...observations of child behaviour, Maria Montessori (1870-1952) developed a deep understanding of childhood development during the formative years. This essay will look at Montessori’s philosophy on a child’s development during this influential 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...
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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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...(planes of development) (10) | | | |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...
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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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...not been copied from another student(s) past or present at this or any other educational institution, or from any other source such as the internet. Name: Date: 22/11/13 Please write the essay title in FULL below: |Define 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. | | | |Briefly outline the stages of growth (planes of growth). | | | |Define the term sensitive periods and give full details of the six main...
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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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...childhood development, there are two important periods of development namely critical periods and sensitive periods of development. According to our textbook a sensitive period of development is a time that is optimal for certain type of development to occur (Berger, 2011, pp. 8).At this stage, a child develops a lot in terms of language, social skills, and emotional control. For example, in infancy is where children first learn they can trust their mother to take care of their needs, give them love and keep them safe, but if they grow up in abusive environment children will have a difficult time getting these skills (Oswalt,2017). Critical period on the other hand, is a time in which a child's development must be triggered to ensure normal development. For example, an embryo between 28-54 days after conception grows its arms, legs, hands, feet, fingers and toes after that it’s too late (Berger, 2011, pp. 8)....
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...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 of developing his/her true potential. In this essay I will seek to describe Montessori’s model of the favorable environment, including the role of the adult, and explain how it supports children’s developing independence. Psychological research shows that autonomy is a basic need in people - the ability to have choice and control are optimal for...
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...others is acknowledged by quotation or correct referencing. I declare that this work has not been copied from another student(s) past or present at this or any other educational institution, or from any other source such as the internet. Name: Ann E Body Date: 01.01.01 Please write the essay title in FULL below: Montessori saw movement as a harmonising factor in the child’s development. Explain how the underpinning ethos of the prepared environment facilitates a balance between the mental and physical energies of the child. This essay will examine the way in which the principles of the prepared environment aim to support the child’s mental and physical development, particularly during the sensitive period for movement. The ethos of freedom will be considered, as well as the relationship between movement and the intellect with regard to aspects such as exploration and concentration. The Montessori classroom should provide specially designed materials and purposeful activities which help the children to develop essential motor and cognitive skills. Since the child’s ultimate aim is to achieve autonomy, the prepared environment should facilitate this by offering freedom of movement and choice, thus enabling the child to respond to his/her natural tendency to work. A key component of...
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...Normalisation is one of the basic terms in the Montessori Philosophy. In this assignment during the process of the child’s growing normalisation the changes in the role of the teacher will be explained. Below this general subject I will define the term normalisation and link it with the concepts of deviations. Then I will outline how the prepared environment supports a child’s normalisation process and explain the maturational nature of normalisation which is linked to the child’s growing social development. I will describe the teacher’s initial approach with a new child in the school and how the teacher’s role changes with the child’s growing normalisation. I will also give some reasons as to why a child might regress. Montessori believed that if a child feels free in an environment which suits her/his needs and sensitivities, s/he will reach her/his full potential. S/he will be able to concentrate on and complete a task and will find joy in her/his work. This transitional process is called normalisation (Montessori, 2007a). For this process, certain conditions must be provided. Activities in the prepared environment must use the hands and arouse the child’s interest so s/he will concentrate fully. In the prepared environment the child must be allowed to complete an activity without any interruptions and be allowed to repeat it until s/he has mastered it. The activity must also be reality based and freely chosen by the child. For example a child who is doing the spooning...
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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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...What is the six sensitive periods? Write seven or eight lines on each of them. Answer: A child from the conception time has a various developments such as learning a language, developing a culture or mathematical mind. At certain periods of time, these aspects become vibrant and highly active. Dr. Maria Montessori describes this periods of time as the sensitive periods. These sensitive periods are the blocks of time in a child’s life. A child has different sensibilities which enables him to choose what is necessary for his growth from his surroundings. The child has an interest in repeating some actions in order to make it perfect because practice makes a child perfect in all the actions that he does. These periods can be seen in a child only till a particular time of his growth. If the right assistance and environment is not given during this period then the mental development of the child is retarded. The child will start losing his interest towards the procedure of learning new things. That’s the reason Dr. Maria Montessori insists that the adult should help the child according to each stages of growth, development and the period of sensitivity. Dr. Maria Montessori observed six sensitive periods in a child’s growth. They are · Period for sensitivity to order · Period for Refinement of senses · Period of sensitivity to Language · Period of sensitivity for Walking · Period of sensitivity for Small Objects · Period of sensitivity to Social Aspects of Life Period for Sensitivity...
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...CHILD DEVELOPMENT ESSAY Sensitive Mothering is essential to the social and emotional development of the child. Discuss this statement in the context of relevant development theory. • Explain what is meant by the term Sensitive Mothering. Explain why sensitive mothering is important in building a positive emotional base. • Link this explanation to Bowlby’s attachment theory and Ainsworth’s studies. You will need to show an understanding of the internal working model of attachment and how sensitive mothering impacts the quality of attachment. • Links also need to be made to Erikson’s relevant psychological stages of personality development, emphasizing the importance of a supportive social environment. • Consider research that determines how early attachment impacts social and emotional development of three to five year olds and adults. Bowlby (1969 cited in Nicholls & Kirkland, 1996, p.55) states that an important element in the development of secure attachment is maternal sensitivity. This is necessary in order to engender an infant’s confidence in a mother's accessibility and responsiveness. Ainsworth et al (1978 cited in Barnes, 1995, p.14) opine that maternal sensitivity predicts the extent of attachment between mother and infant. “Mothers who are more sensitive, responsive, accessible and cooperative during their child’s first year are likely to have a child who develops a secure attachment”. Ainsworth et al, (1978 cited in Barnes, 1995...
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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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...Sensitive parenting is the most important factor in a child’s psychological development – discuss This essay will explore the concept of sensitive parenting and will look at how the dynamic interactions between parent and child inform Attachment Theory a model which measures child development. This model, pioneered by Bowlby is posited within the principles of a psychoanalytic and biological perspective (Bee, H.L., 2000). Child attachment can be classified into two main types, secure and insecure, by using a standard laboratory assessment known as the “Strange Situation” developed by Ainsworth, insecure attachment was divided further into sub groups, ambivalent and avoidant (Ding, S. & Littleton, K. 2005). Whilst discussing attachment theory which utilises the concept of an internal working model other approaches in terms of understanding how parenting affects child development will be explored. Theoretical positions such as social learning theory which lies heavily on behaviourist principles will be looked at, parenting styles where patterns of parenting will be discussed and inter-generational transmission which serves to perpetuate society’s inequalities and disadvantages with negative connotations for a child’s psychological development (Ding, S. & Littleton, K. 2005). “Disturbed” and “Disturbing Behaviour” will also be explored. The medical model and social model perspectives challenge the understanding in terms of attributing cause of problem behaviour to either...
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