Standardization

The normalization conditions:

1. The first condition is that the environment will provide the child

2. The environment must be adapted to the size and strength of the child to give him the opportunity to have an autonomous movement.
The environment must be orderly and aesthetic. The order allows the orientation and exploration of the child

3. The educator must be prepared and trained. He must observe. The teacher must present the material. It must protect the child labor    


Activity: 

1. The activity must be a child with a definite purpose and intelligent. 
  
2. The child must have the opportunity to choose their equipment. Free choice occurs when the child is sufficiently built to do. It's free choice is possible, because the child had the opportunity to choose their activity and repeat.

3. Activities that present the child must have sufficient difficulty. The child is always in the maximum effort


Characteristics of the child standard:

1. Autonomy
2. Concentration
3. Contemplation
4. Calm
5. Generous
6. Concern for others


Stages of the child in the standardization process:

1. Take care of themselves
2. Able to choose an activity
3. Investment
4. Order
5. Repetition
6. Concentration
7. Contemplation
8. Socialization
 

Discipline and Freedom

Discipline and Freedom are not separate concepts in the Montessori method, but one concept.
There are two realities that must bring at the same time. Discipline and the inner Freedom are goals for the education of children. It is our purpose inner discipline.

1. The child of stade of chaos:

• Voluntary mouvements are disordered

• Another feature that always accompanies the previous one, is the difficulty or inability to fix this attention on things true

• The third phenomenon - concurrent to the other two - is a tendency to imitate constantly growing

2. The awakening of the child:

The teacher must find his voice and throught this mind the best solution. Each case is different and must respond by reflecting

3. The apparent order:

The teacher must be calm, patient end vigilant. His voice must reach children for direct or urge
The master must perform two different functions: have a look for all the children and give a individual lessons, that is to say the material regularly offer by showing how to use it accurately. The teacher must be accurate and meaning in his presentation of the material

4. Discipline:

Free choice is already the result of the construction. The possibility of free choice is allowed upstream if we gave the opportunity for the child to choose. Once the child is able to use his free choice, the teacher no longer concerned him

Movable-Alphabet

Observation

Definition of the point of view of Maria Montessori:

• It is time that we give ourselves. Suspending something direct action with the child

• It is the creation of a space, a field, to bring the creation of a mental thought

• This is an interior availability which will allow us to accommodate events of any kind

• This is to make visible what is not a priori

Objectives of the observation:

• Build this way of being and build the external environment

• Knowing the child into the knowledge of the child

• Theorizing pratice; wonder what you do and write about what you are doing

• Recirculate thought into the team. Focus on the team work

• Participates in the development of the child, because the child needs to be looked 

The time of observation and do during these times?

• Before the observation:

    To define precise goals observation

• During the observation:

    Find a good vantage 

• After observation:

    Rewrite this notes

The Montessori Teacher

The teacher must:
 

• Have knowledge of child development, the laws of natural development

• Have an infallible confidence that the child will be revealed through the work

• Be convinced that the child will prove on a spiritual

• Be patient, because we have to wait until the child found the work around which happens to focus

• All the efforts of the educator should strive phenomenon of attention and concentration.

• The first qualities and the work is the first observation

Geometric Solids

Beat-Cabinet

The role of environment

Life needs a human environment to develop
 
Tree components:
 
  1. The human environment
  2. Development aid, that is to say, the material
  3. Hardware environment
Atmosphere is prepared:
 
Of humans: 

  1. The mixture of ages: children between 3 and 6 years
  2. Teachers

Space equipment:
 
  1. It must be ordered
  2. Space must allow movement
  3. Environment that will enable social


Development aid:

  1. Must take into account all periods throughout the Sensitive
   Material
  2. All development aid generate movement
  3. Enable the development of social meaning through the concentration  
  4. Sensory development through much of the material
  5. Language

Characteristics of the environment:
  

• Aesthetic

• Denouncing the error (no carpet, breakable material)

• Atmosphere of life that meets Sensitive Periods, Trends in Human and respect the absorbent mind of the child

The Montessori Environment and Teacher

The Rewards of Montessori Teaching

Owner’s Manual for a Child

 

If you can read this article:

Owner’s Manual for a Child  

http://mariamontessori.com/mm/?p=1674

 

 

Montessori Sensorial Exercises

Color Tablets

Sensitive Periods

These special sensitivities among beings in the process of evolution (0-6). They are temporary and limited to the acquisition of a certain character. Once developed character, sensitivity ceases. Each character is stabilized by means of a pulse. Growth is physical development is psychic. Development is a painstaking led by guides as it gives impetus to a particular activity.

Sensitive periods of 0-6 years:

• The order

• Language

• Movement

• Sensory Development

• Social Development

• Small objects

Montessori - Language - Written Language - Metal Insets

Montessori - Decimal System - Introduction to Quantity

Globe

2013 International Montessori Congress

ABSORBENT MIND

• The purpose of the Montessori: Education is an aid to the psychic life. Allow everyone to develop their creative potential and be able to express

• The absorbent mind is a mind body dynamics, which transforms its structure by active experiments performed in the environment  

 Fundamental principles: 

1. Observation of the child: an adult who has care of the child must be able to observe. This allows to work differently with each child. Freedom in the activity that has a defined purpose
    
2. Combat the negative influence of adults: adults fail to understand what the child and the child is too many obstacles in his freedom of movement
   
    
3. Absorbency spiritual or absorbent mind: = psychic activity, who chairs the conduct of life. Incarnation in the physical body

The Human Tendencies

Human Tendencies

Internal forces that are active throughout the life

 
First Group Human Tendencies:

1. Orientation
2. Exploration 
3. Organization 
4. Order 
5. Communication

Second Group Human Tendencies:
 
1. Work
2. Manipulation of the hand in relation to intelligence
3. Repetition
4. Accuracy
5. Self-improvement
 
Third Group Human Tendencies:
1. Tendency to abstraction, imagination = mathematical mind

Fourth group Human Tendencies:
 
1. Orientation in a group
2. Trend in social life and social organization

Fifth Group Human Tendencies:
Spirituality: religion, arts

Alumnae Ellie and Emily van Gemeren talk about the Cobb School

Mary Lou Cobb on The Montessori Methodology

The four development plans

Today I wanted to continue to talk about the four development plans:

The child from 0 to 3 years:
be vulnerable
spiritual embryo
worker unconscious

The child from 3 to 6 years:
Need for order
sensory explorer
hardworking

The child from 6 to 12 years:
Newborn social
Need to work in groups
Great power of imagination

Adolescents:
12 to 15 years:
Be vulnerable again, both physically and mentally.
Need boundaries, security and freedom 

15 to 18 years: 

Need for recognition and self-affirmation 

 

Adult: 

Able to take his choice 

Transforms his environment, becomes a specialized

MARIA MONTESSORI HIS LIFE AND HIS WORK (1870-1952)

Hello,

Today I would like to give you some important dates in the life of Maria Montessori!

MARIA MONTESSORI HIS LIFE AND HIS WORK (1870-1952)

- Maria Montessori was born in Italy

- She is therefore one of the first women to go to the University of Medicine. She turned to psychiatry

- 1896: Thesis on hallucinations antagonists

- His first act of the physician is to separate children from adults in psychiatric ward

- 1898: The Minister of Education entrusted the direction of the school orthophrénique Rome (for girls, sensory and mental impairments)

- 1898: Two French doctors: Itare and Seguin

- 1898: Birth of Mario without being married. She gave her child on a farm, and recovered when he was 12 years

- January 6, 1907: Opening of the first Rome Children's House (Casa dei Bambini), which hosts about 60 children aged 3 to 6-7years

- 1909: the first national course for the teachers, for children 3 to 6 years. Anna Maccheroni and collaborators Adele Costa Gnocchi

- 1913: Travel to the international

- 1922: Closing all schools in Italy under Mussolini

- 1929: Creation of the Association Montessori International AMI

- 1939-1947: It starts in India. She is under house arrest

- 1947: Go home of India

- 1952: She died. She is buried in the Netherlands

Montessori Practical Life at LePort Schools

Hershey Montessori School in Ohio

Article "Elle" September 28, 2012

The article is interesting, but it's a shame it does not reflect the true nature of the Montessori - This beautiful philosophy of life! The end of the article ends with the careers of Montessori saying they do not like more than traditional students. As always, it is not important the "career" because you can be a craftsman, teacher, salesman, lawyer ... but if you are good with yourself, if you do, you do with love and passion, your life will be filled. This is important!

Next Article "Le Telegramme" Thursday, September 1, 2011

Article "Le Telegramme" Thursday, September 1st, 2011

Article: Ouest France

Hello,


You will find below a link to the article Ouest France released on September 3, 2011:
http://www.ouest-france.fr/actu/actuLocale_-L-ecole-Les-Mimosas-applique-la-pedagogie-Montessori-_56106-avd-20110903-61182435_actuLocale.Htm


Happy reading!
Olivia BOVA

Report on TyTélé

Hello,

I wanted to share with you a report of the Montessori TyTélé:

http://tytele.fr/?titre=territoires&mode=numEmission&crit1=300&id=10973

Good day to all!

Olivia BOVA 

Montessori School "Les Mimosas" Larmor-Baden Bretagne

Montessori School "Les Mimosas" Larmor-Baden Bretagne

I was working with children 3-6 years!

Montessori Pedagogy Conference

In

Le p'tit qu'a fait...troquet ludique et familial

11 rue des Olivettes 44000 Nantes

Information and reservations: :  09 52 67 31 26

contact@leptitquafait.fr

  A monthly meeting is proposed to discover and experience the Montessori

Friday, October 19 7.00 pm - 8.30 pm

Audience: adults (without children as conference size) 
10 € per person

Workshop introduction to Montessori

Theme of the day: life practical presentation of the material

Hosted by Olivia Bova, Psychologist and Montessori Teacher
 

 You can find the dates and the program soon!

Welcome

Hello,

I'm Olivia BOVA. I am a psychologist and Montessori Teacher. In this blog I want to share my interest in psychology and Montessori pedagogy. I would like to reflect on the place of the child and its development in our Universe, its autonomy, its concentration ... Why develop human potential? And behold, an interesting and exciting: The place of human beings in the Universe. What is our role? What should we do? Give the child the pleasure of working with joy and desire to learn. Give the child the space it deserves. Give the child his place as a child!

Maria Montessori, through its method reveals how intelligently stimulate the creative imagination of the child to awaken his interest and reach the common goal of working together.