Montessori 'Follow the Child'

clairevipas
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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clairevipas
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
1.3.1.1 low shelves
1.3.1.2 child sized
1.3.2 predictable
1.3.3 attractive
1.3.4 emphasis on order
1.3.5 mixed age
1.3.5.1 Cohesion of the Social Unit’
1.3.5.1.1 Respecting the work of others
1.3.5.1.2 belonging
1.3.6 Order
1.4 Teacher
1.4.1 Interactions
1.4.1.1 Value all thoughts and opinions
1.4.1.2 positive regard
1.4.1.2.1 Operant conditioning
1.4.1.2.1.1 Outcome of students behaviour after these things
1.4.1.3 self-fulfilling prophecy’
1.4.1.4 model attitudes and skills
1.4.1.5 Spiritual preparation
1.4.2 Health
1.4.2.1 Medical history
1.4.2.2 Knowledge of illnesses
1.4.3 Knowledge
1.4.3.1 Culture and customs
1.4.3.2 Developmentally appropriate
1.4.3.2.1 Norms
1.4.4 Guide
1.4.4.1 demonstrating activities
1.4.4.2 Inviting and coercing
1.4.5 Observer
1.5 Materials
1.5.1 Repetition
1.5.1.1 Strength & mastery
1.5.2 Vygotsky’s “Zone of Proximal Development”
1.5.2.1 Prepared for success
1.5.2.1.1 Positive self image
1.5.2.2 Scaffolding - support provided at first then slowly withdrawn
1.5.3 didactic activities
1.5.3.1 Control of error
1.5.3.1.1 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
1.5.7.1 Name, Recognition, what is?
1.5.8 work cycle
1.5.8.1 cycle of activity
1.5.8.1.1 shelf, do , cleanup
1.5.8.2 time best 3 hours
1.5.9 Analysis of movement
1.5.9.1 Eliminate unnecessary actions
1.6 Freedom within Limits
1.6.1 Ground rules
1.6.1.1 consistency
1.6.1.2 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)
2.3.1.1 consistency, repetition, rules
2.3.1.2 A place for everything
2.3.2 Movement
2.3.2.1 gross and fine motor development
2.3.2.2 rolling over, control over body
2.3.3 Language
2.3.3.1 speaking, writing and listening
2.3.3.2 shouldn't speak for a child
2.3.3.3 babbling
2.3.4 Small objects
2.3.4.1 facination
2.3.4.2 small manipulatives
2.3.4.3 sewing, threading
2.3.4.4 1-4 years old
2.3.5 refinement of senses
2.3.5.1 5 senses able to make distinctions and classify
2.3.5.2 Exposure
2.3.5.3 linked to mneme
2.3.6 social aspects
2.3.6.1 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’
3.1.1.1 Mneme - store memories and experiences
3.1.1.2 Horme = inner drive
3.1.1.2.1 adult has no direct influence
3.1.1.2.2 A child can not obey if against the horme
3.1.1.2.2.1 1st stage of Obedience
3.1.1.2.3 Forces us to be active
3.1.1.3 Spiritual Embryo’
3.1.1.3.1 ego-centric
3.1.2 3-6 Conscious Absorbent Mind’
3.1.2.1 Social Embryonic Stage’
3.1.2.1.1 aware of social rules
3.1.2.1.1.1 Sensitive period for socialisation
3.1.2.1.1.2 Need and wants of others
3.1.2.2 hand is at work manipulating
3.1.2.3 Horme replaced by the Will through interaction with the environment
3.1.2.3.1 Discipline
3.1.2.3.1.1 Internal
3.1.2.3.1.2 Develops naturally through favourable environment
3.1.2.3.2 2nd stage of Obedience
3.1.2.3.2.1 3rd stage when happy to Obey
3.1.2.3.2.1.1 child is Normalised
3.1.2.3.3 re freedom within limits
3.1.3 6-12 childhood
3.1.3.1 12- 18 Adolescence
3.1.4 Normalisation
3.1.4.1 characteristics: a desire to work, choice, concentration, satisfaction self-discipline
3.1.4.2 deviations
3.1.4.2.1 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
3.1.4.2.2 strong - envy noisy violent
3.1.4.2.3 weak - crying, bored
3.1.4.2.4 Fugues - fantasy word, limited attention span looks to others to entertain them
3.1.4.2.5 Barrier - disobedience, stubborness
3.1.4.3 linked to horme
3.1.4.4 Concentration beginning point
3.1.4.5 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
4.1.8.1 promote independence
4.1.9 real and functional
4.2 Sensorial
4.2.1 Kimaesthetic
4.2.1.1 learn by doing, moving
4.2.2 Stereognistic
4.2.2.1 touching, making an impression, muscular memory
4.2.3 Develop, refine
4.2.4 Classifications
4.2.5 Sensorial explorer
4.2.5.1 studies through senses
4.2.6 isolates one quality (sense)
4.2.7 Itard = wild boy
4.3 Maths
4.3.1 Materialised abstraction
4.3.1.1 Concrete manipulation
4.3.1.2 Children is pre-operational stage (Piaget)
4.3.1.3 concrete before abstraction
4.3.2 Mathmatical mind
4.3.2.1 Mind is mathmatical by nature - ordered and structured
4.3.2.1.1 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
4.4.2.1 desire to discover, respect and take responsibility for our planet
4.4.2.1.1 key to peace and harmony
4.4.2.2 man's place on earth
4.4.3 First hand experience
4.4.3.1 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
4.5.1.1 figure it out naturally, comes together
4.5.2 write before read
4.5.2.1 prepare a childs hand for writing
4.5.2.1.1 Motor mechanism
4.5.2.1.1.1 sandpaper
4.5.2.1.1.2 insets
4.5.2.1.2 Intellects
4.5.2.1.2.1 LMA
4.5.3 pre-communicative stage
4.5.3.1 Semi-Phonectic stage
4.5.3.1.1 Phonectic stage
4.5.3.1.1.1 transitional stage
4.5.3.1.1.1.1 correct stage
4.6 Creativity
4.6.1 Visual arts
4.6.1.1 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
4.6.5.1 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
5.1.1.1 Sensitive mothering
5.1.1.2 Mum as secure base
5.1.1.3 first 5 years crucial
5.1.1.4 Internal working model
5.1.1.4.1 can be both positive or negative
5.1.1.5 Ainsworth & Bowlby
5.1.1.6 Imprinting
5.1.1.7 Transitional objects
5.2 Erickson
5.2.1 Basic trust vs mistrust
5.2.1.1 Autonomy -vs shame and doubt
5.2.1.1.1 Initiative vs guilt
5.2.1.1.2 Toilet training and comparing
5.3 Banduras
5.3.1 Social learning theory - Children learn by watching each other
5.3.1.1 Role models
5.4 Play
5.4.1 Parten
5.4.1.1 Unoccupied play
5.4.1.1.1 Solitary play
5.4.1.1.1.1 Onlooker play
5.4.1.1.1.1.1 Parallel play
5.4.1.1.1.1.1.1 Associative play
5.4.1.1.1.1.1.1.1 Cooperative play
5.4.1.1.1.1.1.1.2 Interacting but not coordinating
5.4.1.1.2 Observing
5.4.1.2 Piaget
5.4.1.2.1 Practice play
5.4.1.2.1.1 Symbolic play
5.4.1.2.1.1.1 Games with rules
5.5 Freud
5.5.1 Oral
5.5.1.1 Anal
5.5.1.1.1 Phallic
5.6 Piaget
5.6.1 Schema
5.6.1.1 Building blocks
5.6.2 Stages of development
5.6.2.1 Sensorimotor
5.6.2.1.1 Pre-operational
5.6.2.1.1.1 Concrete operational
5.6.2.1.1.1.1 Formal
5.6.2.1.1.2 linked to egocentric
5.7 PILES
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
5.11.1.1 Spiral Curriculum

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