Montessori 'Follow the Child'

Mind Map by , created over 5 years ago

Mind Map on Montessori 'Follow the Child', created by clairevipas on 05/18/2014.

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Created by clairevipas over 5 years ago
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Montessori 'Follow the Child'
1 Favourable environment
1.1 Objective to create Independent children
1.2 Freedom to choose
1.3 Environment
1.3.1 Furniture low shelves child sized
1.3.2 predictable
1.3.3 attractive
1.3.4 emphasis on order
1.3.5 mixed age Cohesion of the Social Unit’ Respecting the work of others belonging
1.3.6 Order
1.4 Teacher
1.4.1 Interactions Value all thoughts and opinions positive regard Operant conditioning Outcome of students behaviour after these things self-fulfilling prophecy’ model attitudes and skills Spiritual preparation
1.4.2 Health Medical history Knowledge of illnesses
1.4.3 Knowledge Culture and customs Developmentally appropriate Norms
1.4.4 Guide demonstrating activities Inviting and coercing
1.4.5 Observer
1.5 Materials
1.5.1 Repetition Strength & mastery
1.5.2 Vygotsky’s “Zone of Proximal Development” Prepared for success Positive self image Scaffolding - support provided at first then slowly withdrawn
1.5.3 didactic activities Control of error error percieved from the child
1.5.4 Own pace
1.5.5 real life
1.5.6 linked to sensitive periods and learning styles
1.5.7 3 part lesson Name, Recognition, what is?
1.5.8 work cycle cycle of activity shelf, do , cleanup time best 3 hours
1.5.9 Analysis of movement Eliminate unnecessary actions
1.6 Freedom within Limits
1.6.1 Ground rules consistency Positive
1.7 The curve of work
1.7.1 false fatigue
2 Sensitive periods
2.1 learning occurs in waves
2.2 drawn to skills and activities
2.3 6 periods
2.3.1 Order (1st) consistency, repetition, rules A place for everything
2.3.2 Movement gross and fine motor development rolling over, control over body
2.3.3 Language speaking, writing and listening shouldn't speak for a child babbling
2.3.4 Small objects facination small manipulatives sewing, threading 1-4 years old
2.3.5 refinement of senses 5 senses able to make distinctions and classify Exposure linked to mneme
2.3.6 social aspects friendships
2.4 building, perfecting then fading
3 Planes of development
3.1 0-6 Absorbent mind- sponge soaking up information
3.1.1 0-3 Unconscious Absorbent Mind’ Mneme - store memories and experiences Horme = inner drive adult has no direct influence A child can not obey if against the horme 1st stage of Obedience Forces us to be active Spiritual Embryo’ ego-centric
3.1.2 3-6 Conscious Absorbent Mind’ Social Embryonic Stage’ aware of social rules Sensitive period for socialisation Need and wants of others hand is at work manipulating Horme replaced by the Will through interaction with the environment Discipline Internal Develops naturally through favourable environment 2nd stage of Obedience 3rd stage when happy to Obey child is Normalised re freedom within limits
3.1.3 6-12 childhood 12- 18 Adolescence
3.1.4 Normalisation characteristics: a desire to work, choice, concentration, satisfaction self-discipline deviations Deviations adults imposing their personality and expectations on the child and the child reacting by either becoming the type of child they think the adult wants them to be or by fighting against the expectations strong - envy noisy violent weak - crying, bored Fugues - fantasy word, limited attention span looks to others to entertain them Barrier - disobedience, stubborness linked to horme Concentration beginning point Mastery of self, awareness of others
4 Subject areas
4.1 Activities of everyday living
4.1.1 Classroom etiquette
4.1.2 Maniplative skiils
4.1.3 Care of self
4.1.4 Care of the environment
4.1.5 Develop or Refine
4.1.6 Indirect objectives - Independence, concentration, social aspects, order
4.1.7 Bridging gap home to school
4.1.8 help me to help myself promote independence
4.1.9 real and functional
4.2 Sensorial
4.2.1 Kimaesthetic learn by doing, moving
4.2.2 Stereognistic touching, making an impression, muscular memory
4.2.3 Develop, refine
4.2.4 Classifications
4.2.5 Sensorial explorer studies through senses
4.2.6 isolates one quality (sense)
4.2.7 Itard = wild boy
4.3 Maths
4.3.1 Materialised abstraction Concrete manipulation Children is pre-operational stage (Piaget) concrete before abstraction
4.3.2 Mathmatical mind Mind is mathmatical by nature - ordered and structured Links to Piaget+ schema assimilation and accommodation
4.3.3 Sensorial preparation for maths ie grading, shapes
4.3.4 learn language in everyday life through songs , laying the table
4.4 Knowledge and understanding of the world
4.4.1 Citizen of the world
4.4.2 Cosmic plan desire to discover, respect and take responsibility for our planet key to peace and harmony man's place on earth
4.4.3 First hand experience senses
4.4.4 Need to manipulate and explore
4.4.5 Exploration
4.4.6 Investigation
4.4.7 Hypothesis
4.4.8 Interdependence
4.4.9 Interest table
4.5 Language
4.5.1 Explosion into writing figure it out naturally, comes together
4.5.2 write before read prepare a childs hand for writing Motor mechanism sandpaper insets Intellects LMA
4.5.3 pre-communicative stage Semi-Phonectic stage Phonectic stage transitional stage correct stage
4.6 Creativity
4.6.1 Visual arts Elements of art
4.6.2 Performing arts
4.6.3 Role play
4.6.4 Become balanced as uses right and left side
4.6.5 Exposure to variety Freedom / free play
4.6.6 No control of error
4.6.7 No labels by adults
5 Child Development
5.1 Social and emotional development
5.1.1 Secure attachment Sensitive mothering Mum as secure base first 5 years crucial Internal working model can be both positive or negative Ainsworth & Bowlby Imprinting Transitional objects
5.2 Erickson
5.2.1 Basic trust vs mistrust Autonomy -vs shame and doubt Initiative vs guilt Toilet training and comparing
5.3 Banduras
5.3.1 Social learning theory - Children learn by watching each other Role models
5.4 Play
5.4.1 Parten Unoccupied play Solitary play Onlooker play Parallel play Associative play Cooperative play Interacting but not coordinating Observing Piaget Practice play Symbolic play Games with rules
5.5 Freud
5.5.1 Oral Anal Phallic
5.6 Piaget
5.6.1 Schema Building blocks
5.6.2 Stages of development Sensorimotor Pre-operational Concrete operational Formal linked to egocentric
5.7.1 Physical, Intellectual, language, emotional, social
5.8 Bronfrenbrenner
5.8.1 Interactions with the environment, people around them
5.9 Maslow
5.9.1 Hierarchy of needs
5.10 Vygotsky
5.10.1 ZPD
5.11 Bruner
5.11.1 Scaffolding Spiral Curriculum

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