maria montessori
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MARIA
MONTESSORI
(1870 - 1952)
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Life Sketch
• Dr. Maria Montessori(1870-1952) was an Italian Doctor.
• She prepared a scheme for the education for the feeble-minded
children.
• She was appointed as a director of special schools.
• She establish a school for children named ‘casa de Bombini’ or
children’s house on January 6, 1907.
• She discovered the training of senses and muscles.
• She wrote a book which was very famous named ‘Discovery of
the child’.
• In 1939, she visited India and stayed till 1951.
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Montessori’s Educational Ideas
• Feeble mindedness of child was due to dullness of their senses.
• Proper training would enable them to overcome feeble mindedness.
• Too much emphasis is laid on the psychology of the child.
• Discipline must come through liberty.
• She introduced ‘ A Didactic Apparatus’ for ‘self education’.
• Education must provide proper training of senses.
• She employed three methods in achieving the aims of education:
a) Motor education training for the head, heart and body.
b) Sensory education with the help of a didactic apparatus.
c) Language teaching consists of desk, small balls, cards with letters pasted on
them colour boards and so on.
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Didactic
Apparatus
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Materials used in the sensory training
• For perception of size.
• For perception of forms.
• For discrimination in weight.
• For touch.
• For sense of temperature.
• For auditory acuity.
• For the colour sense.
• Tactual activity.
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Montessori Materials
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Principles of Montessori System of
Education
1. Principle of individual development.
2. Principle of freedom or liberty.
3. Principle of Self-education or Auto education.
4. Principles of sense training.
5. Principle of muscular training.
6. Principle of no Material rewards and Punishments.
7. Principle of no fairy tales.
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Principle of individual development
• She believed that every child is peculiar and unique.
• Every child progress at his own speed and rate.
• So each child should be treated as a separate individual.
• Collective method of teaching crush the individuality of the
child.
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Principle of Freedom or Liberty
• There should be no interference or hindrance in the child’s
growth and development.
• Restraints will stifle the innate powers of the child.
• The school should provide free & natural manifestation of the
child.
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Principle of Self-education or Liberty
• She believed that self-education is the true education.
• She advocates that the child should remain undisturbed by
adult interference.
• She devised the didactic apparatus which attracts the
children. It keeps them busy spontaneously.
• It leads them to learn the power of movements, reading,
writing and arithmetic etc.
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Principle of Sense Training
• She asserts that our senses are the gateways of knowledge.
• She pointed out that the senses are very active between the age
of 3 and 7.
• She advocates that the sensory training is the key to intellectual
development.
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Principle of Motor Efficiency or
Muscular Training
• She believed that muscular training facilitates other activities like
writing, drawing, speaking etc.
• She takes muscular activity as purely physiological in character.
• She stress that running, walking etc, all depend on muscular
training.
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Principle of no Material Rewards & Punishments
• According to her rewards and punishments are unnatural
incentive or forced effort.
• The development that comes with their help will also be
unnatural.
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Principle of no fairy tales
• She wants to banish fairy stories from the curriculum of
young children.
• Because the stories will confuse & hinder them in the process
of adjusting themselves to the real world.
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Functions of a Teacher
1. Teacher as a gardener.
2. The directress and not the Teacher.
3. Doctor-cum-scientist-cum-missionary.
4. Faith in personality of the child.
5. Moral qualities.
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Teacher as a gardener
• The teacher should take care for the child like a gardener
who cares for the plants.
• So that the natural growth of the child is properly guided
and aided.
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The directress and not the teacher
• She thinks that the primary duty of the teacher is to
direct and not to teach.
• She insists that the directress should have an extensive
knowledge of psychology and laboratory techniques.
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Doctor-cum-scientist-cum-missionary
• The directress should be partly doctor, partly scientist and
completely religious.
• Like a doctor she should avoid scolding or suppressing the
patient in order to avoid worst situations.
• Like a scientist she should wait patiently for the results and
should conduct experiments.
• Like a religious lady she should be there to serve the child.
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Faith in the personality of the child
• The directress should allow the child to grow according to
his own inner law.
• Her business is to provide suitable environments.
• She should provide children with suitable opportunities to
think for themselves.
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Moral Qualities
• According to her, virtues and not words are the main
qualification of the directress.
• She must banish anger which is a great sin & which prevents
from understanding the child.
• The soul of the child, which is pure and very sensitive,
requires her most delicate care.
• Her motto should be ‘I must diminish to let you grow’.
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Merits of Montessori method
1. Freedom for children:
The children are provided with self-directed activities.
2. Sense Training:
She aims at educating children through sense training.
3. Reverence for small children:
She considered her school as the temple & the child as a God.
4. Individual Attention:
Against collective method, stresses individual method of teaching.
5. Learning through living:
Practical exercises are provided to enable the children to learn good habits
like cleanliness, order, self-help and the dignity of labour.
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Demerits of Montessori method
1. Mechanical & artificial nature of Didactic method:
Too much importance has been given to didactic apparatus. It will hand-cuff both
the teacher and the student.
2. Imagination is neglected:
Since there is no place for fairy tales, there is less scope for the imagination.
3. Lack of suitable teachers:
Successful working of the this method depends on teachers who posses extensive
knowledge of child psychology.
4. Very expensive:
it is very expensive to set up a school on the lines suggested by Montessori.
5. There is little scope for project:
In Montessori method there is little scope for utilizing projects.