'How Is the Child’s Exploration and Orientation in His Physical Environment Complimented by the Montessori Materials and Presentation\r'

'How is the sm al maven fry’s exploration and orientation in his physical environs complimented by the Montessori materials and insertion? Dr. Maria Montessori’s aim of education is to begin a global imagination in spite of appearance the kidskinren. Montessori c alls the path to this perspective â€Å"Cosmic breachment”, which develops in kidren a sense of gratitude for the universe and their lives within it. The concept of cosmic education presents a complete whole picture of the mankind- a world in which the babe sees himself as being a offset.\r\nMontessori had more than to say around world peace. She al counselings says to the highest degree the importance of developing an under(a)standing of the benignant paradox and restricting forgiving society. She firmly believed that the way to do this was by dint of the infant, and that the work of education was to establish a lasting peace. Throughout history, humans have relied on their ingen uity and adaptability for survival. Regardless of race, country ,or culture, people come after similar patterns.\r\nAfter years of c atomic number 18ful reflection in shaverren, Maria Montessori was able to identify 14 of import tendencies that compel human beings to construct and regenerate the world around them, which she considered these as â€Å"Tendencies of man”, they atomic number 18 exploration, order, gregariousness, communication, abstraction, curiosity, calculation, repetition, concentration, self- fake, perfection, creativity, independence and work. The Montessori prep atomic number 18d environment with its c atomic number 18fully chosen and beautifully arranged materials is pass water around these tendencies.\r\nBe realize of this, Montessori instructors do non need to force their students to; peasantren ar of course drawn to the materials because they appeal to their instinctive drives. Today’s chela unconsciously displays the same traits tha t early human did, and without realizing it,we often stand in the way of their exploration and manipulation because it is an inconvenience to us. When we be able to crawfish either hinderences to a squirt’s indwelling tendencies, the child entrust flourish and likely move us with their pursuit of knowledge, their groundbreaking thinking, and their limitless curiosity. Children are naturally attracted to the nature.\r\nSo a Montessori environment conk out well prepared with natural things such as choice of positions and flowers with a small garden in the outdoor and with some pats such as rabbits, specie fish. These unproblematic things attract the child to study just close the plants and animals, to care for them and in any case to explore specimens found in our living world. The Montessori cultural materials were designed to allow the child to explore an abstract concept in the cover form. wish well the other areas of Montessori curriculum, the sequence of presentation begins with simple to complex and concrete to abstract.\r\nThe undermentioned body process is identifying animals (more peculiarly congregationed). This activeness in any case presented in the same way as loosely group, but each group is specifically grouped, for e. g. Birds that abide fly and Bird that skunk’t fly. This occupation leads the child come along into assortment by encouraging groups and withal make the child aware of similarities and differences between spices. The future tense(a) exercise in zoology is reciprocating saw puzzle of an animal. The materials for this activity are Animal puzzle and identical picture broadsheet as engage card.\r\nThe child is presumption a situation animal puzzle and she testament be talk ofed about that animal. For e. g. Fish, at get-go the child volition be requireed â€Å"What is this animal? , What does it eat? , Where does it live? and so the instructor go away point each purpose and g et hold ofs the child, â€Å"Do you know what part is this? If the child doesn’t know she go out teach the get winds of the part. and so the teacher entrust show the child how to guide the head in the picture card and she asks the child to place the rest. then again putting back off she reinforces the child by, â€Å"Would you like to put the fin first?\r\nIn this style the directress leave behind present the activity. So succession working with this material the child bequeath get a sensorial awareness of the assorted parts of animals and also provide information and gain the child’s vocabulary as well. The abutting activity in zoology is Terminology card (Identifying parts of the animals). The materials for this activities are a set of authorization card game which the parts of the body of a particular animal is highlighted in red and the remarks of the parts are written on them. The following(a) setof separate are picture cards same as control cards but un find outd and the name tags.\r\nThere are two cards non-highlighted pictures of a particular animal. This activity also has two presentation one for non- translation child and the other one for culture child. For the non-reading child the teacher leave place the non-highlighted pictures of an animal, for e. g. Elephant the control card near the child and she will treat about elephant. Then she will give any of the highlighted picture of an elephant say for e. g. the head and she will ask , â€Å"Do you know what part is this? If the child knows he will tell, if the child doesn’t know teacher will tell the name of the part, â€Å"Head”.\r\nLike wise the child will be discuss each part of an elephant. Then the teacher will gives the picture cards to match with the control cards. For reading child she does the same way as non-reading child, she gives the name tags and have the child read and place it under the correct card. When the child finishes she giv es the control cards and ask the child to checks her work. After working with this materials the child will knows the parts of the animals, his vocabulary accession, it develop awareness of similarities and differences in animals, develop child observational and classification skills.\r\nThe future(a) activity will be Terminology cards; identifying plant parts. This activity presented in the same manner as Terminology cards; identifying animals’ body, but the pictures should be a plant picture and each part of plant is highlighted in red. This activity teach the names of the parts of the plants, it provide information about the plants, develop awareness of similarity and differences in the plants and also it develop the child’s observation and classification skills. The next activity is flower pressing.\r\nChildren love flowers, so this activity provides them to work with flowers. They are encouraged to find diametrical types of flowers and leaves and they are show ed how to press them and make lovely greeting card, or a design for them to hang in their room wall. This activity prepares the child for art and also it appreciates the design in nature. The next activity in botany is first introduction to the folio cabinet. This cabinet is same as geometrical cabinet in sensorial area, having tercet leaf shape boxershorts and the removable insets which are in green.\r\nIn this activity children are encouraged to trace the shape of the leaves, there fore it create awareness of the variety of leaf shapes in the environment through visual and stringy knowledge of leaf shapes. So this activity increase the children observation skill, it dish foster the child’s respect for the wide diversity of plant forms in the world and also it prepare the child for future works in botany and create pursuance in designs. The next activity which is an pregnant activity which is presented to the children is the importance of the temperateness. instru ctor talks about the children why sun is authorized?\r\nShe tells the children it gives us heat, otherwise it will be cold, it would be difficult for us human , animals and plants to survive. She explains some other important facts about sun. Teacher shows the children how sun is important utilise chart, the food set up how the sun helps the plants to grow, when the plants grow lonesome(prenominal) animal can eat plant and they can grow, if the animals grow only we can get food from animals, so all are dependent in the single element that is sun. The teacher must be creative and innovative to present this activity. So the children will understand how the sun is important for all living creatures.\r\nThis activity prepares the child for future work in photosynthesis. The next activity which is presented to the children is growing plants. The children are shown how to grow a plant. They were asked to body of water the plant daily and also not to split the pot to the sun too muc h which cause the plant to dry or die and also they were asked to observe the development daily. This activity teach the children to plant seeds and how to care for plants, it develop a sense of responsibleness and ownership in the child and also children will have the concrete experience as to what a plant unavoidably to grow.\r\nThe last activity presented to the children is plants breeding stories. The pictures of life cycles/second of a plant are do as frieze. The picture shows the seed, sun, water and ultimately a plant. This will be present in the same manner as life stories of animals. By showing each picture the teacher will describe each stage, how water and sun important for the seed to grow and finally how the plant big(a) fully. This activity help the children to understand the life cycle of plants, to identify the sequence of growth, and also this leads the child to defend care of the plants.\r\nThe next written report which is presented to the children is geog raphics. Maria Montessori adds this subject in cultural subjects to launch the child’s exploration of the world’s physical environment. Montessori fire always introducing new ideas with concrete objects or pictures for the child to see, touch and manipulate. The first activity which is presented in Geography is Sandpaper terra firma. The bollock which has the continents covered with sandpaper and the sea is assorted in blue. The teacher brings the sandpaper globe to the table and shows the child how to feel it with her both transfer and she ask the child to feel the same.\r\nThen she gives the name of land and water using triad decimal point lessons by feeling with her two fingers. So while working with the sandpaper globe initially the child learn things the shape of the world is sphere and that is made up of land and water. The next activity which is presented to the child is the coloured globe. In the coloured globe the continents painted in different colour s- Europe is red, Asia is yellow, Africa is green, Australasia is brown, north the States is orange, South America is pink and the Antartica is white. Teacher brings the dour globe and sandpaper lobe to the table and shows the child, the coloured globe is same as sandpaper globe. Then using the coloured globe she tells the child that the land on the sloping globe is divided by alter and each colour represents masses of land and they are call as continents. While working with the colored globe, the child will become aware of the congeneric sizes, shapes and positions of the land masses and oceans. The next activity which is presented to the child is Jigsaw stage of the world. The Montessori Jigsaw map of the world made up with 2 hemispheres, each with the continents removable as whole puzzle pieces.\r\nThe colours are the same as the colored globe. It is easier for a young child to see how the world is represented on a flat map. There is a control map for the child to place the pieces on that. Directress will shows the child how to place the pieces on the control map and she invites the child to do the same. The child learns the names of the continents with the Jigsaw map of the world with the three period lessons. The next activity is continent cards. The child will further reinforce to learn the names of the continents with this activity. After breeding the names of the continent the child learn about animals which live in each continent.\r\nThis activity given to the child to relate animals to the continents on which they live. After learning about each continent the child will learn how they are divided into different countries which are areas of land with a name, flag and national anthem. Then the child learns various countries with the pictures from various continents. The child also has a great natural interest in others who are different from him self. The teacher will shows the child any picture of a country flag, the important places, their foo ds, their festivals and etc. he learns much more about the lives of others through this presentation.\r\nThe next activity which is presented to the children is introduction of the three elements. The child will be discussed about the three elements and she tells the child theses three elements are very important and without any one of them, earth will not exist” so the child will be aware how important these three elements how to save them from pollution. So children have secretedom to choose to their own sexual needs. Repetition is necessary for them to master and perfect his skills and build his competency and knowledge. Through free choice and glut children acquire their knowledge tonicity by step depending on their own needs.\r\nSo the teacher needs to understand that children will reveal him self through work. She can help them to remove their obstacles and guide them to next step according to their own needs and desires. If the teacher helps him in this manner, it c ultivate the child’s character, it help children to live in peace and harmony with all people and establish an innate awareness that they are citizens of the world and stewards of their own communities. Dr. Montessori said, â€Å"To serve the children is to feel one is serving the spirit of man, a spirit which has to free itself (Absorbent Mind, Chapter 27, p. g. 283) Bibliography\r\nMaria Montessori, To educate the human potential, A KALAKSHETRA PRESS, 84, kalakshetra road, madrass- 600 041. PAULA POLK LILLARD, MONTESSRI TODAY, Schocken Books inc, impertinent York. LESLEY BRITTON, MONTESSORI PLAY & LEARN, Vermilion, re print by stochastic House, 20 Vauxhall Bridge Road, London, SW*1* V *2* SA. *Maria Montessori, The Absorbent Mind, Henry resist and company, LLC, 115, West 18th* street, Ney York, New York, 10011, 1995. DMT 108, Modern Montessori global LTD, 107 Bow Road, Bow London E3 2AN. Maria Montessori, the breakthrough of the Child, The Random House Publishing group, New York, 1967.\r\n'