A Glossary of Terms - Revision history

MontessoriAdmin: /* Activities of Practical Life */

2021-07-23T22:13:31Z

Activities of Practical Life

← Older revision		Revision as of 15:13, 23 July 2021
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	Craycroft, Marnie. “12 Characteristics of a Successful Montessori Presentation.” CarrotsAreOrange.com, 2021 [https://carrotsareorange.com/montessori-presentation https://carrotsareorange.com/montessori-presentation]</ref>		Craycroft, Marnie. “12 Characteristics of a Successful Montessori Presentation.” CarrotsAreOrange.com, 2021 [https://carrotsareorange.com/montessori-presentation https://carrotsareorange.com/montessori-presentation]</ref>
	* Care of the Environment – Keeping a clean, orderly classroom is important in a Montessori environment. The practical life activities teach children how to take care of the space around them—from physically cleaning to, on a deeper level, appreciating one’s environment. These activities may include how to set the table, how to clean dishes, or how to water and care for plants. For example, in the Montessori table washing activity, the child would be shown how to go to the correct area of the room to gather cleaning supplies, take a pitcher to the sink and fill it with water, and then methodically scrub the table. Another example: toddlers love learning how to put out a flower arrangement in the classroom. Not only is it beautiful, but they get to make choices about what will make it the most beautiful, all while performing a very involved sequence of tasks with a naturally mandatory order (separating the flowers, filling vases with water, etc.)<ref name=craycroft/>		* Care of the Environment – Keeping a clean, orderly classroom is important in a Montessori environment. The practical life activities teach children how to take care of the space around them—from physically cleaning to, on a deeper level, appreciating one’s environment. These activities may include how to set the table, how to clean dishes, or how to water and care for plants. For example, in the Montessori table washing activity, the child would be shown how to go to the correct area of the room to gather cleaning supplies, take a pitcher to the sink and fill it with water, and then methodically scrub the table. Another example: toddlers love learning how to put out a flower arrangement in the classroom. Not only is it beautiful, but they get to make choices about what will make it the most beautiful, all while performing a very involved sequence of tasks with a naturally mandatory order (separating the flowers, filling vases with water, etc.)<ref name=craycroft/>
	* Grace and Courtesy – saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly.<ref name=amshq>"Montessori Terminology." About Montessori, AMShq.org, American Montessori Society, 2021 [https://amshq.org/About-Montessori/What-Is-Montessori/Terminology https://amshq.org/About-Montessori/What-Is-Montessori/Terminology]</ref> * Elementary Movements – One of the major accomplishments of early childhood. Through the child’s own activity, she refines muscular coordination and consequently acquires increasingly higher levels of independent functioning. Because of this developmental need, children are drawn to activities which involve movement and especially to pastimes which demand a certain level of exactitude and precision.<ref name=mm>“Glossary.” MariaMontessori.com, Montessori Administrators Association, 2017 [https://www.mariamontessori.com/learn/glossary2 https://www.mariamontessori.com/learn/glossary2]</ref>		* Grace and Courtesy – saying “please” and “thank you,” interrupting conversations politely, requesting rather than demanding assistance, and greeting guests warmly.<ref name=amshq>"Montessori Terminology." About Montessori, AMShq.org, American Montessori Society, 2021 [https://amshq.org/About-Montessori/What-Is-Montessori/Terminology https://amshq.org/About-Montessori/What-Is-Montessori/Terminology]</ref>
			* Elementary Movements – One of the major accomplishments of early childhood. Through the child’s own activity, she refines muscular coordination and consequently acquires increasingly higher levels of independent functioning. Because of this developmental need, children are drawn to activities which involve movement and especially to pastimes which demand a certain level of exactitude and precision.<ref name=mm>“Glossary.” MariaMontessori.com, Montessori Administrators Association, 2017 [https://www.mariamontessori.com/learn/glossary2 https://www.mariamontessori.com/learn/glossary2]</ref>

	== Absorbent mind ==		== Absorbent mind ==
	From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment quickly and easily without conscious effort.<ref name=amshq/>		From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment quickly and easily without conscious effort.<ref name=amshq/>

MontessoriAdmin at 22:13, 23 July 2021

2021-07-23T22:13:04Z

Show changes

MontessoriAdmin: /* Works Cited */

2021-07-23T21:53:59Z

Works Cited

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	= Works Cited =		= Works Cited =
	“Chapters 4-6: The Spiritual Embryo.” Blog, CouncilOakMontessori.org, Council Oak Montessori School, 18 Nov 2019 <counciloakmontessori.org/2019/11/18/chapters-4-6-the-spiritual-embryo>		“Chapters 4-6: The Spiritual Embryo.” Blog, CouncilOakMontessori.org, Council Oak Montessori School, 18 Nov 2019 [https://counciloakmontessori.org/2019/11/18/chapters-4-6-the-spiritual-embryo https://counciloakmontessori.org/2019/11/18/chapters-4-6-the-spiritual-embryo]

	Craycroft, Marnie. “12 Characteristics of a Successful Montessori Presentation.” CarrotsAreOrange.com, 2021 <carrotsareorange.com/montessori-presentation>		Craycroft, Marnie. “12 Characteristics of a Successful Montessori Presentation.” CarrotsAreOrange.com, 2021 [https://carrotsareorange.com/montessori-presentation https://carrotsareorange.com/montessori-presentation]

	“Glossary.” MariaMontessori.com, Montessori Administrators Association, 2017 <www.mariamontessori.com/learn/glossary2>		“Glossary.” MariaMontessori.com, Montessori Administrators Association, 2017 [https://www.mariamontessori.com/learn/glossary2 https://www.mariamontessori.com/learn/glossary2]

	Guidepost Team, The. “The Importance of Practical Life Activities Within the Montessori Method.” Parenting, The Guidepost Blog, GuidepostMontessori.com, Higher Ground Education, Inc, 2021 <www.guidepostmontessori.com/blog/practical-life-activities-montessori-method>		Guidepost Team, The. “The Importance of Practical Life Activities Within the Montessori Method.” Parenting, The Guidepost Blog, GuidepostMontessori.com, Higher Ground Education, Inc, 2021 [https://www.guidepostmontessori.com/blog/practical-life-activities-montessori-method https://www.guidepostmontessori.com/blog/practical-life-activities-montessori-method]

	Holly. "Montessori Sensitive Periods Birth to 3 Years." This Toddler Life <thistoddlerlife.com/montessori-sensitive-periods>		Holly. "Montessori Sensitive Periods Birth to 3 Years." This Toddler Life [https://thistoddlerlife.com/montessori-sensitive-periods https://thistoddlerlife.com/montessori-sensitive-periods]

	Homfray, Margaret. “20 Walking the Line.” YouTube, uploaded by نادى الطفولة المبكرة, d27 Feb 2014 <www.youtube.com/watch?v=xrOZAI1nnRg>		Homfray, Margaret. “20 Walking the Line.” YouTube, uploaded by نادى الطفولة المبكرة, d27 Feb 2014 [https://www.youtube.com/watch?v=xrOZAI1nnRg https://www.youtube.com/watch?v=xrOZAI1nnRg]

	Homfray, Margaret. “21 The Silence Lesson.” YouTube, uploaded by نادى الطفولة المبكرة, d27 Feb 2014 <www.youtube.com/watch?v=T8ik5KE1ykE>		Homfray, Margaret. “21 The Silence Lesson.” YouTube, uploaded by نادى الطفولة المبكرة, d27 Feb 2014 [https://www.youtube.com/watch?v=T8ik5KE1ykE https://www.youtube.com/watch?v=T8ik5KE1ykE]

	Kalkirtz, Melissa. “Notes.“ Mar 2014		Kalkirtz, Melissa. “Notes.“ Mar 2014

	"Montessori Terminology." About Montessori, AMShq.org, American Montessori Society, 2021 <amshq.org/About-Montessori/What-Is-Montessori/Terminology?		"Montessori Terminology." About Montessori, AMShq.org, American Montessori Society, 2021 [https://amshq.org/About-Montessori/What-Is-Montessori/Terminology https://amshq.org/About-Montessori/What-Is-Montessori/Terminology]

	“Observations and Discoveries.” Blog, Council Oak Montessori, Council Oak Montessori School, 1 Sep 2020 <https://counciloakmontessori.org/2020/09/01/observations-and-discoveries		“Observations and Discoveries.” Blog, Council Oak Montessori, Council Oak Montessori School, 1 Sep 2020 [https://counciloakmontessori.org/2020/09/01/observations-and-discoveries https://counciloakmontessori.org/2020/09/01/observations-and-discoveries]

MontessoriAdmin: /* Sensitive period */

2021-07-23T21:34:36Z

Sensitive period

← Older revision		Revision as of 14:34, 23 July 2021
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	* Music, 2 years – 6 years		* Music, 2 years – 6 years
	* Social Aspects of Life, 2.5 years – 5 years		* Social Aspects of Life, 2.5 years – 5 years
	* Manners & Courtesies, 2.5 years – 6 years		* Manners & Courtesies, 2.5 years – 6 years<sup>5</sup>
	<sup>5</sup>
	== Sensorial Exercises ==		== Sensorial Exercises ==
	Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>		Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>

MontessoriAdmin: /* Planes of development */

2021-07-23T21:34:17Z

Planes of development

← Older revision		Revision as of 14:34, 23 July 2021
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	* Plane 2, age 6-12, reasoning mind (the period of reasoning and abstraction)		* Plane 2, age 6-12, reasoning mind (the period of reasoning and abstraction)
	* Plane 3, age 12-18, newborn into society (when adolescents construct the “social self,” developing moral values and becoming emotionally independent)		* Plane 3, age 12-18, newborn into society (when adolescents construct the “social self,” developing moral values and becoming emotionally independent)
	* Plane 4, age 18-24, contributor to society (when young adults construct an understanding of the self and seek to know their place in the world)		* Plane 4, age 18-24, contributor to society (when young adults construct an understanding of the self and seek to know their place in the world)<sup>9</sup>
	<sup>9</sup>
	== Point of Interest ==		== Point of Interest ==
	The most interesting moment or point of an activity. The element that will catch the attention of the child and attract the child toward the activity.<sup>8</sup>		The most interesting moment or point of an activity. The element that will catch the attention of the child and attract the child toward the activity.<sup>8</sup>

MontessoriAdmin: /* Control of error */

2021-07-23T21:33:32Z

Control of error

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	== Didactic materials ==		== Didactic materials ==
	Didactic meaning, “designed or intended to teach,” these are the specially-designed instructional materials—many invented by Maria Montessori—that are a hallmark of all Montessori classrooms. They are self-correcting or offer “control of error” and they focus on a single variable or offer “isolation of difficulty.”<sup>9</sup>		Didactic meaning, “designed or intended to teach,” these are the specially-designed instructional materials—many invented by Maria Montessori—that are a hallmark of all Montessori classrooms. They are self-correcting or offer “control of error” and they focus on a single variable or offer “isolation of difficulty.”<sup>9</sup>
	=== Control of ~~error~~ ===		=== [[Control of Error]] ===
	Montessori materials are designed so that the child receives instant feedback about her progress as she works, allowing her to recognize, correct, and learn from an error without adult assistance. Putting control of the activity in the child’s hands strengthens her self-esteem and self-motivation as well as her learning.<sup>9</sup>		Montessori materials are designed so that the child receives instant feedback about her progress as she works, allowing her to recognize, correct, and learn from an error without adult assistance. Putting control of the activity in the child’s hands strengthens her self-esteem and self-motivation as well as her learning.<sup>9</sup>

	=== Isolation of difficulty ===		=== Isolation of difficulty ===
	Each scientifically designed material isolates a specific quality such as color, size, or shape. This focuses the child’s attention on this one characteristic, and teaches her to sort, classify, order, and develop vocabulary to describe objects she experiences in the world around her.<sup>9</sup>		Each scientifically designed material isolates a specific quality such as color, size, or shape. This focuses the child’s attention on this one characteristic, and teaches her to sort, classify, order, and develop vocabulary to describe objects she experiences in the world around her.<sup>9</sup>

Lmwat: /* Prepared environment */

2021-07-22T14:32:18Z

Prepared environment

← Older revision		Revision as of 07:32, 22 July 2021
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	== Practical life ==		== Practical life ==
	The Montessori term that encompasses “domestic” work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.<sup>8</sup> Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities such as cooking, gardening, or operating a business.<sup>9</sup>		The Montessori term that encompasses “domestic” work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.<sup>8</sup> Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities such as cooking, gardening, or operating a business.<sup>9</sup>
	== Prepared ~~environment~~ ==		== Prepared Environment ==
	The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone, or in small or large groups.9		The teacher prepares the environment of the Montessori classroom with carefully selected, aesthetically arranged materials that are presented sequentially to meet the developmental needs of the children using the space. Well-prepared Montessori environments contain appropriately sized furniture, a full complement of Montessori materials, and enough space to allow children to work in peace, alone, or in small or large groups.9
	The space housing a Montessori class is thoughtfully designed and ever-evolving. Great pains are taken to consider how each of the senses will interact with the space and with each material in it. The teacher arranges the environment to allow children maximum independence, with developmentally appropriate materials and opportunities to engage in meaningful work. Teachers strive to incorporate order, beauty, and natural elements into everything that is placed into the classroom, and they will remove any object that is not sparking curiosity or creativity in the students.		The space housing a Montessori class is thoughtfully designed and ever-evolving. Great pains are taken to consider how each of the senses will interact with the space and with each material in it. The teacher arranges the environment to allow children maximum independence, with developmentally appropriate materials and opportunities to engage in meaningful work. Teachers strive to incorporate order, beauty, and natural elements into everything that is placed into the classroom, and they will remove any object that is not sparking curiosity or creativity in the students.

	== Presentation, Qualities and Characteristics of a Good ==		== Presentation, Qualities and Characteristics of a Good ==
	Start with observation. Consider the child. What drives him? What are his physical traits? For example, is he left handed or right handed? Are his fine motor skills weak or strong? Check the environment. Are things in order for the child to focus? Check the material. Are all components available and displayed attractively? Consider yourself. Are you prepared and in the right frame of mind?		Start with observation. Consider the child. What drives him? What are his physical traits? For example, is he left handed or right handed? Are his fine motor skills weak or strong? Check the environment. Are things in order for the child to focus? Check the material. Are all components available and displayed attractively? Consider yourself. Are you prepared and in the right frame of mind?

Lmwat: /* Sensorial exercises */

2021-07-22T14:31:35Z

Sensorial exercises

← Older revision		Revision as of 07:31, 22 July 2021
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	* Manners & Courtesies, 2.5 years – 6 years		* Manners & Courtesies, 2.5 years – 6 years
	<sup>5</sup>		<sup>5</sup>
	== Sensorial ~~exercises~~ ==		== Sensorial Exercises ==
	Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>		Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>

	== Spiritual Embryo ==		== Spiritual Embryo ==
	Dr. Montessori believed that the reason humans take so long to develop is our ability to be individuals, rather than just part of a species. Human movements, which take longer to master, are voluntary and not instinctual. Children are capable of becoming anything and that potential is present from birth and they mold themselves by interacting with their surroundings. By taking seriously the notion that children shape themselves, our role as caretakers shifts from the shapers of children to being their guides. Rather than pointing out where they should go, we must listen to where the child wants to go, and help them to arrive safely.<sup>4</sup>		Dr. Montessori believed that the reason humans take so long to develop is our ability to be individuals, rather than just part of a species. Human movements, which take longer to master, are voluntary and not instinctual. Children are capable of becoming anything and that potential is present from birth and they mold themselves by interacting with their surroundings. By taking seriously the notion that children shape themselves, our role as caretakers shifts from the shapers of children to being their guides. Rather than pointing out where they should go, we must listen to where the child wants to go, and help them to arrive safely.<sup>4</sup>

Lmwat: /* Spiritual embryo */

2021-07-22T14:31:06Z

Spiritual embryo

← Older revision		Revision as of 07:31, 22 July 2021
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	== Sensorial exercises ==		== Sensorial exercises ==
	Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>		Work with these materials develops and refines the 5 senses—seeing, hearing, touching, tasting, and smelling—and builds a foundation for speech, writing, and math.<sup>9</sup>
	== Spiritual ~~embryo~~ ==		== Spiritual Embryo ==
	Dr. Montessori believed that the reason humans take so long to develop is our ability to be individuals, rather than just part of a species. Human movements, which take longer to master, are voluntary and not instinctual. Children are capable of becoming anything and that potential is present from birth and they mold themselves by interacting with their surroundings. By taking seriously the notion that children shape themselves, our role as caretakers shifts from the shapers of children to being their guides. Rather than pointing out where they should go, we must listen to where the child wants to go, and help them to arrive safely.<sup>4</sup>		Dr. Montessori believed that the reason humans take so long to develop is our ability to be individuals, rather than just part of a species. Human movements, which take longer to master, are voluntary and not instinctual. Children are capable of becoming anything and that potential is present from birth and they mold themselves by interacting with their surroundings. By taking seriously the notion that children shape themselves, our role as caretakers shifts from the shapers of children to being their guides. Rather than pointing out where they should go, we must listen to where the child wants to go, and help them to arrive safely.<sup>4</sup>

	= T =		= T =
	== The Line ==		== The Line ==

Lmwat: /* Practical life */

2021-07-22T14:29:35Z

Practical life

← Older revision		Revision as of 07:29, 22 July 2021
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	== Point of Interest ==		== Point of Interest ==
	The most interesting moment or point of an activity. The element that will catch the attention of the child and attract the child toward the activity.<sup>8</sup>		The most interesting moment or point of an activity. The element that will catch the attention of the child and attract the child toward the activity.<sup>8</sup>
	= Practical life =		== Practical life ==
	The Montessori term that encompasses “domestic” work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.<sup>8</sup> Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities such as cooking, gardening, or operating a business.<sup>9</sup>		The Montessori term that encompasses “domestic” work to maintain the home and classroom environment; self-care and personal hygiene; and grace and courtesy. Practical life skills are of great interest to young children and form the basis of later abstract learning.<sup>8</sup> Young children in Montessori classrooms learn to take care of themselves and their environment through activities such as hand washing, dusting, and mopping. These activities help toddlers and preschool-age children learn to work independently, develop concentration, and prepare for later work with reading and math; older children participate in more advanced activities such as cooking, gardening, or operating a business.<sup>9</sup>
	== Prepared environment ==		== Prepared environment ==
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	9. Observation - Step back and take notes. Do not interfere or correct.		9. Observation - Step back and take notes. Do not interfere or correct.
	10. Completion - If the child needs help putting materials away, show him how or help him.		10. Completion - If the child needs help putting materials away, show him how or help him.

	= Q =		= Q =
	= R =		= R =