Montessori: The Science behind the Genius by Angeline Stoll Lillard

By Angeline Stoll Lillard

Conventional American education is in consistent main issue since it is predicated on terrible types for children's studying: the varsity as a manufacturing unit and the kid as a clean slate. institution reforms time and again fail through now not studying from the shortcomings of those models.

100 years in the past, Maria Montessori, the 1st girl healthcare professional in Italy, devised a truly varied approach to teaching teenagers, in keeping with her observations of ways they evidently research. Does Montessori schooling supply a potential substitute to standard education? Do Dr. Montessori's theories and practices face up to the scrutiny of modern day developmental psychology? Can developmental psychology let us know something approximately how and why Montessori tools work?

In Montessori, now with a foreword by means of Renilde Montessori, the youngest grandchild of Maria Montessori, Angeline Stoll Lillard indicates that technology has ultimately stuck up with Maria Montessori. Lillard provides the study pertaining to 8 insights which are foundations of Montessori schooling, describing how each one of those insights is utilized within the Montessori lecture room. In analyzing this e-book, mom and dad and academics alike will increase a transparent knowing of what occurs in a Montessori lecture room and, extra vital, why it occurs and why it really works. Lillard, besides the fact that, does even more than clarify the clinical foundation for Montessori's approach: Amid the clamor for evidence-based schooling, she offers the experiences that exhibit how little ones examine most sensible, makes transparent why many conventional practices arise brief, and describes an inventive substitute that works. every person drawn to schooling, in any respect degrees and in all varieties, will take from this booklet a wealth of insights. Montessori is crucial interpreting for someone drawn to what psychologists learn about human studying and improvement, and the way to exploit it to enhance instructing effectiveness.

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This observation makes sense: our brains evolved in a world in which we move and do, not a world in which we sit at desks and consider abstractions. Dr. Montessori noted that thinking seems to be expressed by the hands before it can be put into words, an idea with which Piaget apparently concurred (Ginsburg & Oper, 1979). In small children, she said, thinking and moving are the same process. Piaget restricted this identity claim to the sensorimotor period, but, consistent with recent work in psychology, Dr.

This book describes eight insights Dr. Montessori derived through her observations of children that undergird her approach to schooling. These insights are supported today by a good deal of research in psychology and education. Some of the principles can also be implemented in traditional classrooms; in fact, some of the research showing the validity of the principles was conducted in traditional school contexts. However, to develop a system from a principle is very different than to insert a principle into a system that was designed with something else in mind.

Children pursue learning that is of personal interest to them—not in a manner that excludes large swaths of curriculum, but in a manner consistent with how we know the very best learning takes place. Rather than memorize facts chosen by a faraway state legislative body, children in Montessori Elementary schools write and present reports on what fascinates them, tying it into the foundational curriculum. The Montessori materials and basic lessons ensure a core of learning across curriculum areas, but each child’s imagination is invested in the particular avenues of learning that the child pursues beyond that core.

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