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Maria Montessori

Posted by Toni on 8th April and posted in Uncategorized

A child can educate in a way no-directiva or autonomous if it has at its disposal sufficiently attractive and appropriate proposals that awaken or encourage in their enthusiasm to learn. Many times they are parents or teachers who can make proposals but environment, the learning environment is also an area which should be given special attention. This concern for the environment was born the idea of ready environment. It was Maria Montessori (1870-1952) in the development of its pedagogy at the beginning of the last century who introduced the concept of ready environment. If you would like to know more about Kindle Direct Publishing KDP, then click here. For her a prepared environment is a carefully organized field so the child can move freely in an autonomous and auto-dirigida manner. She designed environments that respond to the developmental needs of children both in the social aspect and in the emotional and intellectual. These environments should be safe and orderly and thanks to its simplicity and beauty be attractions for children. Warm, invitadores spaces to research from the children.

They were organized by workspaces equipped with shelves that were accessible to children and were made with tables adapted to the size of them as well as areas opened for work on the ground. The atmosphere did not contain objects that child could not used in its development. In 1977, in Ecuador, Mauritius and Rebeca Wild founded a non school, as I liked them call name Pestalozzi. She creates environments prepared for children of all ages: preschool, primary and secondary. n their educational experience, influenced by Maria Montessori and Piaget, consider an environment prepared as a relaxed, lacking active hazards environment and where the child may have a spontaneous activity encouraged by an environment rich in unstructured, i.e. elements that are not a goal in itself, and other structured, open. Part of the relaxed atmosphere is a combination of routine and variation that facilitates that the child will experience the reality of our changing world.

This applies also to the variation objects and people and to the structuring of the time. Currently becomes more necessary than ever to introduce a type of education little directive, since the speed of the changes require that young people are auto-dirigidas people and also with criterion. It is urgent to give a twist to the way how we present knowledge and leave space to be the child that is directed according to their interests by offering them suitable materials.

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