occur confirming the fact of the loss. b. The amount of loss can be reasonably estimated. According to ASC 450-20-25-2, M International should accrue the liability for the loss contingency and disclose the liability within their year-end December 31, 2007 financial statements. ASC 450-20-30-1 determines what amount should be accrued and disclosed if both conditions are met in ASC 450-20-25-2. ASC 450-20-30-1 specifies that: If some amount within a range of loss appears at the time to be a better estimate than any other amount within the range, that amount shall be accrued. Therefore, M International should record the $17 million as the liability for the contingency because it is the most likely amount within the range of $15 million to $20 million. 2. For the year-end December 31, 2009, financial statements, should M adjust its liability? If so, what amount should be recorded; and should the amount of the adjustment be considered a 2009 event or a prior period adjustment? M International should adjust the liability it accrued for the contingency due to ASC 450-20-50-3, which states: Disclosure of the contingency shall be...
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