Montessori education has been proven through recent research to be better than traditional schools and more exciting for students (Biswas-Diener 2011). Maria Montessori started the first Montessori school in the early 1900’s. She believed that children were capable of learning things on her own, and that a teacher in the classroom should act as a guide for students. According to the Montessori philosophy, the students’ have work time that occurs in an uninterrupted block of time, usually for around three hours. During this time students have the freedom to choose the work that they do and are able to work at their own pace (Bagby, Diaz, Howell, Sulak, and Thompson 2013). This differs from most traditional classrooms where students are told what to do, and have structured time throughout the entire school day.
School readiness is an important issue that is gaining attention across the country. Children who are lacking in letter knowledge, language skills, and social skills not only disadvantage themselves but also their classmates coming into first grade (Lillard 2012). Students may have a hard time in a traditional classroom where they are forced to work and their time to explore is taken away. Reading comprehension is one of the many important skills that students learn beginning from a young age. Education has shifted to be of more importance for all children, and parents, teachers, and curriculum developers need to have the best resources for helping students learn to be great readers.
So, as the demand for school readiness grows, and the importance of reading comprehension is stressed, researchers can look at the school that works best. This can be done through direct comparison of reading comprehensio...
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...urnal of Wellbeing, 1(2), 214-225.
Howell, L., Sulak, T. N., Bagby, J., Diaz, C., & Thompson, L. W. (2013). Preparation for life: How the Montessori classroom facilitates the development of executive function skills. Montessori Life: A Publication of the American Montessori Society, 25(1), 14-18.
Lillard, A. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379-401.
Putman, M., & Walker, C. (2010). Motivating children to read and write: using informal learning environments as contexts for literacy instruction. Journal of Research in Childhood Education, 24(2), 140-152.
Rule, A., Baldwin, S., & Schell, R. (2008). Second graders learn animal adaptations through form and function analogy object boxes. International Journal of Science Education, 30(9), 1159-1182.
To conclude, the contrasting but significant work of these theorists illustrate how learning theories developed over a century ago are still highly influential in behavior towards early childhood education. While there may be differences of opinion between theorists, on which provides the most effective learning method, many of the insights provided by Piaget and Vygotsky all have substantial elements of reasoning. The work of Piaget, Vygotsky, Montessori, Dewey and Bruner undoubtedly still determines the practice of classrooms all over the world today, they have influenced government legislation in the modern world today, and will continue to bear significance on the studies of childhood cognitive development for years to come.
With such high numbers of adolescents falling below basic in reading, illiteracy is a battle that must be fought head on. The largest dilemma with the struggle is the number of variations that cause adolescents to become reluctant, unmotivated or struggling readers. Fortunately, a large number of strategies exist to encourage and strengthen readers of all ages, proving that adolescence is not a time to give up on faltering students. Rather, it is a time to evaluate and intervene in an effort to turn a reluctant reader into an avid one (or near enough). Ultimately, educators must learn to properly assess a student’s strengths and weaknesses (Curtis, 2009) and pair them with the proper intervention techniques. If one method does not work, countless others exist to take its place.
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
An educator is to provide a specially prepared environment that promotes activities that aid children in the teaching of themselves (Larson, 2010). They are to conduct this Montessori practice by being responsive to the children’s interests and needs. Once there are educational activities that relate to the children’s interests, the children are able to develop focus and concentration for sustained periods of time. As a result, educators are to be responsive and plan for extended, uninterrupted periods for the children to work (Larson, 2010). The teacher 's goal is to guide and support the children, allowing them to develop confidence and independence (Edwards, 2002). There are no formal lessons in the Montessori pedagogical practice; however there are intentional teachable moments. The educator waits and observes children, allowing them to explore concepts and materials before assisting the child and moving them to the next stage of development (Lillard & Else-Quest, 2006). These teachings are often in a small group setting or one-on-one and consist of the educator modelling an activity or material and build on the initial interest so that the children will later use that material independently (Feez,
In American public schools children are sitting still, listening to a teacher, for seven or more hours a day. Students are often denied the ability to go to the bathroom, move around, or even speak openly in their classrooms. Spending long days “without any freedoms is psychologically damaging to many students” (Gray). As “children are required to be in school, where their freedom is greatly restricted,” they begin to resent learning because they associate it with being uncomfortable and discouraged (Gray). In a Montessori classroom, the focus is more on students working independently with guidance as needed, rather than as a group being instructed. Students work for “long interrupted periods of time” (Israelson). During these periods, students may move around at their leisure and work how they want in any activity they choose. Many “Montessori programs can have large classes” with multiple age groups in one class (Israelson). Montessori schools can have “children from as many as three grades in one class” (Israelson). This class structure benefits the students because the younger children can learn from the older children, and the older children have a chance to be role models or leaders, and often help younger students understand what the teacher wants them to learn
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
When most people hear the word Montessori they either do not know what it means or they are skeptical to whether or not the Montessori Method can benefit a child. The Montessori method was created by a woman named Dr. Maria Montessori who made it her life’s work to make a method of teaching that gives every child in every situation whether it be poor, handicapped, or special needs flourish and learn the best that they can academically, spiritually, socially, and personally. Montessori Education is an alternative way to teach students to help them reach their full compactly by focusing on the social skills, academics, and focusing on the sensitive periods in one’s life.
The first different views on early childhood education can be defined as Curriculum. For the Rudolf Steiner education system Waldorf, Academic subjects are kept from children in Waldorf schools until a much later age than Montessori. They are thought to be, as in traditional schools, something necessary but not especially enjoyable, and best put off as long as possible. The day is filled with make-believe, fairies, art, music and generally the arts, putting off reading, writing and math until age seven or so. But for Montessori on the other hand, filled her first school of 3-6-year-olds with dolls and other traditional make-believe toys but found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work. She later, at the request of parents who were so impressed with the new cleanliness, happiness, and good manners of these slum children, invented manipulative language, math, and other academically-oriented materials and studied the children’s response. Academic lessons were, and are now, never required or forced, but offered to and enjoyed by the
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
Mooney, C.G. (2000). An introduction to Dewey, Montessori, Erickson, Piaget & Vygotsky. St. Paul, MN: Redleaf Press.
What Kids Really Learn in Preschool. Parenting. (Fall 99):Vol. 13 Issue 7, p 74. October
“The Montessori method is an educational theory developed by Maria Montessori over 100 years ago. It took into account the child 's developmental and emotional needs and designed classrooms and materials where children learn and grow at their own pace in academics and life skills, as well as basic grace and courtesies."
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Innovations designed to improve student achievement must be technically sound. Leaders must look at how Montessori works. Is Montessori successful at other charter schools? How was the curriculum implemented at other charter schools? The curriculum development team needs to observe other Montessori schools and research their data to make sure the curriculum w...