The document provides an overview of the Montessori method. It describes some key principles of Montessori education including natural development, creativity, problem solving, and critical thinking. It also discusses the Montessori triangle which emphasizes the relationship between the student, teacher, and prepared environment. Several types of Montessori materials are then outlined, including practical life materials, sensorial materials, math materials and language materials. The document concludes by listing sources for further information on Montessori education.
2. What is the Montessori
method?
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Natural development
Creativity
Problem solving
Critical thinking
Time management
Uninterrupted concentration
Children in touch with environment
5. Montessori
Materials
"All the apparatus must be
meticulously in order,
beautiful and shiny, in
perfect condition. Nothing
must be missing, so that to
the child it always seems
new, complete and ready
for use.―
– Maria Montessori
6. Important
to be sure
materials are truly
Montessori
International
committee oversees
production of
materials used in AMI
schools
7. Everything
has a
purpose
―grow‖ with the child
Self-correcting
Made of materials
such as wood,
wicker, fabric, or
metal
8. Practical Life
Caring
for self, others, and the environment
Learn every day skills such as pouring,
scooping, cleaning, or tying
Increase self-esteem and independence
Fine motor skill development
Learning through trial and
error
10. Sensorial
Explore
world through their senses
Explore size, texture, color, weight, sound,
and smell.
Allows for individual work and repetition
Prepare for later math and language
12. Mathematics
Understanding
of numbers and number
relations
Abstract concepts
Every material is one concept that prepares
for the next
Practical life and sensorial materials prepare
for math
14. Language
1.
phonics 2. letter recognition 3. book
reading
Learn the shape and order of letters through
exploration
Learn vocabulary for their environment
Learn to hold a writing instrument as well as
the art of writing
16. Culture and Geography
Promotes
an understanding of the physical
world
Understanding that the earth and environment
are shared with other people and cultures
19. Sources
(2012). In Montessori Services . Retrieved June 2, 2012, from
http://www.montessoriservices.com
Manufacturers of AMI Approved Materials (n.d.). In Association Montessori
Internationale. Retrieved June 1, 2012, from http://www.montessori-ami.org/
Montessori Learning Materials (2011). In American Montessori Society.
Retrieved June 2, 2012, from
http://www.amshq.org/Montessori%20Education/Introduction%20to%20Montes
sori/Montessori%20Learning%20Materials.aspx
Montessori Materials (2008). In Northwest Montessori School. Retrieved June 1, 2012, from
http://www.northwestmontessori.org/submain.php?category=faqs&subnav=materials
Montessori Materials (n.d.). In Family Montessori Preschool of Loyola.
Retrieved June 1, 2012, from http://www.fmployola.com/materials3.htm
Montessori Materials and Learning Environments (2011). In The International
Montessori Index. Retrieved June 2, 2012, from
http://www.montessori.edu/prod.html
Program (n.d.). In Wesgami Montessori School. Retrieved June 2, 2012, from
http://wmontessori.com/program/
The Environment (n.d.). In Montessori St. Nicholas Charity. Retrieved June 2, 2012, from
http://www.montessori.org.uk/what_is_montessori/the_environment
20. Montessori Water Activities
Can relate to:
•Practical life
•Pouring
•When to stop/knowing a glass is full
•Math and measurement
•Science
•What happens when soap or food
coloring is added?
22. Materials
Does
not require a $200+ water/sand table
If you know someone handy, instructions to
constructwww.montessorimaterials.org/sensorial/
MontessoriWaterTable.pdf
24. Activities
Mix
beads with water, practice pouring through
drainer so that beads are separated from water
Whisk- can add soap
Spooning floating objects
Pouring
Water with sponges and wringing out
28. Practical Life Station
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Practice pouring water from pitcher into cups.
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Practice using the line on the cups.
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Practice pouring water from cup to cup/pitcher to pitcher.
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Use rags provided to clean up spills.
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Practice spooning rice and corn. (Either just spooning them up or placing
into other bowl)
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Think about how this helps with coordination and concentration. Can you
do the task if you are not concentrating?
30. Our Sensory Centers…..
Texture Feeling
Sound Boxes
Shake the boxes and
listen to the sounds they
make.
Match the sounds and
place them as a pair on
the tray
Check your answers by
flipping over the boxes to
match the colors.
Explore the textures of
the materials
How do they feel?
What could they be used
for?
Do any feel the same?
Match them!
Classify or order them by
texture or color.
Try using a blindfold to
match the textures.
31. What is the benefit?
Sound Boxes
Increases ability to
recognize and
compare sounds
Promotes self
confidence and
independence
Requires focus and
concentration
Texture Feeling
teaches students to
identify and compare
textures
Increases vocabulary
used to describe
what they feel
(rough, smooth)
33. The Basics of Snack Time
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Can be eaten at any time of the day
Have a space for children to prepare it
Use real materials
Children serve and clean up
34. Students Learn To…
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See themselves
as a member of
the group
Move carefully
Focus
Complete
sequential steps
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Concentrate
Make intelligent
choices
Persevere
Gain a better
understanding of
real life materials
35. At Our Snack Center…
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Work with the other students at the center to
prepare a snack. Help each other set the table,
cut the apples, and pour the drink.
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Think about how this experience enriches a
child‘s understanding of food & food preparation.
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Don‗t forget to wash your dishes when
you‘re finished!
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37. Why Clay?
Helps
children develop control and
coordination through handling
Helps develop fine motor skills and muscles
Pre-Cursor for developing skills for cutting.
Develops appropriate hand and finger control
and builds appropriate hand muscles
38. Children learn that
every material has
a purpose, and are
able to explore that
material within a
controlled
environment.
"It was not the method which
produced the great changes in the
children, so much as it was the
great changes in the children
which produced the method."
—Maria Montessori
39. ―Working Freely Within Limits‖
Children
determine a
goal or objective for
working with the
material
Children explore and
create while building
fine motor muscle
control
Teacher
provides
clay materials and
environment
necessary for
children to obtain
their goal.
40. Create
an animal
or bug observed
Learn geographic
structures through
creating model
geographic land
plots
Creating and
exploring shapes
Possible Activities
Montessori approach to clay use
at home and in the classroom
41. At our Clay Center…
Look at the pictures of different animals (in a real
Montessori classroom, we would have actual bugs
instead of pictures).
Then learn through creating!
This demonstrates use of a science lesson
learning about bugs through Montessori
approach
Picture and information taken from: http://www.fms.org/curriculum/EducationalPhilosophy.html
Information taken from: http://www.fms.org/curriculum/EducationalPhilosophy.html Image taken from: http://www.123rf.com/photo_6758188_child-girl-mould-from-clay-in-play-room-preschool.html