Montessori Creative Curriculum - Essay Example

Montessori Creative Curriculum Name: Professor: Institution: Course: Date: Abstract Montessori creative curriculum was developed by Maria Montessori who used the Montessori Method in the child hood education. This method is used both in private and public schools. Montessori emphasized on the education under a peace full environment, with equality and creativity despite of culture. This method does not allow teacher inclusive all the time instead the learners are free to explore from the learning environment where the learning resources and materials are provided in an orderly and sequence manner. These materials are grouped depending on the age, level, and interests of the learner (Tailor 2008, p. 12). The environment is made in a way that promotes peace, self-confidence, respect for one another, and efficiency for the learner. Some of the approaches used in the study of childhood education are same as those of the three scholars like, Waldorf, Montessori, and Regio Emilia. This research has the some comparative basics (Drake 2007, p. 9). These scholars have the same perspective and believe that a child is vigorous writer of own development, through the influence of the natural world, change, self drive leading to growth and learning. The educator’s work is to prepare a beautiful learning environment, which gives a strong message on the curriculum and the learners’ respect (Povell 2010, p. 34). The issue of involving parents in the learning process is very essential, and evaluation is done through other ways like exams, tests, interviews, and so. Montessori curriculum encourages creativity through creative arts, drama, and music. The main elements in this approach are, a structured environment, Montessori curriculum, and the role of a Montessori teacher (Povell 2010, p. 45).  The set up of the environment matters to the child development and learning, according to Montessori, the environment should be set in a way that is preferred by the learner , with attractive material that are relevant to the interest of the child basing on the age. This should be a comfortable and warm environment with lot f attractive things. She emphasized that it should be home like so that the child is able to learn and acquires practical life skills, such as self help, cleaning hands, eating as well. She added that the beauty of the environment makes learning to be interesting. Introduction Montessori Method of teaching is a great influence to the childhood education all over the world. This method is geared towards creativity and responsibility of a child. In this curriculum Montessori emphasizes on the educational practices through organizing the environment in such a way that it appeals to the learner and it meets the educational needs of an individual learner. This method is mostly used in pre schools, but also junior middle, and senior classes. This method is widely used currently because of its achievements (Povell 2010, p. 32). Montessori is a method of curriculum that was started by Dr Maria Montessori. She came up with this program after keenly studying children scientifically, and then she came up with main discoveries on how the young children learn new things. Consequently, she was able to develop resources to deal with the learning process of the children. In her study she believes that children usually gain knowledge through discovery, making things out of concrete sources before embarking to the abstract (Lillard et al 2005, p. 24). She claims that children learn naturally (Gestwicki 2013, p. 25).The areas of study in which she based her study were life, arithmetic, language, geography science, art and cultural design. Some scholars have come up with theories that assist to explore and understand various issues of child development. In this early stage, the teacher is able to put the learner in the real world and not the world of fantasy, this is through investigation of the senses, that is touch, sight, smell, hearing and feeling (Povell 2010, p. 10). This is best enhanced because of the curiosity of the child, and such a child knows want she prefers or wants most. During young class sessions, the educator is very active in trying to show demonstration of how to make use of the available material, and assessing the child learner. Their classes give room for free movement and the need to work individually, and group work (Taylor 2008, p. 13). Theoretical framework Therefore today psychologists have used these theories so as to understand the children behavior and the best learning system. Though some of these theories the child have been taken for granted (Gestwicki 2013, p. 18). These theories include social learning theory by Albert Bandura where he believes that children learn behavior by observation of the other people, he argues that children do not acquire new things by only receiving reinforcement as it is in behavioral theory of development, instead, he claims that the new things are acquired through intrinsic force such as satisfaction, pride, hence this forces them to learn (Povell 2010, p. 34). Through watching what others do such as siblings, parents, friends, neighbors, and fellow peers. Another theory is behavioral theory by B.F Skinner who believes that a child develops skills and knowledge through observation whereby good behavior is reinforced but bad behavior is punished .this is acquired through the interaction with the surrounding. John Bowbly claims that the early upbringing of the child affects the later development and behavior for instance the care giver of the child affects his social life, therefore it is important that the caregiver take caution on the character and behavior towards the child (Gestwicki 2013, p. 09). Most parents ignore this; they tend to forget that their actions greatly affect the child’s development even at school. Levy Vygotsy, came up with a semi learning theory called socio-cultural theory, where a child learns through holding and touching. Conceptual framework There are different approaches to the view of the child development, the approaches below have a common view point that the child’s development is through nature, dynamics, self drive, and this leads to the best strategy of growing and learning. Some of the scholars have discussed the growth and development theory in different ways from their own perspectives, for instance, Rudolf Steiner, believes that there is a unity in the soul, body, and spirit, and education keeps than balanced through thinking. Maria Montessori came up with sources like photographs, and other materials to be used in the classroom basing on the observation of the class (Gestwicki 2013, p. 19). This curriculum is individualized though with the scope and progression, and the clear-cut domains. This way they are able to know how to read and write before they attain six years through write to read method (Drake 2007, p. 23). The pre-nursery usually attend the curriculum in the morning and child play in the afternoon session. Those at the age of 6 to 12 usually go to the wide range of the world , they are able to develop the sense of reasoning and dealing with problems, they socialize with one another, they try to imagine things, there is a sense of beauty, and develop cultural knowledge. From the age of 12 to 18, these are called teenagers, who are ready to explore, and try out, they are great social beings, and they can solve problems on their own, and can seek for justice (Gestwicki 2013, p. 12). Loris Malaguzzi’s thought resembles a social constructivism from Dewey, Vygotsky, Piaget, and Bruner. Basing on the infant and pre-nursery age, Malaguzzi opposes Piagets, view of stage notions that they are very limited. He brings the picture of a child right from birth, intelligence, interest, and doubt. He views a child in terms of learning through relating with others, like parents, siblings, teacher, culture and the surrounding. He believes that a child is able to change through what he or she is involved into and that way he can produce culture, principles, and rights. This way the work of a teacher is to enable this child to explore and investigate (Drake 2007, p. 07). Curriculum central elements The Montessori approach to learning needs children to be placed in a well structured surrounding that can meet their personal educational as well as cultural requirements. This way they are able to play their own interest areas best and freely. They should not be forced what they are not interested in and which is not relevant to their development stage. In the study, the findings show that children grow and develop naturally especially if what they do is highly motivated through positive feedback (Drake 2007, p. 24). This way they develop with discipline and know the main skills of life even earlier and faster. Therefore the teacher should have particular skills that will help reflect the child’s cultural and educational requirements. 1. The controlled structure This is a planned environment through seeing and arrangement of things that are relevant basing in mind some specific principle that are relevant to meet the needs of the child. This environment is prepared by the Montessori teacher. Some of the principles that should be put in mind are, provision of environment, that gives free space for movement and freedom, be structured in a way that it has material arranged in a sequence way, should be attract active, warm, and interesting, the material provided should active learning, should appear in a natural world, and the sources given to reflect real life. The classes should be situated in the open field, where the materials for learning are provided and situated at a strategic place where they can more freely to access them. They should relate to one another so that they empower themselves and be in depended to learn on their own (Drake 2007, p. 12). In such classrooms things are arranged in an orderly manner on low shelves where they can easily reach pick and return, as they wish. This way the child develops a sense of order in the mind. To the outside class surrounding, it appears natural where there are trees, plant, as well as animals, so that the children are maintained in the same environment of reality. Moreover, this natural environment will make them to develop a sense of physical skills and give them a chance to socialize and interact with one another (Gestwicki 2013, p. 36).The learning materials are usually tools that are given to a child so that they can play and create things that they imagine. Montessori claims that child learning using hands and this leaves them to be active learners. This way they are able to learn through discovery and curiosity to investigate hence developing from concrete to abstract (Drake 2007, p. 9). A Montessori school should have vertical groupings ranging from 2 and a half to approximately six years, then from six to about nine, then nine to about twelve, 12 to 15 years, and finally from 15 0 18 years. One of the principles was that the environment should always be real and not fantastic, so that to make children learn all round life and develop the real life skills and experiences. Such skills as taking care of themselves, and taking care for the surrounding as well, they as well develop social skills as they interact. Another unique principle is natural setting here the children can have pets in the classroom, plants, and water to take care of. Outside the classes there are gardens where they can plant flowers, vegetables and so (Drake 2007, p. 14). The Montessori Curriculum This is an outline which gives specific guidelines in the process of learning, knowledge and skills. This are divided into different areas, such as practical life, language, mathematics, sensorial cultural subjects like geography, history, and natural sciences, then there are creative subjects such as art, and craft, music, and movement, then drama. This are handled according to the curriculum of a given individual country. The role of the educator and the educational strategies Teacher Due to the strong experimental view of a teacher, she should be a directing the child’s activities as they learn so that they can concentrate. A good teacher should make sure the learning environment is orderly, by keeping it neatly and in place. The educator needs to control the children so that they do not waste a lot of energy and time. The teacher is the role model of the child; they are a point of focus as usual (Povell 2010, p. 56). The teacher is able to keep positive feedback when the child does what is expected, and punishment where necessary. The work of the Montessori teacher depends on the class she is handling, there work is to observe the children in the classroom context, so that to help the learner to obtain the needs for each child. She also prepares the learning environment and avail the required materials the reach of the learner, this should be a way that will provide individual needs for each learner according to the interests and preference. The teacher also facilitates and guide the learning process of the learner especially in groups, encourage questions and answer the accordingly, they should be free to ask, investigate, and discovers new things in the learning process (Drake 2007, p. 25). This curriculum encourages the learner to learn more because as a result they get motivation, they are able to learn independently, they develop self confidence, and become well disciplined. This way they enjoy learning since the learning environment is encouraging. They are able to explore their personal natural talents, and abilities through trying by themselves. As a result the y become high achievers, and has self-drive (Lilard 2005, p. 23). The teacher acts as a dormant participant in the process of learning while the students try to engage themselves either personally or in small groups. The teacher will systematically observe the children as they engage themselves in the learning process. Environments: Temporal/ Physical/ Interpersonal  The set-up of the environment matters to the child development and learning, according to Montessori, the environment should be set in a way that is preferred by the learner , with attractive material that are relevant to the interest of the child basing on the age. This should be a comfortable and warm environment with lot f attractive things. She emphasized that it should be home like so that the child is able to learn and acquires practical life skills, such as self help, cleaning hands, eating as well. She added that the beauty of the environment makes learning to be interesting (Gestwicki, 2013). Lastly the child should be given her lace where she can keep her personal belonging. The interpersonal environment is also very important to the child learning process, since children acquire knowledge through interaction with one another, the people in the surrounding have major role in the child’s acquisition of knowledge, since they usually observe and copy (Lilard 2005, p. 18). Image of a child The image of a child is an important picture in the society, therefore, as the child grows, the parent with the help of a teacher and the society at large need to shape the image of the child. A good child grows in a morally upright manner, should be self disciplined and responsible. Self independent develop academically, be able to authorize, develop a sense of leadership, be motivated intrinsically, grow spiritually and morally upright, and lastly be responsible citizens. The upbringing of the child affects her academic performance and the well being in the society, parents should bring up their children in a morally and spiritually upright way that will enable them to survive in the outside world (Drake 2007, p. 09). The parent/community involvement The parent and community are important people to help the child develop and learn new skills, it is the responsibility of a parent to ensure the child goes to school, and monitor her daily progress, through checking books, asking them to take assignments, and direction them as well when they are at home. A good parent will instills discipline in the child whenever the child goes wrong. A parent is also a role model to the child, having in mind that the child imitates, and they spend most of their time with parents than teachers (Povell 2010, p. 26). Therefore before the child knows what is right or wrong, the parent should be the best example. Such that if parents like quarreling in front of the child, abusing each other as they watch they will automatically copy the same. They should not leave everything to the teacher. They should monitor the people their children associate with, so that they do not get influenced by a bad character, since we have learned that the child learns through imitation and observation then doing. According to Torrance, Montessori discourages that parents should not help the child to take the assignments, since it is the best assessment tool for the teacher to know if the child is acquiring or not, they should not help to give answers so that when a child fails the teacher is able to know where to begin from or which is the best way to approach the problem (Drake 2007, p. 23). The community at large should also play a key role by correcting the bad habit of the child, instill discipline, and teach them good ethics and principles as expected by the community. Through this the child is able to develop ethics and moral. They will grow morally upright. The community should work hand in hand with parents and teachers to help children open to their opportunity and talents psychologically, emotionally, and spiritually. This way they will be able to relate to the environment peacefully as well as good interaction with people (Gestwicki 2013, p. 34). Child assessment tools The best way the teacher to use to evaluate a child is through having some charts, list of marks, schematic indication, this way she will know the type of work that has already been completed, this way the teacher will know if the child has completed, mastered or just copied (Taylor 2008, p. 27). the second way of evaluating is by giving the child assignments to handle and present own completed work, this can be through creative writing, drawing trees, parents, houses or figures, depending on the age, art projects, then finally, the teacher can use written portfolio, where the progress is monitored by the teacher, this is by the help of observation records kept (Gestwicki 2013, p. 24). According to Montessori the best assessment is through observation, keeping progressive records, and holding parent, teacher, child meetings to assess the progress of the child both at home and at school (Taylor 2008, p. 16). The teacher can include checklists, interviews on an individual child, demonstration of skills and lastly through tests and examinations. Conclusion Montessori Method of teaching and curriculum is always child based method of learning, either individually, in small groups or in class. It has students ranging from the age of birth to 2 and half years, 2.5-6, 6-12, and 12-15 that are up to high school. The unique thing about this curriculum is that children are able to gain a high level of self dependence that boosts their confidence. This method allows children to do things on their own, hence explore as well as developing and discovering individual talents and interests. The method helps the learner to learn through hands to material so that they can understand the connection between concrete and abstract issues (Taylor 2008, p. 25). Children are able to work on their own. They are given a pleasant and beautiful environment where they do not get bored and all materials needed provided according to each child’s interest and preference. The other unique and interesting part of this curriculum is that they learn from a home based environment where all the things that happen at home happen there so that they can learn basic life skills. Taylor claims that adults always act as directors since they guide and correct children in the right birth as they try to learn, and explore new things. (Gargulio 2010, p. 17). The teacher directs the child, observes, assesses as well as correcting (Taylor 2008). The child is able to learn by touch hence sensory learning (Null 2011, p. 24). They are linked to the natural environment by the teacher or actress who is a parent, elder sibling, or an adult. The role of a teacher is to attract concentration through guiding the learner. The teacher prepares the environment for the learner in a natural and homely way, where all the learning materials are orderly and neatly arranged according to the age and the child’s preference, this way the child is free to move and pick what she needs and return it when done. This method teaches a child to develop a sense of order and neatness (povell 2010, p. 42). References Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning curriculum, content, assessment, and instruction. Thousand Oaks, CA: Corwin Press education and intervention. Journal of Child Family Studies, 16, 209-218. Gargiulo, R. M., & Kilgo, J. L. (2010). An introduction to young children with special needs: Birth through age eight. Belmont, CA: Wadsworth CENGAGE Learning. Gestwicki, C. (2013). Developmentally appropriate practice: Curriculum and development in early education. Belmont, Calif: Wadsworth Lillard, A. S. (2005). Montessori: The science behind the genius. New York: Oxford University Press Null, J. W. (2011). Curriculum: From theory to practice. Lanham, Md: Rowman & Littlefield  Povell, P. (2010). Montessori comes to America: The leadership of Maria Montessori and Nancy McCormick Rambusch. Lanham, MD: University Press of America. Strand, P.S., Cerna, S. & Skucy, J. (2007). Assessment and decision making in early childhood Taylor, C.S.&Nolen, S.B. (2008). Classroom Assessment supporting Teaching and Learning in Real Classrooms. New Jersey, Pearson. Torrence, Martha, & Chattin-McNichols, John. (2000). Montessori education today. In Jaipaul L. Roopnarine & James E. Johnson (Eds.), Approaches to early childhood education (pp. 181-219). Upper Saddle River, NJ: Prentice Hall Read More