Elements of Montessori Pedagogy. Montessori Method: Basic Principles

Let's start with a fundamental topic for the system. Scientific pedagogy considers education as a process of adaptation of a child to human culture organized by an adult.

Some philosophical teachings about education are based on the fact that everything is in the genes, with which, by and large, nothing can be done. Others argue that a child is a blank slate on which an adult writes whatever he pleases. These opposites have one thing in common: they deny the little man the importance of personal effort. It is a mistake to consider the process of growing up as something that happens due to the fault of external or internal reasons beyond the control. The truth lies not between these extremes, but on a completely different plane.

Only the child himself can build his personality, and only an adult can give everything that is needed for this construction.

Animals adapt through the processes of natural selection. The less individual qualities of an organism are useful in environmental conditions, the more likely it is that it will not leave offspring similar to itself. Development depends directly on the environment, and not on the influence of other members of the species. Care and education of offspring in animals with complex behavior is important enough. But still, the puppy grows up more or less like a dog. Even if he is raised by people from childhood, or he survives from an early age alone. The strength of biological adaptation is that this way of growing up is hard to break. And the weak point is that a rigid program is suitable for a very limited range of conditions.

Human adaptation is arranged differently. He is born extremely immature and takes what he needs to grow up not from a rigid program of instinct, but from other people around him. Children of different historical periods and cultures do not differ much from each other. But, having reached adulthood, each of them becomes a man of his time and place. We speak different languages, have different habits, are hardy and sensitive to different things. No species on Earth is able to live in such different conditions, eat such different foods, survive in such different ways in all climatic zones of the planet and even beyond.

The child is recognized as the main character of his own development, and the adult is recognized as the main condition for this development, a model of culture, a constructor of the space of growing up. Since he is able to consciously and creatively change both himself and the world around him, he is able to have a huge impact on how the child creates himself.

This defines the essence of the Montessori method:

Observing a child allows you to learn from his behavior and interest information about how best to help him.
What is innate is not a result-instinct, but an interest in culture and development, called human tendencies.
The concept of sensitive periods as an adaptation mechanism.
The difference of a person in early childhood, which is called the absorbent mind.
The importance of independence and one's own activity as a necessary condition for development.

The method answers in detail the question of what exactly an adult can offer to a child, taking into account age and individuality. Such conditions of development allow the best possible adaptation to their culture. And having matured, to make their own contribution to the development of mankind.

human tendencies

Strictly speaking, the name of this concept established in Russian is not entirely accurate. English tendency denotes an inclination, aspiration, and is much closer to the concept of "need" than to "tendency". But the term has already become commonly used in the literature, so I use it.

Instead of wanting to fulfill an instinct, a human cub is born with a human desire:- still not being able to communicate, he is eager to communicate, needs to be involved with his own kind no less than in food; - having extremely limited capabilities of the brain, longs to learn, think and understand, streamline and understand what is happening around; - almost not owning his own body, already wants to improve himself and his abilities, movements, wants and enjoys using his own body to explore the world; - possesses powerful abilities for abstraction and imagination, a craving for perception and creation of beauty, a need for meaning generation.

In different periods of life, a person satisfies these needs-trends in different ways, at an accessible level. They are the motivational fundamental principle of development, one's own activity, self-creation and self-improvement. Strings of desires guide the activity of the child. The more he does, the more he learns. New opportunities allow you to follow your interest in a new way, desires give rise to actions, and actions - skills, knowledge, habits, the personality itself.

An adult is able to independently take care of the embodiment of trends and is able to change the world around for this. And the child needs competent support, a prepared environment, although he realizes them exclusively in his own activity.

The Montessori method of child development uses a century of experience of its own practice and all the achievements of psychology and physiology related to the development of the child. The method gives this knowledge to an adult so that he can design an extremely useful environment for a self-creating child. There are also methodological guidelines of a general nature, and practical advice on how to implement the Montessori method at home.

Respect, supervision and autonomy

The paradox of development is that the child learns to be independent, responsible, self-respecting, effective in communication and much more. But he is not able to do without outside help. He does not have enough capacity to take full responsibility. He doesn't know how to communicate and doesn't even speak the language to communicate. Yes, and this very self, which must be respected, the baby does not yet have.

To give a child exactly as much as he is able to take is the most difficult art and a lot of work. It is easier to do for the child at first, because he himself will not say: “Help me do it myself.” But he needs it more than anything.

Montessori entrusts the little man with the right to individualize his own path of development. The correct degree of delegated responsibility is allocated by adults on the basis of constant observation of the child, who, with his behavior and interest, shows us how his self-creation lives now.

If you give young children a heavy low chair and table, suitable tiny dishes and cutlery, then they will learn to eat by themselves before the age of one. And in addition - to put food on himself and sit down at the table on his own before he learns to walk. If you give a napkin with tips on where and what to arrange, then they will be able to set the table. If you build a comfortable children's stand-ladder, the kids will be able to participate in cooking. This develops their functional independence and allows them to learn everything much earlier.

Similarly, specially prepared classroom materials allow the child to learn independently. This allows him to spend as much time on each exercise as he needs to fully learn the lesson. The child starts working with each material when he is best prepared. Didactic materials are designed according to certain principles that make it easier for the child to make a small discovery on his own and teach himself something.

It is helpful when the child does everything he can already, as early as possible. (And this is not about early development, but about timeliness). Sometimes this requires simply allowing him to act, but more often it is necessary to adapt his immediate environment to the capabilities and size of the child: the home environment and didactic materials in the classroom.

Freedom and responsibility

No less than giving freedom, it is important that it be feasible. The one who knows what he chooses from has the freedom of choice. To have such knowledge, life experience is needed.

Montessori education is the creation of such conditions for the child where he can:- explore, - experiment, - make mistakes, - notice them, - correct them yourself.

This allows you to build your own behavior based on honest feedback from the environment. The environment reports, for example, that water from an overturned glass will spill, and a carelessly drawn line will inaccurately repeat the outlined figure from frames and liners. In addition, the environment helps to understand what behavior leads to what consequences, and how best to act to get the result. The experience of correcting mistakes teaches them to treat them as part of learning and that the child is able to solve problems on his own.

All of the above applies not only to the manipulation of inanimate objects, but also to interaction with other people. In the family and in mixed-age classes, children learn to help and receive care, to cooperate and work independently. As a result of this behavior, which we used to call moral, the child begins to choose for himself and consciously, with an understanding of the benefits that this moral behavior brings to him. In this case, the motivation to perform actions becomes internal, and not focused on external fear of punishment or praise.

Montessori children live for themselves, learn and develop for themselves, and do it all with others or next to others - also for their own pleasure and learn how to do it for the good of all. Feasible responsibility teaches to be responsible, the experience of solving problems - to solve problems, the positive experience of interacting with others teaches the ability to live and achieve their goals together.

Infographics by Sofia Shipilovskaya

The Montessori technique is not only pouring cereals and playing with liners, as many people imagine. In fact, this is a whole system of education. And it is based primarily on respect for the child and granting him maximum freedom and independence. Maria Montessori saw the goal of her whole life as the education of free, independent, independently thinking people who are able to make decisions and bear responsibility for them, and her system is based on these principles. A teacher or mother who adheres to Montessori principles will never tell a child “Put it down, don’t touch it”, “You haven’t grown up yet”, but on the contrary, knowing his constant need to explore the world, he will give a lot of interesting materials to his hands, entrust him with simple feasible work .

I got acquainted with the method of early development of Maria Montessori when my daughter Taisiya was not yet a year old. I read about the technique, tried to apply something in our games. But I was really inspired by the ideas of this wonderful system when Taisiya and I started going to the developing Montessori club. Toddlers enthusiastically wielding a mop and brush, play materials made from seemingly ordinary things, but so attractive to children - all this inspired me to recreate a developing Montessori environment in our home and introduce the basic principles of the methodology into raising my daughter.

In this article I will tell you what this early development technique is, and read more about how it can be implemented at home here:

Although many Montessori clubs claim to accept babies from 8 months old, I think it is most advisable to apply the methodology from 1 year old.

Basic principles of the Montessori methodology

The essence of Montessori pedagogy is to encourage the child to self-learning and self-development. According to Maria Montessori, a child has a great inner need to explore and learn about the world around him. No need to force anyone, persuade, pester with developmental activities. In order for the baby to develop enough

in time to create for the child the conditions necessary for development - developing environment;
give the child freedom and independence.

Thanks to this, the child will be able to develop at his own rhythm and pace, according to his individual needs.

What is meant by development environment? In such an environment for the baby, firstly, developmental materials are specially selected according to age, and secondly, the space is organized so that all game aids are always available to the baby, he can easily get them himself and deal with them as much as he sees fit.

The Montessori experience has shown that children are most interested in those actions and objects that are connected with the real life of adults. Therefore, most Montessori materials are based on the most ordinary objects: here we learn, dust, play with dishes, all kinds of things, etc. Very great importance is attached to the system, so many Montessori games take place with the participation of buttons, etc. In the heading "" I write in detail about what toys will be needed at a particular age.

The second key principle in the methodology is “ giving the child freedom and independence . And this means that the child himself determines the type of activity and its duration. Nobody is forcing him to do anything. The kid doesn’t want to cut it out now - we don’t force him (although it seems to us that he hasn’t done this for a long time, and it’s time to take up the scissors), he will cut it when he is interested. Now he has other interests and they need to be respected. And so that the child’s hobbies are not limited to cars or dolls alone, you need to correctly create a developing environment.

The principle of freedom also implies that we do not snatch anything from a child with cries of “Put it down, don’t touch it!”. The environment should be organized in such a way that there are no objects that are dangerous or especially valuable to you within the reach of the baby. Therefore, remove from your eyes what is forbidden for the child, and let the child use the rest of the items without any obstacles, but with following a few clear and simple rules (read about it below).

The child should be given as much independence as possible. For children, this is very important. Did the croup wake up during the game? It doesn't matter, let the baby sweep everything by himself (if the baby is not yet coping well with the brush and dustpan, hold his hands with yours). Are you cooking, and the baby walks next to you with a clear desire to participate? Give the child some feasible job (to interfere, shift something, and you can even cut a banana with a plastic knife!) Of course, this approach requires a lot of patience from the mother: it’s much easier to do everything yourself, and it will turn out faster and better. But this way you will never teach the baby independence, do not instill in his soul self-confidence.

We follow simple rules with the baby

An integral element of Montessori pedagogy is the observance of a few simple and clear rules. Here are the main ones:

The child prepares for the lesson on his own : give the baby the opportunity to get the material from the shelf himself, cover the table with oilcloth before drawing, bring paints, draw some water into a glass. Naturally, you can help the child, especially if he asks for it (hold the child’s hands, help draw water, collect garbage with a brush, etc.), but only help, and not do everything for the child.

After we have worked with the material, we put it back in place and only after that we start the game with other benefits. This rule is not always easy to follow, but you should try to do it in most cases.

If you are in a club or have several children in your family, it is also useful to follow this rule: The one who first took it deals with the material , the rest will have to wait until the game is free. If the happy owner of the game does not mind, then everyone can play together, but there is no need to insist on this.

Be prepared for the fact that the child will not always unquestioningly follow the established orders, especially at first. However, it is necessary to constantly remind the baby to follow the rules. “We have these rules: if we want to play with something else, we must first remove this game.” Important: if the child does not want to clean up after himself or follow any other rules, do not force him. Just try to always remove the toys after the game: if the baby does not want to remove them himself, offer your help, if he refuses with your help, remove the toys for him, but say, “OK, mom will help you now, and next time you take it yourself" . Thus, the child will always see that you yourself are following the rule, and cleaning up toys will soon become a natural end to the game for him.

In general, try not to turn the cleaning of toys into a punishment, let it become the final part of the game. Accompany cleaning with positive emotions, helping the baby and cheerfully commenting on what and where to put, where to throw out what garbage. Offer to look for where the toy's house is or say something like "So, now let's send the bear to sleep in his place"

My daughter and I started going to the Montessori club at the age of 1 year 2 months, a month later we began to introduce the Montessori system at home. The daughter caught all the rules even in the first classes at the club, at first she fulfilled everything willingly, then, of course, there was a period of denial. Now my daughter is 2.5 years old, she cleans up after herself calmly and without unnecessary resistance, often at my reminder, but lately more and more often on her own initiative. In our experience, I can say that it is more difficult to follow the rules at home than in a club. First of all, because at home it is impossible to constantly monitor whether the child has put everything in its place. And the presence and example of other children in the club also makes itself felt.

According to Maria Montessori, age from 2 to 4 years - the "golden" period for accustoming a child to order and accuracy. During this period, the baby experiences a real passion for observing the usual order for him. For a child, a sense of constancy, a strictly defined way of life, the presence of each object in its place are very important. Unfortunately, without your help, the child will not keep order.

I kind of told about the main essence of the technique in a nutshell, read more about how to implement the technique at home here:

Montessori in the world

The year 1907 is deservedly considered the beginning of the history of the development of the Montessori method in the world. This year, January 6th,

in the Italian city of San Lorenzo, the first Montessori school "House of the Child" ("Casa dei Bambini") was opened. Here, Maria Montessori had the opportunity to widely apply in practice the results of her first observations and experiments, to verify the correctness of her conclusions.
Already by 1909 it became clear that Montessori's experiment was successful. Since that time, her bright star has established itself in the pedagogical horizon. At this time, the fame of Dr. Montessori goes beyond the borders of Italy. From Spain, Holland, England and Sweden, teachers begin to arrive to get acquainted with her methodology.

For several years, Maria Montessori has traveled extensively in Europe, performing in the USA, South America, and Asia. Everywhere she was, there were children's institutions working according to her method.

In a short time, the Montessori method spread throughout the world.
In 1929, Maria Montessori, together with her son Mario, founded the International Montessori Association AMI (Association Montessori International) in Amsterdam (Netherlands).
Since 1960, the American Montessori Society - AMS (American Montessori Society) began to work in the city of Greenwich (USA).
There are several thousand Montessori schools in the world, only in Holland there are more than 200 of them.

In the USA, in Europe, Asia, there are special factories that produce its didactic materials.

One of the Montessori schools in India "City Montessori" in 2013 was officially recognized as the largest in the world and listed in the Guinness Book of Records. Today, about 47 thousand students study at this school.

Montessori in Russia

The first information about the success of the Montessori method reached Russia as early as 1910, but the Russian pedagogical community was able to get acquainted with the system of Maria Montessori quite fully in 1913, when a Russian translation of her main work was published under the title “Children's House. The method of scientific pedagogy.

The book immediately attracted attention with its originality and applied orientation. Around the ideas set forth in it, heated debate unfolded. In the autumn of the same year, a presentation of Montessori didactic material took place at St. Petersburg University, and then at the Pedagogical Museum, which received enthusiastic responses from most visitors.
Yulia Ivanovna Fausek (1863-1943) made the first practical step towards the realization of M. Montessori's ideas in Russia. Energetically getting down to business, she already in October 1913 created a small kindergarten at one gymnasium, which worked according to the Montessori system. For twenty years she tirelessly promoted the method, published more than 40 of her books and articles, and published several works by M. Montessori in Russian. In 1914, after spending a month in Italy, Yu.I. Fausek was further strengthened by her belief in the rightness of the case she had taken on.

On the basis of the garden Yu.I. Fausek was founded in 1916 by the "Society for Free Education (Montessori Method)", in which courses were opened to get acquainted with her system. As a result, several Montessori kindergartens were opened in Russia at once: two in the village. Lesnoy (near Petrograd), their leaders went to New York and bought didactic material; one garden - in the province, in the city of Kirillov, Novgorod province. Special gardens were opened under the Guardianship of the Poor and the People's House of Countess Panina.
Despite the objective difficulties caused by the war and the revolution, Yu. I. Fausek remained true to her work and in the spring of 1917 she created a Montessori kindergarten in Petrograd, which survived the upheavals of the civil war. In 1922-1923. it was visited by four hundred and seventy-five delegations, mostly provincial educators and even peasants, who were keenly interested in the system. Despite the controversy surrounding this system and its criticism, children enthusiastically engaged with Montessori materials and amazed with their developmental success. This was the main argument for the propaganda of the method.

Gradually, more and more Montessori gardens begin to appear in Russia. In Moscow - "Cologne House" on the Maiden's Field (headed by A.A. Perrote), a garden under the direction of A.P. Vygotskaya, a garden for deaf and dumb children N.P. Sokolova; a house in Vyatka, as well as four kindergartens in Tiflis, where a Montessori student taught. At the Institute of Preschool Education in October 1923, the “Scientific Circle on the Montessori Method” was opened, in which a scientific study of the possibilities and ways of using the method in domestic conditions was first undertaken.
However, in 1926, this system, which puts the education of individuality at the head, was banned by the Bolsheviks.

Since the late 1980s - early 1990s. Montessori - the movement is going through a second stage - a period of revival. The second period can be divided into two stages. The first stage - until the end of the 1990s. – perception of the experience of foreign colleagues and appeal to the experience of Russia at the beginning of the 20th century. This is the move-out phase. Since the late 1990s the second stage begins - “moving in depth”, i.e. in-depth understanding of the Montessori heritage, the first scientific research and serious teaching aids. At this stage, there is a need for comparative experimental studies of the effectiveness of the Montessori system on Russian soil.
In the summer of 1991, teacher and journalist of the "Teacher's newspaper"

E.A. Hiltunen and the Dutch teacher E. Van Santen signed a cooperation agreement. It was planned to open kindergartens, seminars for teachers and organize the production of Montessori materials in Russia.
The authorities also did not stay away from the growing strength of the Montessori movement. In the first half of the 1990s. The Ministry of Education of the Russian Federation and the Ministry of Education and Science of the Netherlands signed a memorandum of cooperation in the humanitarian fields, on the basis of which the Metropolis project was developed. Within the framework of the project, Dutch specialists collaborated with teachers from Volgograd, Krasnoyarsk, Moscow and Cherepovets.
E. Hiltunen and M. Sorokova became the first envoys of Russia to foreign Montessori courses.
In 1992, on the initiative of D.G. Sorokova, M.G. Sorokova, K.E. Somnitelnogo and S.I. Suspiciously, the Moscow Montessori Center was created, which carried out work in different directions. The lecturers of the course were both domestic and foreign specialists. From the Russian side, lectures and seminars were given by candidates and doctors of sciences M.V. Boguslavsky, G.B. Kornetov, D.G. Sorokov, M.G. Sorokova, R.V. Tonkova-Yampolskaya.
Currently in Russia, more than a thousand groups in kindergartens, working according to the system of Maria Montessori, are hosting many seminars and conferences, both all-Russian and international. Serious work is underway on a deeper study of the method of Maria Montessori, and the use of the theoretical knowledge gained in practice.

Biography of Maria Montessori

...Maria Montessori...

Why is the biography of this Great Woman so interesting for us?
It is impossible to know any method without knowing the history of its creation, the history of creation is the history of the creator. In our case, this is Maria Montessori.
We hope this short digression into the biography of Dr. Montessori will help you better understand the motives and circumstances for the emergence of this unique method of child development.

Maria was born in the provincial Italian town of Chiaravalle on August 31, 1870. The Montessori family was quite wealthy, and since Maria was the only child in the family, her parents did everything possible to give her a good education. The dream of a young girl was the profession of a pediatrician, and at the end of the gymnasium, Maria enters the medical faculty of the University of Rome, two years later she gets the right to study not only natural science, physics and mathematics, but also medicine.
It is important to understand that Europe at that time was far from being as democratic and emancipated as it is now. It was simply impossible for a woman to achieve any heights, especially in science. But even such seemingly insurmountable obstacles could not stop Maria on the way to the DREAM.
And at the age of 26, Maria Montessori became the first female doctor in Italy. Already then known for her progressive views, Dr. Montessori began working as an assistant professor in a university psychiatric clinic.

It was working in this clinic, every day, observing children with mental disabilities, studying the works on child psychology and pedagogy by Itard / Itard, Jean Marie-Gaspard (1775-1838), and Seguin / Seguin, Edouard - (1812 1880), Maria came to an amazing conclusion: the problems of mentally retarded children are not MEDICAL, but PEDAGOGICAL PROBLEMS. And they need to be solved not in the hospital, but in the school. From that moment on, the fate of Maria Montessori took a sharp turn. Dr. Montessori becomes director of the Orthophrenic School, which taught children with developmental delays. A year later, many of her students learned to read, write and passed exams on a par with healthy peers.
In addition to psychology and pedagogy, Maria Montessori was attracted by anthropology, mainly by questions of human evolutionary development - natural factors that affect the mental development of a child.

Maria Montessori 1908

In 1904, Maria became chair of anthropology at the University of Rome. It was during this period that she develops Montessori materials, which are so popular now, formulates the foundations of her own pedagogy, and works on a new methodology for teaching children to write and read.
At the beginning of the 20th century, there was a time of great social experiments in Europe. In Rome, it was decided to modernize the working quarter of San Lorenzo. Project leader Eduardo de Salamo invited Montessori to take over the educational part of the project. She agreed, because she had long felt the need to test her method of teaching on healthy children.
On January 7, 1907, the first "Children's House" opened in San Lorenzo.
60 children, whose families settled in new homes, gathered in a large room that became the prototype of the modern Montessori class. The results obtained by Maria Montessori exceeded all her wildest expectations. She gave up everything: lectures at the University, professorial practice, good earnings, for the sake of a new, unknown, but entailing business - the creation of a new pedagogical system for the free self-development of children.

It is amazing how quickly news of the Montessori method spread around the world. Teachers from England, France, Russia, America went to Maria to get invaluable experience of the new methodology. In 1910, the book "The Montessori Method" was published, and it was immediately translated into 20 languages of the world. Doctor Montessori has become not only the pride of Italy, but hardly the most famous teacher on the planet. Maria Montessori lived her life in a never-ending struggle for the rights of the child. She called her method - the method of scientific pedagogy and believed that any practical actions, theories, models can only be based on deep knowledge about a developing person.
In 1950, Maria Montessori was awarded an honorary degree of doctor, professor at the University of Amsterdam, and she was nominated for the international Nobel Prize.
Maria Montessori died in 1952 in Noordwijk, Holland.
The UNESCO decision in 1988 to include her among the four teachers who determined the way of pedagogical thinking in the 20th century was evidence of the worldwide recognition of Maria Montessori. These are John Dewey, Georg Kershensteiner, Anton Macareno and Maria Montessori.

TERMINOLOGY OF MONTESSORI PEDAGOGY

sensitive(as is customary in psychology and pedagogy) or sensitive(term from medical practice) periods- periods of special susceptibility to various types of activities and ways of emotional response. During these periods, certain qualities and psychological characteristics of a person are preferably developed. Sensitive periods are inherent in absolutely all children and pass irrevocably. In Montessori pedagogy, the sensitivity of children under 6 years of age is known. Sometimes they confuse sensitivity and periods of child development

Montessori materials- child development tools (didactic aids) selected by Maria Montessori as a result of observations of children. All materials are ordered according to the degree of complexity and are freely available for the child, as well as having a number of special characteristics, such as isolation of difficulties, error control, etc. All manuals are visually attractive, made, as a rule, from high quality natural materials. The main task is to stimulate the individual development of the child. In the course of work (play) with the material, certain psychological qualities are formed in the child, and internal motivation for learning develops.

Montessori pedagogy- a scientific pedagogical system for the upbringing and education of children under the age of 12, developed by the doctor, psychologist, teacher Maria Montessori (1870-1952). Currently, there is an international system for training teachers working with children of different age categories (from 0 to 3, from 3 to 6 and from 6 to 12 years) within the framework of scientific Montessori pedagogy.

AMI (Association Montessori International)- International Montessori Association, founded in 1929 by M. Montessori herself and her son Mario. For a long time its general secretary was M. Montessori's granddaughter Renilda. The headquarters is located in Amsterdam (Netherlands). Supervises a network of Montessori teacher training courses. Prepares and approves Montessori trainers. Conducts pedagogical councils of the Association, where it discusses and approves changes in methodology based on observations of children brought up in the Montessori system.

AMS (American Montessori Society)- The American Montessori Society is a huge organization that promotes Montessori education in the world. AMS began operations in 1960 in Greenwich and now spreads its influence to six continents.
AMS has its own standards and criteria for accrediting Montessori education. AMS-approach in Montessori is characterized by the adaptation of the Montessori system to the realities of today, to the different mentalities of children and takes into account the development of modern technologies.

Normalization- the process of maximum optimization of the development of the child, during which deviations in his development of a deviant nature are eliminated. Normalization occurs due to free work in a specially prepared environment. The normalization of a particular child can be determined by the absence of deviations in behavior and the acquisition of a number of qualities.

Absorbing mind (absorbing)- the natural property of a child from birth to six years to spontaneously perceive, fix, remember impressions (signals, information) from the outside with the help of all the senses and transform them into his personal experience in adapting to the environment and shaping his personality.

Concentration- the ability to continuous, intensive work with one didactic material.

Prepared environment- such an environment of the child in all its aspects, with all its subjects and relationships, which provides him with the opportunity for the most complete optimal physical, spiritual and intellectual development. This concept includes a number of psychological and pedagogical (taking into account sensitivity, humanistic tendencies, etc.) and organizational aspects (the availability of certain didactic material, a trained teacher, etc.). A full-fledged prepared environment can only be created in the conditions of a training institution.

Explosion in learning- a spontaneous process of transition of the quantity of indirectly accumulated knowledge into a new quality. For example, "letter explosion". As a result of the development of the hand and muscle memory (through a series of exercises), the child acquires the ability to write letters correctly.

Sensory Materials- Designed to build the intelligence of the child. The initial task is the refinement of feelings, the construction of pairs (noisy boxes, etc.) and successive rows in a group of homogeneous objects (pink tower, brown staircase)). The ability to organize and classify is the basis of intellectual activity.

A circle- a group lesson (on-line lesson), which necessarily contains a specific problem, task, learning moment. Circles have direct and indirect goals, material, presentation, the ability to control and correct errors, and are aimed at certain sensitive periods. The circle is “the place of organization of thought and consciousness”.

CREATING A HOME MONTESSORI ENVIRONMENT FOR A CHILD 3-6 YEARS OLD

It is believed that at the age of 3-6 years, the child “creates himself” and should not be disturbed. The child is aware of himself in society and learns many adult things. The Montessori environment from 3 years old consists in creating 5 zones:

Zone 1: Exercises in practical life
Zone 2: Sensory Development
Zone 3: Math Zone
Zone 4: Language zone
Zone 5: "Space" zone

ZONE OF PRACTICAL LIFE. These are materials that contribute to the development of self-care skills: brushing teeth, cleaning, washing dishes, laundry, cleaning clothes and shoes, tying shoelaces, and so on. If parents have the opportunity to purchase special Montessori material for classes, this is good. Specialized sets, as a rule, include the following things: frames with fasteners of all kinds, sets of dishes, sets of brushes and basins, clothespins, containers for pouring and pouring, sponges, rags, a scoop and a broom. The set of items, as you can see, is uncomplicated. It will not be difficult to purchase all of the above in an ordinary hardware store, except, perhaps, the framework. Frames with fasteners (velcro, lacing, buttons) are easiest to make yourself.

ZONE OF SENSORY DEVELOPMENT is the area of development of the senses: touch, smell, sight, hearing. Materials that help a child understand and remember physical laws and concepts: color, shape, temperature, sounds, smells. These include fabric swatches, geometric plaque displays, odd-sized objects (tower), colorful shapes, and color and shape sorting board sets.

MATHEMATICAL ZONE from 3 years old and older is aimed at developing in the child not only knowledge about numbers, but also the simplest actions with them: addition, subtraction, division into fractions. Below is a selection of special Montessori material, which includes sets with textured numbers, abacus, sets of figures that give an idea of fractions, wooden boards with examples of calculations, a lotto game with numbers, cards with symbols for numbers 1,10,100,1000.

The RUSSIAN LANGUAGE ZONE mainly includes materials demonstrating the form and types of writing letters. These are cash registers of letters and syllables, sets of capital and printed letters, textured letters. Of course, familiarity with the native language is not limited to the concept of letters. Nothing develops speech like reading, so books and games for developing vocabulary should also settle in this zone.

SPACE ZONE is responsible for the formation of knowledge of a small person about this world and for the development of his ideas about himself. Special manuals, geographical maps, didactic material explaining the origin of things and natural phenomena, books about nature can help him in this.
(based on the mat. Maria Tretyakovskaya)

But creating all this at home costs a lot of money. And the full use of the environment requires special knowledge. Therefore, many parents prefer to send their children to Montessori classes or Montessori kindergartens.

MONTESSORI METHOD

What is the Montessori method?
The main principle is to encourage the child to self-learning, to self-development. The motto of Montessori teachers is familiar to many: "Help me do it myself." It is important for teachers to preserve the natural motivation of the child to master the world around him, to support his desire to be an independent student.

Why is the period from 0 to 6 years important in the development of a child?
Maria Montessori, on the basis of many years of study, realized that certain physical needs of the baby coincide with his intellectual development. For example, at the end of the second or third month of life, a child grasps an object presented to him out of a purely muscular sensation, and at two or three years he strives to grasp things because of a deep need for intellectual research. At 9-10 months, the child begins to take the first steps with amazing perseverance until he achieves independent movement as an end in itself. And at the age of five or six, these movements are associated with the satisfaction of mental needs. These impulses, manifesting themselves outside, must find a suitable environment for themselves. If the baby at such a moment hears: “It’s impossible!” or “I have no time!”, he can understand that any of his undertakings is meaningless and does not find support from a loved one. And this means that being independent is uninteresting and unnecessary.

What is a Montessori environment?
This is a specially equipped room where the teacher cannot tell the child: “do not touch” or “no” (of course, if there is no danger to the life of the baby and the people around him). Let's start with the fact that the child attends classes with mom or dad. The presence of a loved one creates a sense of security in the young discoverer. Montessori environment consists of small tables and chairs, small shelves. Materials are located at the level of children's growth. The whole room is divided into zones. In one corner there is a "wet zone" where kids can wash as much as they want, pour water, catch balls from the water, etc. In another part of the room there is a “loose zone” - here you can sort through the cereal, pour it, sift it through a sieve and do a lot of interesting things (come and see). "Zone of sensory development" will teach the baby to distinguish objects by shape, size, recognize flat geometric shapes, primary colors, distinguish sounds by volume and pitch. "Zone of practical development" is the experience of self-fastening and unbuttoning clothes; you can also tinker with laces, Velcro. You can dry and iron the washed things, and then chop the lettuce and sew on the buttons. The guys like circles very much. These are short five to ten minute sessions. In the “circle”, together with their parents, kids perform speech therapy, breathing and finger exercises, play music with the help of simple musical instruments. The whole stay is like participating in a kind fairy tale.

Montessori materials

Montessori materials are an integral part of the "Montessori environment", which encourages the child to show the possibilities of his own development through amateur activities that correspond to his individuality.

Montessori materials according to the level of clarity, structure and logical sequence, they correspond to the periods of the greatest susceptibility of the child's development (sensitive periods). These periods, favorable for learning certain types of activities, identifying talents, cultivating self-control and forming an attitude to the world, can be optimally used with the help of developmental materials.

Materials and their functions must be considered in relation to the vision of the child adopted by Maria Montessori, namely with his anthropology. She saw in the emerging child powerful inner creative forces that do the work of developing and building his own personality. At the same time, materials significantly help to streamline the child's comprehension of the world around. The focus of the teacher is the child with his individual and socio-emotional needs, while the materials play an auxiliary didactic role.

Montessori materials serve primarily to promote the spiritual development of the child through the age-appropriate development of his motor and sensory skills. The child acts independently, his inner forces are released, so that gradually, step by step, he can become independent from adults.

M. Montessori argued that never again does a child manage to learn something so quickly, fully and joyfully, except during the appropriate sensitive period.
It is important to understand that if children have to do something outside the appropriate sensitive period, i.e. under compulsion (learning to read, write, etc.), then they come to the result later or do not come at all.

1. SENSITIVE PERIOD of speech development (from birth to 6 years)

In the first year of life, the child learns the articulation and intonation pattern of the native language. At the second, the child's vocabulary grows like an avalanche, at 2.5-3 years old - the highest point, at this age speech becomes a means of communication and a means of controlling behavior. At about 4 years old, the child begins to distinguish individual sounds, there is an interest in reading and writing.

In the first six years of life, a child easily masters the grammatical structure of speech without learning any grammatical rules. During this period, the children are interested in letters, learn to write and read. Of great importance is the speech that surrounds children, the books that parents read to them. During this period, all the richness of the native language is absorbed, so psychologists do not recommend talking to children in a simplified children's language and monitoring the literacy of their speech.

2. SENSITIVE PERIOD for the development of a sense of order (1.5-4 years)

Peak intensity 2-2.5 years.

For a child, the sequence of events and stability in relationships with other people is very important. This is a kind of manifestation of the desire for security. At this age, it is easy to teach a child to maintain external order, to put things in their place after use, as well as to observe a certain daily routine, etc., only slightly encouraging him in this.

The child needs order, this is his natural need, which brings peace. According to Montessori, the order around the child creates order within the child, which he lives and absorbs.

The order in time is the regime of the day, in which there is a certain time for eating, walking, playing with adults and peers, as well as free work time when the baby works on his own (this is the time to build himself).
Order in space means that each thing has its own place. Be sure to organize a special environment for the child, at least a corner. Put a small table, a chair, hang a shelf with his materials for classes, make room for toys. It is good to have a locker for clothes or a shelf so that the baby can use them independently.
Order in relationships means that parents are constant and consistent in their requirements for the child. These requirements must be met by adults themselves.
Children are very sensitive to changes in the order. They perceive things not in isolation, but in interconnection with each other, therefore it is better not to move until the age of 3, not to make repairs in the apartment, as this can disrupt the child's idea of \u200b\u200border in the world.

3. SENSITIVE PERIOD for the development of independence (7 months - 3 years)

Throughout the sensitive period, the child gradually masters various skills that lead him to independence (from pulling his hat off his head at 7 months to dressing and eating independently at 3 years). It is important that adults do not interfere with the manifestation of independence in the baby, that is, do not do for him what he could do himself. Eric Erickson believed that if up to five years of age parents seize the initiative in children, do not stimulate his activity, then a person will not become enterprising and independent, but will be a passive executor of the will of other people.

4. SENSITIVE PERIOD for the development of movements and actions (1-4.5 years)

The normal state of an awake child is movement. Limiting the motor activity of children can lead to mental retardation. The peak of this period falls on 3 years, by the age of 4 the child is able to master almost all types of movements available to an adult.

Thanks to the movement and the increased ventilation of the lungs of the child accompanying it, the blood is saturated with oxygen, sufficient to supply those brain cells that are involved in the development of all mental functions.

The flow of this sensitive period is not uniform: at the beginning of the period, the child is interested in movements (he has a need to feel the capabilities of his body, for which he tries, for example, to open the door with a push of his foot or move heavy things, and washing the table causes pleasure due to the process itself, and not result), then he becomes interested in more and more complex actions, for which it is necessary to have a certain level of coordination, freedom and expressiveness of movements. Maria Montessori believed that the task of education is not to confuse good with the immobility of the child and evil with his activity, than outdated ideas about discipline sin.

5. SENSITIVE PERIOD of sensory development (0-5.5 years old)

The child has almost all the feelings inherent in man, already at the moment of birth. But object perception requires the development of sensory standards, the ability to use them in the perception of objects of the surrounding reality. By giving the child the opportunity to develop and refine his feelings from birth, we contribute to the development of his mind. "Sensory perception is the main and perhaps the only basis of mental life," says M. Montessori. The peak of this sensitive period falls on 3 years, by the age of 4, interest in sensory begins to fade.

Sensory education is the basis of thinking. Sensory education serves as the basis for studying mathematics, expanding vocabulary, mastering writing, and aesthetic development.
The content of this long sensitive period consists of many relatively short periods, when the development of certain aspects or manifestations of one or another sense organ becomes relevant for the child, and at different times he becomes the most receptive to the color, shape, size of objects.

6. SENSITIVE PERIOD of perception of small objects (1.5-5.5 years)

The child feels the need for intensive development of fine motor skills of the fingers. Thus, he also cognizes the fragmentation of the world, prepares the brain for the operations of analysis and synthesis.

This period is difficult to miss, and often it gives adults a lot of excitement: the child manipulates buttons, peas, etc. endangering their own health.

In fact, the child is interested in the problem of the whole and the part; he takes pleasure in the fact that before his eyes, when it hits the floor, a porcelain cup breaks up into several parts, which, in turn, consist of even smaller parts. Thus the child feels that the world is divisible and consists of smaller and smaller parts.
Adults are able to give a positive connotation to this process by providing the child with the appropriate conditions. For example, with the help of special exercises: stringing more or less small objects on a thread (chestnut fruits, beans with holes made in them, etc.); disassembly and assembly of models from the designer.

7. SENSITIVE PERIOD for developing social skills (2.5-6 years)

The child begins to be actively interested in various forms of behavior (polite and impolite). It is important to remember that during this period the child imitates what he saw and experienced at home, on the street, and reproduces this in his behavior unconsciously. This is the time when the child needs to be helped to learn cultural forms of communication so that he feels adapted and confident, being in a society of various people. A child at this age quickly learns forms of communication and wants to use them. He wants to know how to politely ask the other not to interfere, how to introduce himself to a stranger, how to say hello, say goodbye, ask for help, etc.

At this age, the child's dependence on an adult decreases, he is interested in other children, norms of behavior in a group, relationships with adults and peers. He masters manners of behavior, everyday speech, clearly shows his character. There is an active absorption of culture. Thus, it is simply necessary for the child to be in society during this period, to communicate with peers and elders.

_________________

It remains to be added that it is impossible to influence the time of occurrence and duration of sensitive periods, so we can only create favorable conditions for the realization of the internal "life impulses" of children.

The Montessori environment is created in such a way that, while studying in it, the child does not miss a single sensitive period, because everything necessary to satisfy them is provided in the environment, and each child can work in accordance with his own internal plan of physiological and psychological development.

Today I will talk about the essence and principles of the Montessori method.

The Montessori method was developed at the beginning of the last century, but is still one of the most key and popular methods of early childhood development. Millions of children around the world study in Montessori centers under the close supervision of certified professionals.

The technique gained such popularity not without reason, because Maria Montessori made a revolution in the education system. She was far ahead of her time and modern research confirms the undeniable benefits of the technique.

History reference

The founder of this technique is Maria Montessori (1870-1952), a children's teacher, one of the first female doctors and the first woman with a doctoral degree in Italy.

After graduation, she worked in a mental hospital and visited insane asylums. There she met children who found it difficult to learn due to mental retardation.

I want to note that at that time no one was engaged in the development of such children. Since Maria was a born reformer and even defended the rights of women in the country, the situation with the children did not suit her either, and she decided to actively fight this.

Maria leads a new school, created specifically for the education of children with disabilities.

She believed that these children had potential to be unlocked.

Together with their colleague, and in the future, their husband, they begin the development and implementation of their educational and developmental system and achieve tremendous success.

Later, Maria speaks at a conference with a report on her achievements. She impressed everyone so much that an institute appeared in Rome, which she headed and continued her work.

Massive tests with the participation of independent experts proved the incredible: retarded children learning according to the method began to read, write and count better than ordinary children.

Maria understands that classical teaching methods are extremely ineffective and decides to transfer her system to ordinary children. She opens her first school and soon the whole world will know about the technique.

She later founded the International Montessori Association, which is still active today.

The essence of the Montessori method

The motto of the methodology: "Help me do it myself." And this motto makes it clear that the essence of the methodology lies in the independent and free learning of the child.

The child does not need to impose any specific knowledge at a certain period of life. The child himself is drawn to the knowledge that he needs at the moment.

The child is placed in a special learning environment with didactic materials. The teacher has no right to punish, encourage or educate the child and resorts to help only in case of urgent need.

And the child, in turn, has the right to choose the materials with which he will deal. Each baby is unique, so it is not allowed to evaluate or compare babies with each other.

There is a myth among parents that this technique corrupts the discipline of the child. But this is not so at all. There is no chaos, disorder or noise in Montessori classrooms, as However, there are a number of rules for all children that must be observed:

do not interfere with another child if he is busy
when choosing a place to study, it is worth considering the opinions and interests of others
no need to make noise - it can disturb others
finished the lesson - put the materials in place, leaving cleanliness behind you
if the material is busy - wait and watch or do something else

This is the essence of this technique. But the essence is only the tip of the iceberg, by which it is difficult to judge the volume of the underwater part. Let's take a closer look and look at the basic principles of this system.

6 Basic Learning Principles

There are the following basic principles in the methodology:

Free movement in the classroom
Children learning special Montessori materials
Children independently choose and study materials without the help of a teacher
In a group of children of different ages
Trained educator
Training takes place in a specially prepared environment, divided into different zones

Wednesday Montessori

The environment is a whole separate world filled with various interesting things and in which the child can freely choose what activity to engage in at the moment. The entire environment is filled with special educational and educational Montessori materials.

Availability is an important point in the development environment. All benefits are arranged so that the child, without outside help, can choose an activity to his liking. Also, the kid himself chooses where, how and with whom to study, he has the right to freely move tables and chairs for more convenient study of the material.

The development environment is divided into the following zones:

Practical Life Zone

The child enters the island of everyday life of an adult. It has everything you need in everyday life: from zippering up to preparing breakfast.

Classes are divided into the following groups:

personal care (cleaning and putting on clothes and shoes, cooking)
environmental care (watering flowers, cleaning)
social skills (etiquette, communication rules)

By the way, all items are not toy props, but the real ones.

Sensory Development Zone

The baby learns to feel and feel. This zone is very important for development, since the knowledge of the surrounding world occurs precisely with the help of the senses.

The child learns about concepts such as colors, mass, shapes, sizes, sounds, and even tastes and smells. It is worth noting that each individual training manual is devoted to only one specific parameter, concentrating the child's attention only on it at the time of the game.

Math Zone

This zone is associated with the sensory zone and most of the mathematical materials are presented to the child in a specific physical form, and not in a theoretical one. So it is much easier for a child to understand the essence of mathematics and solve rather difficult problems for his age.

Mathematics is one of the strengths of the Montessori methodology, and even supporters of other early development methods recognize this.

speech zone

The child learns to write, read and replenish vocabulary.

Learning is also based on tactile sensations, which contributes to faster and deeper assimilation of the material.

space zone

The space zone in the Montessori method involves studying the world around us.

This includes geography, biology (zoology and botany), science (various interesting experiments), history and anatomy.

5 Pros and 3 Cons of the Montessori Method

There are many critics of this training system, but even more followers and supporters. And this is completely normal, because everything grandiose and successful is always subject to increased criticism.

The disadvantages include:

not adapted to hyperactive children - it will be difficult for fidgets to keep silence and not disturb others
groups of different ages - many parents are afraid of misunderstanding and conflict between "senior" and "junior"
the lack of a creative component is perhaps the most important drawback according to critics.

Of the advantages, the following can be noted:

the baby learns without the intervention of adults, getting used to independence
the method brings up the freedom of the individual - a guarantee of self-respect and respect for others
no assessments and judgments - the child's self-esteem does not suffer
learning takes place in a playful way - the kid learns with pleasure
groups of different ages (this item is referred to both pluses and minuses) - the older ones help the younger ones, and the younger ones gain experience from the older ones

Conclusion

The Montessori methodology has been persecuted for many years during wars and the difficult political situation in the world. However, at the end of the twentieth century began to regain its popularity.

Nowadays, there are practically no parents left who have not heard about this technique. Now even in small provincial towns there are schools, gardens and Montessori centers.

And in this short video, it is very accessible about the meaning of the technique.

Should you use this technique? It's up to you to decide)

As for my opinion, I always remember the Finnish education system. At some points, it reminds me very much of Montessori pedagogy. There are a number of similar laws, such as freedom of choice, equality, lack of grades (in elementary grades). In general, there is a lot of democracy there.

And you know what with this Finnish education? It is one of the best in the world!

I hope you enjoyed this article and helped you figure out what the essence and principles of the Montessori methodology really are.

Like, share with friends. I will be very glad to see your opinion in the comments.

In contact with

Elena Bochegova
Methods of early development of children by Maria Montessori

Maria Montessori- famous Italian teacher. A whole pedagogical direction was named in her honor - « Montessori pedagogy» . Montessori based her pedagogy mainly on development children's motor and sensory skills, as well as developing children's writing skills, reading and counting. basis Montessori methodology is that every child is unique. Three elements form the basis of her pedagogical theory.: child, environment, teacher. The central element is the child exploring the world on his own (environment). The role of an adult is to oversee the process child self-development to help him. By the Montessori method the child is given the opportunity to develop, to move, but if the help of an adult is required, then he receives it. The function of an adult is to organize an environment for the child in which this independent movement takes place. The basic principle Montessori method- is to push the child to self-education, self-development, self-learning. "Help me do it myself"- the main motto of the pedagogical theory of M. Montessori. The desire of the child to explore the world, to perform specific actions at a given moment in time, to show independence - only this should be taken into account. Until the baby himself takes a spoon in his hands, he will not learn to eat on his own. Until a child laces up a huge number of shoes, unbuttons hundreds of buttons, he will not learn how to do it. Montessori proposed to turn this process into an exciting game by creating a large number of developing toys for all ages. In the selection of such benefits, M. Montessoribased on the principle of succession: from simple to complex, from concrete to abstract. The child received free access to all such toys and chose what to do, how much time to devote to this activity, and who to ask for help with its implementation. From the moment of birth, the baby seeks to acquire new knowledge, and the objects surrounding him should assist in this desire.

Montessori conventionally divided the life of a child into several periods, during which the child is most receptive to some things, sciences, practical actions and in which the child develops some part of the brain. For example, according to the conditional division Montessori, from birth to 6 years of age occurs speech development(that is, during this period the baby learns to speak most easily, and at the age from birth to 3 years the child is most susceptible to order, this is the period of the most active interaction with adults, the most favorable period for learning to read from 3 to 5.5 years old. Adults should take these age differences into account. child development and use them for learning. In order to understand how the child is realized and affirmed, Montessori insisted that that any child from birth has its own internal embryo (or "spiritual embryo") and that is only in progress development child, this germ can unfold and be realized. For the same process Montessori development deemed it necessary to comply with the following conditions.

The child and his development completely dependent on the environment and are in constant contact with it.

The learning environment is the objects, things, manuals, practical skills that can be obtained with the help of these items. For example, jugs, cups, spoons, all kinds of cereals. With their help, the baby learns to pour water from a jug into cups, pour cereal with a spoon, lace up shoes, fasten buttons. Conditionally all benefits offered Montessori and her associates can be divided into five zones. Zone one - practical; the second is touch (sensory development) ; the third is mathematical (logical); fourth - Russian (humanitarian); fifth

Space (knowledge of the environment). “To teach is to create developing environment» .

Mandatory freedom of the child. Freedom for M. Montessori is that each particular kid has his own goal, his own program for achieving it (means, time to achieve it, a certain set of actions that takes into account the individual needs of the child. What to study, how to study, with the help of what aids, the child decides on his own. Children studying according to the M. Montessori, demonstrates such qualities as organization, responsibility, independence.

In the absence of at least one of these conditions, the possibilities and potential of the child are not fully revealed and, as a result, the growth of the child as an individual, personality stops.

Montessori during her practice she proved the close interaction of physical and mental development child and that mental development cannot be successful without physical development.

Montessori set that every child has their periods development, each of which ends with the acquisition of a particular skill. If a child is detained from the view their chosen activity, then the natural path of this knowledge is lost forever.

The first period of a child's life Montessori designated as order. But it is important to remember that the understanding of order is very different in an adult and in a child. For an adult, the order is that each thing has a certain place and is located exactly there, and for a child it is to see things in the environment in the usual places. The child can indicate his need for order in the following ways::

Show joy in seeing things in their places;

Weeps if this or that thing is not in its usual place;

Begins to insist that the thing be put in its usual place or that the actions familiar to the child be performed as usual.

According to this, we can give the following example of a child's understanding of the order:for the celebration of the New Year, the mother of a 4-month-old girl put herself in order: I did my hair, put on makeup, put on a new beautiful dress. When her daughter saw all the changes that had happened to her mother, she began to cry, to refuse to go to her mother in her arms. As a result, the mother changed into her usual home clothes, familiar to the child. The girl immediately calmed down and went to her. For this girl, the understanding of order came down to the fact that she was used to seeing her mother in home clothes, and, seeing that her mother had changed, the girl accepted these changes as a manifestation of disorder.

The second period, which Montessori marked in the life of the child, originates in the desire of the child to explore the world around him with the help of hands and tongue. This learning takes place on a sensory level. When a child uses his own language, that is, the words that the child uses to talk, and the use of various movements that the child makes in one case or another, his intellectual development. By observing these two processes, Montessori came to the conclusion that speech and hands play an important role in development of the child's intelligence. At the same time, for development fine motor skills of hands Montessori advised stringing beads, pouring water, pouring cereals, etc.

Third period development child is a period of walking. According to Montessori, this period is comparable to the second birth, i.e. from a helpless but, finally, the fifth, final period development child from birth to 3 years includes the child's interest in the social manifestations of life, such as communication with other children, joint activities (a game) children, etc. d.

According to Montessori, the brain of a child from birth to 3 years is comparable to a sponge that absorbs absolutely everything from the outside world. This process continues up to 3 years, and only at 3 years old is the child absolutely ready for intellectual development. development.

intellectual child development, stimulation of cognitive interest is the most important task baby development. M. Montessori developed a system of intellectual development baby through sensual (touch) knowledge. Baby through shape, color, size, temperature, weight, surface smoothness or roughness, smells, sounds (various qualities items) gains knowledge about the world around (rough letters, noisy boxes, turrets, cylinders, keys, frames with laces and buttons).

Moreover, the most important, defining quality of the object is highlighted, to which the child's attention is drawn. For example, in order for a child to form an idea of size, the concept "more less", manipulations with cylinders of different sizes are offered. In order to understand the concepts of form, the kid is offered classes with flat geometric shapes. For Montessori motor development recommended giving children all kinds of frames with buttons, bows, laces.

Perhaps the controversial points of this pedagogical theory is the belittling of the importance of role-playing and reading fairy tales in a child's life. Toddler learning method M. Montessori, there is simply no time to play in the usual sense of the word for us. Fairy tales in general can be harmful, because, according to M. Montessori, from which the child can draw a negative experience of behavior. Many believe that the disadvantage of the M. Montessori is the extreme individualism of the child, which may interfere in the future, which will require work in groups, existence in a large team. And yet the rational grain in the pedagogical ideas of M. Montessori is and parents can use them. To date, the stores are presented in a large number of various frames Montessori. These are planks (cubes) with holes of different shapes and sizes and inserts for them. The kid selects the right liner to the appropriate hole. Benefits can be made with your own hands.

"Magic" track

With this device, you can develop tactile sensations. This track is recommended for a baby from 10 months. On the floor, having previously laid an old oilcloth or pieces of wallpaper, river sand, small smooth pebbles, some grains (rice, lentils, pieces of crumpled paper, pieces of fur or cotton wool, coins, a piece of some rough fabric) are poured out in sectors in a circle (terry towel). Toddler walking barefoot "magic" path, trying not to go to the side. Such an activity not only contributes to the formation of coordination of movements, but speech development. It has long been known that the centers of speech development and tactile sensations in the brain are nearby. With the stimulation of the center of tactile sensations, the speech center is also affected. Therefore, pediatricians recommend that in summer children run barefoot on grass, sand, and sea pebbles.

Sandbox

M. Montessori noted the positive impact of all kinds of activities with sand (sand pouring from palm to palm, construction of houses, roads) for development mental abilities through tactile sensations. Every yard has a sandbox, and in winter you can put a large box filled with clean sand in your apartment.

Filler bags

Starting from 6 months, the baby can be given to play with linen bags filled with grain. It is necessary to sew several pairs of small bags, fill them with various cereals, grains in pairs. For example, two with rice, two with buckwheat, two with peas. The task of the baby is to pick up a bag with the same filler by touch.

shreds

This activity can be offered to kids from 2.5-3 years old. Pieces of various matter are put into a large basket or box.: velvet, satin, silk, chintz, linen. The kid, together with the adult, sorts through these shreds in his hands. An adult gives a name to these tissues, and the baby highlights the main characteristic quality: "soft", "rough", "hard", "thin" etc. Then the baby is blindfolded with a scarf, he takes out a shred from the box, feels it and names the material, gives him a description. the born child becomes more active and independent in his movements.

The fourth period development the child consists of the baby's manifestation of special interest in small things and objects.