By Barbara Isaacs
This easy-to-read sequence offers an advent to a couple of crucial early years philosophies and indicates how they are often included into your surroundings. every one booklet offers: an summary of the historical past to the procedure transparent factors of the relevance to modern considering feedback that will help you to devise a winning studying atmosphere examples of what the person method can appear like in perform. those handy publications are necessary to early years practitioners, scholars and fogeys who desire to totally comprehend what every one strategy capability to their environment and youngsters. have you puzzled what the Montessori procedure is all approximately and the way it may be used to profit the children on your atmosphere? during this booklet Barbara Isaacs explains how the Montessori technique works and offers examples from faculties and nurseries imposing Montessori ideas. It contains counsel on making plans and overview tools and functional actions for practitioners to attempt. This re-creation has been absolutely up-to-date to incorporate: the function of the Montessori practitioner a proof of Montessori school room administration hyperlinks to the major commitments of the EYFS and what they suggest in Montessori settings examples to teach how the six parts of studying and improvement within the EYFS are supported by way of Montessori studying fabrics. this handy consultant can help early years practitioners, scholars and oldsters to actually comprehend what the Montessori technique skill to their atmosphere and kids.
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Extra info for Bringing the Montessori Approach to your Early Years Practice, 2nd Edition (Bringing ... to your Early Years Practice)
They could also evolve spontaneously or with sensitive support from the activities available on the shelves, demonstrating creativity and imagination. Montessori areas of learning Whether we call it work or play, the activities in the Montessori classroom have clearly defined aims and so contribute to the child’s development and learning. For Montessorians, these activities represent the curriculum; a curriculum which is led by the interests of the individual, supported by peers and adults in the environment.
The exploration of continents and their countries also gives us opportunities to explore similarities and differences in the lives of children and 52 The Montessori early years curriculum their families around the world. Montessori saw these activities as important learning tools in developing children’s understanding of and respect for all humanity as a foundation towards peaceful co-existence. Peace education continues to be a key aspect of the spiritual development of the child in the Montessori classroom and is extensively enlarged upon in the Montessori primary curriculum through the concept of cosmic education (Montessori 1989d, 1994; Montessori Jnr 1992).
The teacher continues to modify the environment for individual children through observation and occasional lessons. The lessons are offered when the child is ready to be introduced to new areas of the classroom or aspects of their learning. Alongside consistent and skilful observation, this change of role is the biggest challenge for the Montessori teacher; at any one time, there are children in the classroom, who require more active interactions, while some will be less dependent and others will themselves become the teachers of the younger children.