Ideal montessori: Ideal Montessori School in Queens, NY

Ideal Montessori School (2022-23 Profile)

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Ideal Montessori School ranks among the top 20% of private schools in New York for:

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• 161-01 84TH RD
  JAMAICA HILLS, NY

  $885,000

  • 3 Beds | 3 Baths
  • (0. 79 miles from school)

• 84-35 LANDER ST UNIT 5E
  BRIARWOOD, NY

  $225,000

  • 1 Bed | 1 Bath
  • (1.17 miles from school)

• 82-35 134TH ST UNIT 3G
  BRIARWOOD, NY

  $279,000

  • 2 Beds | 1 Bath
  • (1.56 miles from school)

• 7814 AUSTIN ST UNIT 5A
  FOREST HILLS, NY

  $339,000

  • 1 Bed | 1 Bath
  • (2.12 miles from school)

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The average private school tuition in Queens County, NY is $10,767 for elementary schools and $9,865 for high schools (read more about average private school tuition across the country).

The average acceptance rate in Queens County, NY is 88% (read more about average acceptance rates across the country).

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The Ideal Montessori School – Care.com Jamaica, NY

The Ideal Montessori School – Care.com Jamaica, NY

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^$124

per week

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^$124/week

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Details and information displayed here were provided by this business and may not reflect its current status. We strongly encourage you to perform your own research when selecting a care provider.

The Ideal Montessori School is an educational facility that provides programs designed to support children’s development and discovery of talents and abilities. The facility serves the Jamaica NY community and accommodates 36 children. The center encourages the academic, social and physical development of students in a warm, loving and nurturing environment.

In business since: 1982

Total Employees: 11-50

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Kindergarten

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11:1

Program Capacity:

36

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Precious Children Day Care

20211 Jamaica Ave
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NY
11423

Kids Advocate Day Care Center Inc.

6154 162nd Street
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Meek and Gentle Childcare

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Alpha Kappa Alpha Day Care Center

14406 Rockaway Blvd
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Rainbow Child Development Center Inc.

13320 Avery Ave Apt 1b
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Ideal Montessori School | Healthy Beginnings Montessori

“Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment” – Dr Maria Montessori

The term ‘Montessori’ is not trademarked nor is there a patent on it. So, any school can call themselves a ‘Montessori school’. American Montessori Society(AMS ) and American Montessori Internationale(AMI) are the organizations that help promote and maintain quality of Montessori education across the globe. Schools that are accredited by these organizations are expected to implement the fundamental principles of the Montessori philosophy and are held accountable by them through the years. On top of that, if a Montessori school is AMS/AMI accredited or affiliated, they are bound by their regulations to implement the philosophy effectively.

The location – country, state, city, county etc. may have certain provisions in place that govern how schools should function. In USA, the state licensing governs how and if all the mandatory regulations for child safety are implemented effectively in the child care setting/school.

Now the question is … If you are looking to enroll your child in a ‘Montessori’ school, what should you look for?

There is not a specific checklist for an ideal school, as every child, parent, family is unique and their needs could be different. What each family looks for in a Montessori school would vary on their specific child and their own parenting styles. But, the list below can serve as a guideline and if most or at least a few are checked at the school you are touring, that could be a good Montessori school.

*The first and foremost thing is for a school to have a ‘home’ like setting with neutral painted walls.

Children spend most of their waking time with the guides at a school, so a nice beautiful home away from home would work perfect to serve as a great Montessori school for ages 0-6.

*Classrooms with Montessori materials, big enough to accommodate about 20+ children without restricting their movement.

Children especially those in the 0-6 years of age are in the big developmental phase for movement. A classroom that helps the child move their body freely without overwhelming them at the same time would be a perfect bet. Authentic Montessori materials made of wood or other natural materials. Less or almost no plastic is preferred.

*A real kitchen, preferably with a dishwasher, oven, counter space to comfortably include cooking/baking as part of the curriculum

Food preparation activity is an integral part of the Montessori Practical life. A classroom with real utensils, baking supplies, counter space to make snack/bake simple things etc would be a great component of a lovely Montessori classroom. Use of real utensils, cloth placemats and napkins, family style lunch are such lovely concepts of Montessori environment.

*Large windows and Good natural lighting in the classrooms

This is important to maintain a good mood inside the room and also for children to do window washing, observe different color objects etc by the window, look outside to see nature etc.

*Nice backyard for children to run around and play.

Even if play structures are not present, there should be activities to promote movement, imagination and curiosity. Wheel barrow to move dirt around, gravel pit to scoop and play , balance beam etc are great additions to have to a play ground area.

*Indoor live plants and outdoor gardening area. Beautiful real flowers for children to do flower arranging.

Indoor plants in the classroom can provide for great Practical life activities like watering the plants, Leaf polishing etc. Gardening both indoors and outdoors is a great way for children to understand and contribute to care of environment.It helps children learn the process of plant care, germination, life cycle of fruits and vegetables etc.

Flower arranging is a great Practical life activity that teaches the child care of environment, cutting skills, math skills to estimate volume of water required to fill vase, purposeful movement to take vases to the tables etc. Real flowers in a Montessori classroom make it very exciting and inviting to the child.

*Neutral wood tables and chairs. Child size shelves. Simple art on the walls representing nature/world we live in.

*Pets in entry way/library/ classroom is optional but would be nice to have.

Care of pets is a great practical life activity for children- it also helps teach Grace and Courtesy & respect for other living beings.

*Montessori trained teachers who are passionate and have a deeper understanding of the philosophy: Most importantly those that love , respect and believe in the child are a big asset to a school.

*Uninterrupted Montessori work cycle which helps child build their focus and concentration, leading up to self-actualization and Normalization is a critical component of a great Montessori school.

*Personal touch offered by school administration and teachers to welcome all families at the school. This is a key concept of inclusion and helps child understand the concept of living in harmony and peace with all.

*Schools that incorporate Peace, study of all cultures, include music and art in their core curriculum is a really nice feature of a good Montessori school.

If a child is respected and loved in an encouraging environment that is prepared to meet their developmental needs,where mistakes are treated as learning opportunities and they are motivated to learn respectfully, that is the ideal place for the child to be in their formative years.

What are some things you look for in a Montessori school? Let us know your thoughts on the list and points discussed in this post.

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Ideal Montessori School – 87-41 165th Street, Queens, NY

9 reviews

Grades

PK-8

Students

150

Type

Private

87-41 165th Street
Queens, NY 11432

(718) 523-6237

Community Reviews

Read what parents are saying about Ideal Montessori School

Excellent. My child had the best of teachers from kindergarten to eight grade. The best elementary education. A well train and discipline child. Was very well prepare for her next step in high school.

Posted by a parent on 7/21/2019

This is a great school. The principal cares about all the students and knows them all by name. She is always there every day to receive them. The kids who attend this school go on to greatness!! Great curriculum. Every student does handwriting in every grade. The teachings is old school methods it is fascinating, My child attended this school for four years, and i have kept all his notes and projects for him to reflect on. This is one of the greatest teachings ever!. Heads up and congratulations to the principal of Ideal Montessori School. It has been a pleasure to be there.

Posted by a parent on 10/11/2016

Two of my children attended this school, from pre-k through 8th grade. I enjoyed their time there! The focus is on education! Both were totally prepared for specialized high school testing and got in, one to Brooklyn Tech, the other to Bard High School Early College. They have become remarkable young adults. My son graduated May 2015 from UAlbany and my daughter will graduate December 2015 from the same university.Thank you Ideal Montessori!

Posted by a parent on 9/18/2015

I have spent my whole life in Montessori. They have trained me since I was a baby to achieve greatness. Now i am in a specialized highschool. All because of my years in that school. So you can take my word for it.An alumni’s word. Enroll your child. But as advice you should also enroll your students in an extra classes in their hobby. That is the only downfall of this school. The lack of extra classes besides cooking,singing,and computer.

Posted by a community member on 6/25/2012

My daughter attends this school and I am very pleased with her performance and with my decision to send her there. Her reading and math skills are beyond her grade level. The classes are small, the teachers and principal are very focused on the academic achievement of the students. Some reviews have complained about the strictness of the school, the fact that there is no after school program or have a gymnasium. If those things are more important for you as a parent then this school is not right for your son or daughter, however if academic excellence is more important I highly recommend this school. I am all for structure and discipline so I applaud the efforts of the principal and staff of Ideal Montessori.

Posted by a parent on 4/5/2012

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  • 809 Students

  Nyc Geog District #28 – Queens

  GreatSchools Rating

  Parent Rating Average

  Because my son is very happy in this school

  Parent

  Review

  3y ago

  20 Reviews

• Ps 220 Edward Mandel

  • PK-5
  • Public
  • 709 Students

  Nyc Geog District #28 – Queens

  GreatSchools Rating

  Parent Rating Average

  When my daughter first started kindergarten at this school, I was nervous, especially the first couple of weeks when there was indeed some yelling and screaming. But as the year went on, I became very impressed with the quality and care seen amongst the staff for the students. I am very impressed with the efforts 220 makes in establishing a sense of community and family in the school. Family outings and special events and classes are constantly being planned to bring parents and students together. There is a large immigrant population at 220 and I feel the school does it’s best to make sure nobody is left out. My daughter learned an incredible amount of information and looked forward to going to school everyday.

  Parent

  Review

  3y ago

  18 Reviews

• Ps 33 Edward M Funk

  • K-5
  • Public
  • 971 Students

  Nyc Geog District #29 – Queens

  GreatSchools Rating

  Parent Rating Average

  My daughter is in Grade 2 and I am so happy with her improvement. Mrs. Sedlmaier is an excellent teacher who keeps me informed on the areas that my daughter needs improvement and also what she is good at. Its rare to find teachers like Mrs. Sedlmaier, she cares about the children. I wish she can teach my daughter in 3rd grade also.

  Parent

  Review

  6y ago

  9 Reviews

• Ps 113 Isaac Chauncey

  • K-8
  • Public
  • 895 Students

  Nyc Geog District #24 – Queens

  GreatSchools Rating

  Parent Rating Average

  You’re going to get a straight forward education here.

  Parent

  Review

  3y ago

  33 Reviews

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Queens schools – Ideal Montessori School is located at 87-41 165th Street, Queens NY 11432. Ideal Montessori School is a Private school that serves grade levels PK-8.

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Ideal Montessori School in Jamaica NY

Ideal Montessori School in Jamaica NY – SchoolDigger

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3. Jamaica
4. Ideal Montessori School

Private, Nonsectarian, PK, KG-8

 8741 165th St Ste 1
       Jamaica, NY  11432

(718) 523-6237

Student/teacher ratio:  8.6
Number of students:  131

Immunizations:

Fully immunized:

100.0%

Measles:

100.0%

more

Racial breakdown:

African American:

42.7%

Asian:

40.5%

Not Specified:

14.5%

more

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• Enrollment/Ethnicity
• Student/Teacher Ratio
• Immunizations

Enrollment information for Ideal Montessori School

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Data source: National Center for Education Statistics, U. S. Dept of Education.

About Enrollment/Ethnicity

For more information about how the Department of Education defines ethnicity, see Defining Race and Ethnicity Data, National Center for Education Statistics

Student/Teacher Ratio Ideal Montessori School

Compare

Year	# Students	Full-time Teachers	Student/Teacher ratio	% Free/Discounted Lunch
2004	163	15.0	9. 8	n/a
2006	156	15.0	9.4	n/a
2008	161	13.0	10.6	n/a
2010	159	13.0	11.0	n/a
2012	160	13.0	11.0	n/a
2014	162	14. 0	9.6	n/a
2016	150	14.1	10.1	n/a
2018	131	13.0	8.6	n/a

Data source: National Center for Education Statistics, U.S. Dept of Education.

About Student-Teacher Ratio

Student/teacher ratio is calculated by dividing the total number of students by the total number of full-time equivalent teachers. Please note that a smaller student/teacher ratio does not necessarily translate to smaller class size. In some instances, schools hire teachers part time, and some teachers are hired for specialized instruction with very small class sizes. These and other factors contribute to the student/teacher ratio. Note: For private schools, Student/teacher ratio may not include Pre-Kindergarten.

Immunization Rates

Ideal Montessori School

Compare

Year	Completely Immunized	Religious Exemption	Medical Exemption	Polio	Measles	Mumps	Rubella	Diphtheria	Hepatitis B	Varicella
2013	100. 0%	0.0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2014	100.0%	0.0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2015	99.2%	0.8%	0.0%	99.2%	99.2%	99.2%	99.2%	99.2%	99.2%	99.2%
2016	100.0%	0.0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2017	100.0%	0.0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2018	86.7%	0.0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2019	100.0%	0. 0%	0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%
2020	100.0%		0.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%	100.0%

Data source: New York State Department of Health

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SchoolDigger data sources: National Center for Education Statistics, U.S. Department of Education, the U.S. Census Bureau, the WNYC and the New York State Department of Health and the NY State Education Department. School Attendance Areas provided by ATTOM.

IMPORTANT DISCLAIMERS: Not all boundaries are included. We make every effort to ensure that school and district boundary data are up-to-date. But it’s important to note that these are approximations and are for general informational purposes only. To verify legal descriptions of boundaries or school locations, contact your local tax assessor’s office and/or school district.

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Early Childhood Development: The Montessori Method

What do you know about the Maria Montessori Method? Maybe you have heard rumors about the unlimited freedom of children? Or have you seen expensive game materials in stores, without which “Montessori development” is impossible? This article is for those who have not yet heard about Maria Montessori and her methodology for developing children.

A self-sufficient, harmoniously developed person, useful to himself and society and able to make both himself and his loved ones happy – this is the ideal that Maria Montessori tried to educate, developing new principles and tools for the development of children. The Montessori methodology has two leading leitmotifs: non-violence and independence.

The principle of non-violence

Even 100 years ago, the Italian pediatrician, teacher, psychologist Maria Montessori lamented how the child’s personality is suppressed everywhere in the family. The child is not asked when and what he will eat; dress not so much according to the weather, but according to their own feelings of heat or cold; forced to act and learn the way adults want it – and for disobedience they are punished. By becoming the first female doctor in Italy, Maria Montessori protested against the established order of things, because medical education in Italy at the end of the 19th century was available only to men. The protest of the pediatrician, who gained experience in working with children with developmental delays, also touched on the field of education. Maria Montessori insisted that for the development of both lagging and healthy children, a certain environment organized by adults is required, where the baby could act independently and do what he wants at the moment, with the benefit of his learning and development.

The principle of independence

Let us emphasize once again: according to Maria Montessori, the child is engaged not in “what he wants”, but in what he wants precisely in a developing environment organized by an adult. Montessori-style educators and parents provide the child with a choice of educational materials that can be taken up at any time and in any order. Nevertheless, there are certain tasks laid down in these materials, and a certain discipline that is present in them – there is! But in order for the child to learn and develop freely in this environment, he must be given a certain degree of independence. You are laughing in vain: not all parents are able to psychologically “let go” of a child from themselves, so as not to prevent him from sculpting, counting, creating and studying the world around him. Such parents strive to do everything for the baby, to make his life easier – or to completely deprive him of one or another developmental environment so that there is no emotional or intellectual overload. But not every style of education in action, accompanied by an “organized developmental environment” (that is, a room with toys), can bear the name of Maria Montessori.

Subject-learning environment

The formation of a subject-learning educational environment is the cornerstone of Maria Montessori’s methodology. “Help me do it myself” is a principle found in almost all tutorials. The child learns in the game with objects, and the objects must interact with each other within the framework of the learning task. Montessori materials can be made from improvised means using a colander and string; sieve and flour; rice and beans, etc. Montessori identifies five zones for the development of the child, which are present in Montessori centers:

• The practical life zone gives the child the opportunity to learn everyday skills – ironing clothes, tying shoelaces, setting the table, washing clothes, brushing teeth.
• In the zone of sensory development, the child gets acquainted with the shape, texture, size, weight of objects. In this zone, various cubes, turrets, samples of fabrics and other material, geometric plates are placed.
• Mathematics zone concentrates counting material, texture figures, scores, counting cards. This area will be useful for children from 3 years old. The main task of the mathematical zone is the formation of the concept of quantity, as well as the development of logical thinking.
• The language zone will be of interest to those kids who want to learn to read and write. Felt pens, a writing board, letters of the alphabet of various sizes and textures, copybooks, books and games to develop reading skills are located in this zone.
• Finally, the space zone is responsible for the formation of ideas about the environment. Geographic atlases, star maps, clocks, posters about the seasons and other materials that can acquaint a child with the history of the appearance of the world and its structure will help with this.

As you can see, creating a Montessori environment at home is not at all difficult. It is necessary to remember and adhere to several principles:

• set a learning task for the child
• sort out mistakes and correct them within one lesson
• put away all the materials at the end of the lesson
• observe the child while solving the learning problem without doing anything and without interfering
• within the framework of the learning task, praise the child not in general words: “well done”, “clever girl”, etc. , but evaluate specific successes: “you quickly laced up”, “you turned out this letter beautifully”
• exercise according to a pre-arranged schedule

And in order not to miss such important areas of development as creativity, communication and physical development, which are practically not given attention in the system of Maria Montessori, be sure to plan additional activities. Let the development of your child bring joy to you and him!

Look in our article “Educators for Toddlers” for suggestions on how to spend a fun time together.

Aikyusha and the team

The ideal to strive for is a healthy person / Maria Montessori Pedagogy Journal: articles, reviews and news

Maria Montessori

Maria Montessori wrote in 1932 and immediately published her short
brochure in Geneva. A terrible time hung over humanity – the lives of people
carried away the plague. The lethal outcome, according to old newspapers, exceeded 50% of the total
the number of sick people. It is difficult for our generation to imagine how people lived in those
times, so today many do not see the point in vaccinations against covid. But in
world without vaccines, people did not live past forty, and the spread of the disease
stopped when a third of the population of a city or country perished. And so
please read what Maria Montessori called for then. Her clairvoyance
seems to be brilliant. She compares the epidemic of the disease with the war and
indicates its path of development of human civilization.

Maria Montessori

from the article “Mir and Education”, Geneva, 1932

Archive of the grace of Honegger Freshko

Translation from French Lyudmila Pechatnikova

All unknowable should become the subject of the study itself, the idea of ​​research suggests the presence hidden causes, whose influence is difficult to assess. Therefore, the causes of the war cannot be reduced to known and obvious factors associated with social and economic inequality, with the unfair results of previous wars.

These logical reasons are the stages preceding the new war.

Such an idea can be illustrated by a story connected with the war only indirectly – physically. I’m talking about a terrible disaster – a plague that is capable of destroying humanity and has remained invincible and incomprehensible for centuries. And we were able to defeat it only when knowledge replaced ignorance, when science discovered the hidden causes of the disease.

As you know, the plague, like war, suddenly arose from time to time, and just as suddenly the epidemic stopped. People, not understanding the reasons for what was happening, could not influence anything. Terrible epidemics entered the history of mankind along with wars. The plague once claimed more lives, caused more damage to the economy of different countries than war. In the XlV century, the plague in China alone killed 10 million lives, its destructive wave reached Russia, Asia Minor, Egypt, reached Europe, threatened the death of all mankind. In total, according to Gekker, more than 25 million people died from the plague – not a single war killed so many, even the World War. Human losses are economic recession, and poverty, and hunger, and the mental imbalance of those who managed to survive. It is difficult for people who have suffered to return to ordinary life, to constructive activity, to civilization.

How did people explain the epidemic to themselves?

It is interesting to see how people explained this disaster to themselves and how they tried to protect themselves from it. From Homer and Titus Livius to medieval chroniclers, everyone agrees on one thing: a plague arises through the fault of villains who scatter poison. The historian Dio Cassius, describing the plague of 189 after the birth of Christ, reports that cruel people were found in the empire who scattered poisoned needles everywhere for money. Later, under Pope Clement VI, Jews were accused of a similar crime and exterminated. During the siege of Naples, a plague broke out and destroyed 400 thousand people – almost the entire population of the city and three-quarters of the enemy army that besieged the fortress. The Neapolitans considered the French poisoners, the French – the Italians.

Even more interesting are the documents found in the Ambrosian library in Milan concerning a court case against two “poisoners” who were accused of being responsible for the famous plague in Milan. The accused were sentenced to death. For the benefit of others. This is perhaps the only case of a judicial investigation “according to the law”, undertaken in extraordinary circumstances in order to prevent the lynching of an angry mob. The Milan court documents were subsequently commented on many times by different people. Surprisingly, the medical problem was treated as a legal one, as a result of which two people were convicted who were clearly incapable of provoking such a grandiose catastrophe.

Today this situation seems absurd, since we are talking about the plague. But don’t we, when we talk about war, try to lay the responsibility for the world catastrophe on a specific person – be it the Kaiser, Rasputin, or the regicide in Sarajevo?

A different kind of phenomenon, caused by the instinct of self-preservation, could be observed during the most terrible plague epidemics. People who did not catch the infection gathered in the squares, filled the churches, walked around the city with prayers and banners, hoping to be saved from the disease. But, of course, even those who could have escaped suffering were infected in the crowd.

When the epidemic ended, the survivors returned to the joys of life and hoped that the test that brought humanity to the brink of survival would be the last. After all, they survived. Doesn’t this remind you of the activities of international organizations that seem to be trying to prevent a war? So, on the eve of the war (World War I), the European Union was created, designed to maintain world balance – today we clearly understand that it was he who caused a large-scale catastrophe: many countries were involved in the conflict simply because they were bound by allied obligations. And if in our time peoples unite again – in the hope of ending war forever, without changing the previous system in the least, still not understanding the causes of wars, an even more terrible war may break out, which will be waged by people who believe that this war is the most the latter is necessary to establish eternal peace on Earth.

Scientific research has uncovered the invisible cause of plague epidemics: specific bacteria that are spread by rats. But no one paid attention to rodents before.

Having defeated the plague, did people cope with other infectious diseases? So?

As soon as the factors causing the plague became known, it became clear what dangers surround the ignorant medieval city dweller every day. Unsanitary conditions, lack of water and light in houses, overcrowding… This was the cause of not only the plague, but also many other dangerous diseases, not so well known, because they were not so widespread. It turns out that, having defeated the plague, people coped with other infectious diseases, cleansed their homes and cities, through the efforts of rulers and individual citizens. And this was the first chapter in the glorious history of mankind’s victories over microscopic, but formidable creatures.

However, personal hygiene, the great achievement of the antimicrobial and antibacterial campaign, is not the whole story. There is another important result of the long struggle. Human health has become a value. Because only a healthy, well-developed, strong person is able to withstand the risk of infection. And attention to personal health is associated with self-control, with the ability to appreciate life and all its joys. A person stays young longer, happy – lives longer. So, personal health has become an important value. A healthy person has become an ideal to strive for!

Before this battle with disease began, it was simply impossible to find a healthy person. Everyone was either starving or overeating, everyone was poisoned by something – one might say, everyone poisoned himself. And he led himself on the path of suffering to death. Man considered gluttony, drunkenness, and idleness to be the highest pleasures. From the point of view of modern science, it was these joys that led the “lucky one” to death. Voluntary refusal from endless luxurious meals and libations was perceived not as a salvation from illness, but as a sacrifice and the highest virtue. The rejection of fleeting joys seemed to be a rejection of life itself. However, all primitive pleasures led ignorant people to decay. These were the joys of idlers who had lost their taste for an active life. And they became easy prey for any infection – in fact, they were already almost dying. When the love of life finally revived, man, frightened by the consequences of his addictions, turned to the joy of active work, to the light of the sun. Avoidance of luxury, moderate food, vegetarianism and even raw food, physical activity, simple, natural pleasures – this is the way of life of modern people who want to enjoy life, live long and not get sick. In the old days, this would have seemed almost like the existence of a penitent hermit.

About the joys of a long healthy life

Thus, the idea of ​​personal hygiene irreversibly changed the old values: the disastrous pleasures were replaced by the joys of a long healthy life.

Unfortunately, we are not seeing any progress in the field of morality. Here we remain at the level of medieval unsanitary conditions. We know nothing about what threatens our morality. We notice only the external, we perceive vices as a manifestation of freedom, in an effort to cast off the shackles of ancient prejudices, when only sacrifice was considered valor. Working less, letting machines do everything for us, is the ultimate goal that inspires us today. And in our moral chaos, the passion for wealth still dominates, giving rise to pathological stinginess and pathological laziness. The illusion of accumulating treasures, the illusion of pleasure. But these illusions and pleasures are destructive and deadly.

The vast world, open to intelligent and victorious life, is hidden from us. A person, internally vicious, hides himself from the world in a gloomy cave of his own subconscious. If I may, I would compare this situation to an infectious disease that invisibly threatens our lives: tuberculosis. In its early stages, tubercle bacilli cause a frenzied desire for pleasure in a person who at first does not suspect anything. If the plague is a sudden and swift death, then tuberculosis is the slow destruction of a weakening body.

Recovering our senses, regaining our minds – that’s what we need to do, and as soon as possible!

So, we are gradually degenerating in a suffocating atmosphere of illusions and lies. How many moralists today repeat that all troubles come from excessive trust in human reason, that progress cannot be achieved only by the efforts of logic. On the one hand, no one seems to doubt the triumph of reason. On the other hand, almost no one needs the human mind today. Moral decline is just one of the manifestations of our degeneration. Neglect of reason is the second. Our time is crazy. To come to our senses, to regain our mind – that’s what we need to do, and as soon as possible!

If we want to take the path of rebirth, we must turn to children. But to see in them not just babies that we gave birth to and for which we are responsible. We must see them as independent beings, independent of us. We must turn to children as the Messiah, higher beings capable of reviving humanity. We just need to be affirmed in this desire to go to the child – like the biblical Kings who came with gifts, led by the light of the star, the light of hope …

A child is a new person in a three-dimensional, three-dimensional world, who is destined to conquer infinity

Mankind has made an unprecedented leap forward. As if before life was flat, proceeded in two dimensions, and now it has become voluminous, three-dimensional. And to the former, flat, there is no return.

The age-old period has ended, the one that began at the dawn of human history, in the era of legends. This long period is over. Until now, man had to work hard, like a convict, and humiliate himself, like a slave. And yet, chained to the ground, he strove upward. He, a child of love, was forced to exchange in kind. Now that a person has risen to the stars, he can finally stand up to his full height and appear to the world in a new capacity. He’s a baby, a new baby! He is a new person in a three-dimensional, three-dimensional world, destined to conquer infinity. Of course, this is a huge work in which all of humanity must be involved. What can unite us into a single whole? Only love!

This is the picture of modern life. We, the last people who lived in a flat, two-dimensional world, must make an effort to understand what is happening and correspond to the moment. We live in an era of crisis, a break: the old world ceases to exist, the new one already lives, the contours are already tangible. Our crisis is not a transition from one era to another, it is the beginning of a new biological, geological era, when new creatures arise on earth, more perfect, because new conditions have arisen that did not exist before. If we miss the moment now, we cannot avoid a universal catastrophe. If stellar energy falls into the hands of a person who does not realize himself, lives according to the laws of a flat world, and is ready to use this energy for destruction, he will successfully accomplish his plan, since limitless power is available to him. If such a person, who dreams of infecting the whole world, were to have in the hands of plague bacteria in unlimited quantities, despite all the achievements of science in the fight against the disease, he would succeed in his desire to destroy everything. After all, nothing can prevent the killer: neither mountains, nor seas, nor deserts, if he is able to fly over the world.

So what should we do?

Who will blow the trumpet to wake the man who sleeps on the edge of an abyss capable of engulfing him? It is necessary to prepare a person for life in the new world, which has already emerged as a phenomenon of evolution and whose laws it is important to realize in order to work for his benefit, and not for destruction. Also, we must collect together all the elements of this new world and make them the basis of the science of the world. The League of Nations and all societies fighting for peace must stand at the head of the movement of mankind along a new path.

How and where to learn more about Montessori pedagogy?

We invite you to become a member of the “Montessori Pedagogy for All” program. This is a paid mailing series of 48 letters, each of which includes a selection of articles on Montessori pedagogy, self-assessment tasks and multimedia materials.

Program author Elena Khiltunen: Montessori teacher, initiator and founder of the revival of Montessori pedagogy in Russia, expert of the Association of Montessori Teachers of Russia, author of more than 30 books about Maria Montessori pedagogy.

Find out more

Maria Montessori

dates of life 1870-1952 – an outstanding Italian teacher, creator of the method of scientific pedagogy and the system of free education and self-education of children of preschool and school age in a specially prepared educational environment, doctor, humanist philosopher.

which parents it suits and which ones it doesn’t – in the analysis on TEA.ru

Today every kid has wooden toys and development toys. It is eco-friendly, practical and fashionable. Interestingly, their history began at the end of the 19th century, when Maria Montessori developed her unique pedagogical model. What is the essence of this technique and why some mothers and teachers actively support it, while others – on the contrary, we figured it out together with neuropsychologist Anastasia Glebova.

What is the Montessori method

The method can be described in one phrase like this: “Help me do it myself.” An expression that is useful for all parents to take note of, regardless of whether they are raising their children according to the Montessori method or not. The global task of adults is to prepare the child for an independent life, in a safe environment to teach everything that is useful for an independent existence. And this technique does not contradict common sense.

The basic principles of the Montessori method are a special environment, minimal adult intervention in the child’s activities, the absence of criticism and prohibitions, a focus on the interests of the child, groups of different ages, clear rules and structure of classes. Let’s take a closer look at what each item means and what its purpose is.

Prepared environment – the physical, material basis of the system on which everything else is based. Simply put, this is a spacious room or classroom where the child gradually learns independence. All items in it, from furniture to toys and didactic materials, must be appropriate for the age and height of the student, and be safe for him. Toys and books are located at the level of the child’s eyes in free access, all of them in one copy.

The adult plays a secondary role. The task of the Montessori teacher is to interest the child, adjust to his interests, and then give him the opportunity to act independently, without imposing his opinion. An adult quite calmly and unemotionally shows how to handle this or that toy or aid, and then the child gets complete freedom of action, thoughts and feelings, learns on his own, without advice, prompts and obligations. He does not compete with peers for grades and teacher approval.

Much attention is paid to fine motor skills and the senses. Not only Maria Montessori, but also other educators, psychologists and neuropsychologists recognize that careful manipulations with small details – stringing beads or pasta on a string, sorting cereals or crafts from it, shifting small objects into various containers – have a beneficial effect on the development of speech, intelligence, attention and memory.

The group has rules that are binding on everyone. They help streamline the process and not turn classes into uncontrollable chaos. Children are taught to put toys back in their place, to move chairs, to return a read book to the shelf.

Criticism and prohibitions are not allowed. Montessori pedagogy is based on the principle that a child can reach the desired result on his own, he is not dumber than an adult, he just has little experience. Therefore, the child has the right to make mistakes and try again. An adult does not interfere in relations in a children’s team. Moreover, in the classes, children of different ages are most often: the younger ones repeat after the older ones, the older ones help the younger ones, and they all learn to negotiate among themselves.

Maria Montessori

Good or evil? What is good and bad system

The unique system was invented by the Italian Maria Montessori, a teacher and doctor from Italy. At the turn of the 19th and 20th centuries, she worked a lot with children with developmental delays and disabilities, and defended the rights of their parents. The new methodology was supposed to help special children in the first place, but, convinced of its effectiveness, Montessori adapted all the created principles for ordinary children of different ages. The system fell in love with educators in many countries and spread around the world as an alternative to classical education. However, it has not completely replaced it.

Like any phenomenon or method, Montessori pedagogy has its fans and opponents. And the arguments of each side are quite convincing. Therefore, the final decision rests with the parents. And it should primarily depend on the condition of the child, the characteristics of his development, age and character.

Advantages and disadvantages of the Montessori method

Who the Montessori system is for

• Parents who value an individual approach to their child. Or those who for some reason do not want to send their baby to a classic kindergarten or elementary school.
• Children who know how and love to play quietly, draw, do something. Those who have no problems with socialization and communication with peers or adults. Open and inquisitive kids.
• The system is also good for anxious children, as it was originally designed for them too. For such guys, structure, clarity, a clear understanding of all processes, a minimum of flickering are very important.

Either the whole system or some of its elements, principles or didactic materials can be used. Curiosity and a desire to explore the world are the basic qualities of any child, and Montessori helps to create the right supportive environment for them.

Who is not suitable for the Montessori method

• If we talk about parents, then in the first place this method will be difficult to accept for those who are used to actively participating in the life of their child and controlling him. Here the child will have to be released almost free swimming. If adults are not ready to move away from the standards of the nursery-kindergarten-school pedagogical system, it will not be easy for them to get used to Montessori methods in specialized institutions.
• Difficulties can arise in children who are too active and agile, who literally cannot sit still at any activity on a physical level.
• It will not be easy for babies with speech delay or poor socialization, as problems can be aggravated due to the fact that most of the time the child will spend by himself.
• If a child has autistic symptoms (one or more, even secondary, implicit), the Montessori technique can also aggravate them: such children themselves are very systemic and prone to structuring, so the system can further close them in itself.

In any case, parents are advised to decide whether to send their children to Montessori kindergarten or classes after diagnosis and consultation with specialists. And for any violations and undesirable changes in the behavior of the baby, think about changing the methodology.

The Montessori method at home: where to start

Focusing on the principles of Montessori, you can independently equip any children’s room or a corner in a common room with parents. The most important rule is that everything that a child uses should be available to him. Of course, we are not talking about babies, but children who, for example, can sit on a chair on their own, should be able to climb onto it without the help of an adult.

The same applies to toys, books and educational aids. Ideally, a separate shelf or cabinet should be set aside for them, located at the height of the child, so that he can take what he needs at any time and put it back on his own after the game. Teaching him to do this is the task of adults, but if he cannot physically reach the shelf with the designer, it is useless to ask him to clean up his toys.

It is important that the toys and the room itself are divided into thematic areas. In the classical Montessori system, they are usually as follows:

1. Language – for classes on the development of speech and reading, expanding vocabulary, and later – learning to write.
2. Sensory, where they work with plasticine, cereals, small toys, try different surfaces by touch, rustle, knock, ring, guess which fruit they just ate.
3. Mathematical – for classes with didactic and counting materials, toys that develop logic; where they learn to compare, build a certain order.
4. Natural Science Zone, where the baby learns about the world around him. For example, he learns to observe plants, watch the weather, take care of pets.
5. Creative area with paints, brushes, pencils, coloring books, colored paper and other attributes for creating crafts and drawings.
6. Sports corner, where you can climb, hang on the horizontal bar, leave the ball and release the accumulated energy.
7. Play area, in which the baby can roll cars, seat dolls to drink tea and just play any games.
8. Practical Life Zone – where children learn basic social and everyday skills. In this zone, there may be a mini-kitchen, a store, or something from adult life that is interesting for a child to do.

Of course, this is an ideal picture that can not be repeated in every apartment and room. But the general principle of dividing classes by topic is useful to adopt. This will allow the baby to see more clearly what he can do and make his own choices. For example: we design and build on the carpet, we sculpt from plasticine at the table and study, musical toys are in their box, books are on a separate shelf. A natural science zone can be easily organized on a window sill with indoor plants or on a shelf with a small aquarium, and the whole apartment can be used as a practical life zone.

In special Montessori classes, they organize a kitchen area with small real dishes, a washing area where kids can wet small rags, rinse in a basin and hang them on a rope with clothespins. At home or in the country, you can also involve your child in household chores: ask them to take the washed things out of the typewriter and put them in a basin, wash their rubber boots after a walk, help sort out the products brought from the store, teach them how to cut boiled vegetables for salad not too spicy knife. Children over 2 years old are happy to help and strive to be like their close adults in everything.

Choosing the Right Montessori Toys: Checklist for Parents

Do not think that Montessori toys are prohibitively expensive or complicated. Just the opposite. They are simple, clear and sold in most children’s stores. And often they can even be made by the hands of parents.

Here are some basic criteria to consider when buying.

1. Natural shades and materials: wood, fabric and even metal for older children. They’re greener, nicer to the touch, and healthier than cheap, eye-patch-colored plastic toys.
2. One toy, one function. The ball should be a ball, not a music box, the matryoshka should teach how to make a sequence, she does not need to sing and glow with bright lights. Extra functions entertain, but do not develop, it is difficult for a child to concentrate.
3. Realism is essential. Your baby will still have time to see monsters, pirates, fairies and unicorns, and at the initial stages of development, the realism of shapes, colors and textures is much more important. That is, the frog should be green and smooth, the cat should be fluffy, the car should be iron. Agree that a pink plastic dog with a huge head is unlikely to give the baby the right idea about this kind of animal.

And most importantly: the toy must correspond to the level of development of the child and the didactic tasks that he faces now.

Sample list of toys for children from 0 to 3 years old:

1. Wooden frame inserts.
2. Tactile lotto.
3. Mosaic.
4. Chests and piggy banks, where you need to put something small.
5. Nesting dolls and pyramids of various shapes.
6. Laces.
7. Sorters of varying complexity with an emphasis on color or shape.
8. Toys imitating real objects: dishes, tools, fruits and vegetables.
9. Magnetic fishing.
10. Labyrinths for the development of spatial thinking.
11. Montessori Cylinders.
12. Seguin boards.
13. Musical instruments, as realistic and simple as possible: maracas, tambourine, drum.
14. Balancers for training agility and precision.
15. Interhemispheric boards.

For older kids, it can be construction sets with nuts and washers, all kinds of puzzles, Lego, experiment kits, board games and family quizzes. Some of them are probably in your child’s arsenal, which means that you are already trying the Montessori method.

How to behave as an adult so as not to interfere with the process

The basic principle “Don’t interfere” can mislead parents that children in a Montessori class are left to their own devices. This is not true. The role of the adult is extremely important here.

It depends on him whether the child will understand how to use the benefits, play games, and perform household tasks. An adult – be it a teacher or a parent who wants to join the methodology – acts as an assistant. But he does not do anything for the child, but organizes the process.

For example, if a baby is interested in lids, it is the adult’s job to provide a variety of lids: snap-on, twist-on, different shapes and sizes. The child will understand the principle of work and will master different options. Having learned how to unscrew the cap of a plastic bottle, which is comfortable in size for a small hand, he will be able to move on to tubes of cream, where he will have to work with his fingers, or to lids from large jars, which need to be opened with two hands.

If the kid has shown interest in drawing, the adult’s task is to show a variety of tools (crayons, paints, pencils, felt-tip pens, stamps) and ways to create drawings. Let the child choose what he likes, whether he changes the brush for a pencil every two minutes or draws only with crayons for a week.

Why children definitely need to draw >>

The main task of an adult in the Montessori system is to make the child enjoy the process and be satisfied with the result. In this case, of course, the process must be organized absolutely safely. It is important not to impose your opinion, not to lead the child with your tips to where the adult wants, but to give him a real opportunity to choose and act on his own. You can provide help and support only when it is really important.

What classes on the Montessori system can be offered to children of different ages

Parents who want to try the Montessori method for their children can do it in specialized nurseries and kindergartens, in additional classes, or on their own – by learning the basic principles, games and accents.

Do you like the Montessori system?

anthropological context – the topic of a scientific article on the sciences of education0002 Kargapoltseva D.

S.

Orenburg State University E-mail: [email protected]

VALUES OF MONTESSORI EDUCATION: ANTHROPOLOGICAL CONTEXT

conditions of free education.

Key words: freedom, work, free work, “normalization through work”, spiritually developing potential of the hand.

“Man is a being living in the world of values,” asserted the German philosopher M. Scheler, the founder of philosophical anthropology, in one of his works [9]. Indeed, not only the fateful dominants of individual life, but also, to a large extent, the cumulative humanitarian characteristics of the principles of life ordering of a particular society and humanity as a whole, directly depend on what values ​​each of us chooses in the status of meaning-affirming landmarks of the life path.

At present, in the status of an obvious and indisputable anthropological “order” of modern pedagogy, there are such directions of pedagogy that set as their goal the education of a free personality capable of creative self-development in the humanitarian plane of values ​​and ideals of human culture.

As more than a century of experience in practical implementation shows, the value ideas of free education of a self-sufficient and responsible person are realized with the greatest educational success in the humanistically oriented pedagogy of Maria Montessori.

M. Montessori’s pedagogical system is an open space for the educational formation and development of a child’s personality, which implies instrumental-content and, accordingly, value (regional-continental) enrichment of the subject didactic material of the prepared environment. For example, the analysis of the results of a survey of students AMI (International Montessori Association) on Montessori pedagogy from

from 23 countries in Europe, Asia, Latin America and Africa, conducted in 1998 (K.E. Somnitelny), showed that in the classical construction of the “Space Education” section, along with the national transformation of the content of the “Big History” section written by M. Montessori herself, some exercises at the preschool level were also changed. So, in the Japanese version, the “sorting” exercise is carried out with the help of chopsticks, and in Africa, the “Special types of movements” section includes the “carrying an object on the head” exercise [5, p. fifteen].

Fundamental in the system of raising children in Montessori education is the value category of freedom. It is the principle of “freedom” that acts as “fundamental for my pedagogical system,” argued M. Montessori [2, p. 19].

Moreover, proceeding from another fundamental position of his system – “not to interfere with the natural development” of the child, M. Montessori correlates the issues under consideration with the main and “only” question of all pedagogy: “how to give the child freedom” [2, p. 21]. And this applies not only to the free (natural) development of “the forms and abilities of the growing body.” Freedom is primarily seen as “a unique means to maximize the development of the personality, character, mind, feelings” of the child. At the same time, as a “reverse” side, the so-understood freedom is interpreted as evidence of the successful self-disclosure of the nature of the child, as the freedom to “liberate” “leaders” and teachers “from the heavy burden of false responsibility and imaginary fear”, I grant0003

giving a pleasant opportunity to directly “observe the miracle of growing up” of a child [2, p. 21].

According to M. Montessori, in the case when adults (teachers, parents) create favorable conditions for the most complete realization of the “effort of the child’s soul to self-construct” [1, p. 149], a “special environment” is organized appropriately, which “facilitates the growth of the child”, in which “all barriers to development are reduced as much as possible” [1, p. 150], an adult, acting as an essential “part” of the developing environment, must “adapt to the needs of the child, help his independence”, and therefore he “has no right to become an obstacle for him, replacing him in the main activities and development” [1, p. . 150].

Thus, M. Montessori refers to the obstacles to the free development of the child’s personality, the quite natural and familiar fact of “substitution” or “doing for” in his relationships with adults, which significantly reduces the subject-relationship sphere of independent (self-constructive) action / deed maturing person in the value-semantic plane of individualized choice.

If such “obstacles” are removed, the value spectrum of Montessori educational subjectivity is enriched with another significant, activity-motivated, facilitation in its meaning category of the “passive teacher”, which “influences” the child in such a way that the activity came from himself [1, p. 150], tries to “wake up the energy” of self-creation [1, p. 191], and therefore will be “quite satisfied, seeing a child acting according to his inner impulses, making progress” [1, p. 150-151].

M. Montessori characterizes the inner state of such a teacher with the term “intellectual calmness” as a “free state” or “spiritual liberation”, which is devoid of expressed manifestations of “ambition and prejudice”, and therefore “approaches spiritual purity”, “teaches to understand the child” [1, p. 190-191].

As another attributive educational value of his pedagogical system, M. Montessori singles out in the status of unconditional humanitarian significance the category

children’s self-constructive labor, considering its importance no less (comparatively, perhaps even more complex) than productive labor: “Children are a special class of society, no worse than workers. Children also work, creating a person in themselves … They get tired of physical and spiritual growth. They got the most difficult task. They have nothing but inner potential. But they must all fulfill in the world that. so complicated (our italics – D.K.)” [2, p. 23].

In this regard, Montessori’s pedagogical system is characterized by a term used to characterize the fact of active “interaction” of a child with didactic material in a prepared environment: the child actually works with the material, i.e., is engaged in learning, developing, educating, personally creating work.

In hermeneutic terms, work is an action on the verb to work: what someone is doing, occupation, labor; where to work – to do some business, using your labor, to do something, to work [8, p. 642, 643].

The high (in fact, adult) labor significance of the status of the activity of the child’s self-development – free work in Montessori education – is also confirmed by the axiological component present in the hermeneutic spectrum of the term under consideration: “Work is a human activity; aimed at creating values ​​or at meeting the needs of other people (highlighted by us – D. K.)” [3].

In this regard, it is not accidental that the phenomenon of a child’s “free work” in a prepared environment is one of the basic values ​​of Montessori pedagogy.

M. Montessori emphasizes that the “education of a personality” or a “free child” depends on a fundamental decision to create special conditions for him – a certain environment in which he can find what he needs for the development of his own functions [1, p. 273]. Outside the prepared environment, “the child’s practical activity is impossible.” Moreover, the independent, initiative free work of the child in a prepared environment is an exceptionally necessary and “completely special” side of his spirits.0003

life, because it contributes to its normalization and, above all, “normalization through work”.

In this regard, M. Montessori emphasizes that the actual “working activity” is a kind of deep “call of nature” of the child, since without such “work it is impossible to build a personality, it will develop deviations. A person builds himself through work that cannot be replaced by anything else – neither well-being, nor tender love (italics in the text of M. Montessori – D.K.)” [1, p. 274].

The phenomenon of “normalization” occurs “when children concentrate on some kind of activity.” However, it is necessary that in the space surrounding the child “there are motives that can arouse his interest” in children, it is important that “the process of work arouses their sincere respect and interest.” It is equally important that the “objects” of the didactically prepared environment “could be used for their intended purpose”, created, as M. Montessori emphasizes, “a kind of “mental order” and contributed to the development of “coordination of movements” [4, p. 142-143].

Mental order and coordination of movements “prepare the ability to concentrate”, upon reaching which the child becomes “free in his actions” and, most importantly, “freed from vices” [4, p. 142], i.e. actually “normalizes”, naturally passes into the state of “strengthening and development of the personality”, which has received “freedom of action”.

Thus, the “free choice of activities” in a Montessori-prepared environment, in contact with the outside world and other children, becomes the child’s “way of life”, contributing to the manifestation of such “amazing” qualities as “spontaneous discipline”, “the ability to continuously and with joy to work”, “the desire to help each other”, “mutual understanding” [4, p. 143].

It should be emphasized that, in this respect, we are talking fundamentally about manual work performed directly by the hand as “the leading instrument of mental development”, “the executive organ of the mind”, a means of “spiritual construction”

children: manually, through work in which the hand is an instrument of personality, an instrument of individual thinking and will, building its own formation in the world around us (highlighted by us – D.K.)” [4, p. 274].

By analogy with speech development, M. Montessori calls the self-constructive activity of a child’s hand “the babble of a working person”, who, being in a properly prepared environment, often performs actions that “with their dexterity and accuracy lead us into bright amazement (our italics – D. K.)” [4, p. 116].

In this regard, M. Montessori argues, not without reason, that adults should closely monitor the development of a child’s hand and “consider its success a holiday” [4, p. 110].

Thus, the fateful significance of the human hand embodied in folk wisdom is “Everything is in the hands of man! – has deep psycho-physiological and thus educational-pedagogical, natural, natural roots.

Anthropologically irreplaceable importance of the hand was emphasized by Anaxagoras in his time: “Man is the most intelligent of animals due to the fact that he has hands” [6, p. 251]. After many centuries, in a confirming context, the French philosopher and anthropologist Pierre Teilhard de Chardin also testified to this, according to which the activity of the hand, functionally unpredictable in its instrumental and expressive infinity, as “an outwardly expressed gesture of reflection itself” is one of the most important causes and conditions ” brain improvement” of a person [7, p. 280].

Thus, it should be noted that the anthropological significance of the considered – and far from all – the values ​​of Montessori education lies primarily in the pedagogically approved status of natural conformity to the individual and personal development of the child, which in this case cannot but be free, i.e. self-valuable in the activity of genuine self-construction.

05/16/2012

References:

1. Montessori, M. Children – others I Maria Montessori; per. with it.; int. and zakl. articles, comments K.E. Doubtful. – M.: Karapuz, 2004. – 336 p.

2. Montessori, M. My Method: Primary Education / Maria Montessori. – M.: Astrel: AST, 2007. – 349 p.

3. Work [Electronic resource]. – Access mode: ru.wikipedia.org>

4. Mind of a child (chapters from the book) /M. Montessori. – M.: GRAAL, 1997. – 176 p.

5. Doubtful, K.E. Theory and practice of space education in the pedagogical system of M. Montessori: author. diss. … cand. ped. Sciences: 13.00.01 / K.E. Doubtful. – M., 1999. – 22 p.

6. Taranov, P.S. 500 steps to wisdom / P.S. Taranov. – Donetsk: Stalker, 1996. – T. 1. – 464 p.

7. Teilhard de Chardin, P. The phenomenon of man: Sat. essays and essays / P. Teilhard de Chardin; per. from French; comp. and foreword. V.Yu. Kuznetsov. – M.: AS Publishing House LLC, 2002. – 553 p.

8. Ushakov, D.N. Great Dictionary of Russian language. Modern edition / D.N. Ushakov. – M .: LLC “House of the Slavic Book”, 2009. – 960 p.

9. Philosophical anthropology [Electronic resource]. – Access mode: en.wikipedia.org

Information about the author: Kargapoltseva Darya Sergeevna, Leading Specialist of the Department of Specialized Pre-University Education and Work with Gifted Children, Department of Pre-University Education, Orenburg State University, Postgraduate Student of the Department of Theory and Methodology of Education, Orenburg State University, e_shai: [email protected]

UDC 371. 481 Kargapoltseva D.S.

Orenburg state university, e-mail: [email protected]

VALUES OF MONTESSORI-EDUCATION: ANTHROPOLOGICAL CONTEXT

Some content-essential aspects of basic values ​​in pedagogical system of M. Montessori, which are stipulating high performance of educational development of becoming adult personality in conditions of unrestricted up-bringing are examined in the article.

Key words: freedom, work, unrestricted work, “normalization through work”, spiritually-developing the potential of hand.

Bibliography:

1. Montessori, M. Another Children / Maria Montessori, trans. from germ.; int. and concl. and article comments. K.E. Sumni-telny. – M.: Karapuz, 2004. – 336 p.

2. Montessori, M. My method: the initial training / Maria Montessori. – M.: Astrel: AST, 2007. – 349 p.

3. A work [Electronic resource]. – Access mode: ru.wikipedia.org>

4. Mind of the Child (chapters from the book) / M. Montessori. – M.: GRAAL, 1997. – 176 p.

5. Sumnitelny, K.E. Theory and practice of space education in the Montessori educational system: thesis. candidate

of ped. sciences: 13.00.01 / K.E. doubtful. – M., 1999. – 22 p.

6.Taranov, P.S. 500 steps to the wisdom / PS. Taranov. – Donetsk: Stalker, 1996. – T. 1. – 464 p.

7. Teilhard de Chardin, P. The Phenomenon of Man:col. of comp. and essay / P. Teilhard de Chardin, trans. from fr. ; comp. and

the foreword. V.Yu. Kuznetsov. – Moscow: OOO “Publishing House AS”, 2002. – 553 p.

8. Ushakov, D.N. Big Dictionary of the Russian language. Modern edition / D.N. Ushakov. – M.: “House of Slavic books”,

2009. – 960 p.

9. Philosophical anthropology [Electronic resource]. – Access mode: en.wikipedia.org

Montessori teacher

The first step that a future Montessori teacher must take is to prepare himself. He must have imagination. It is known that teachers in ordinary schools observe the actual behavior of students, knowing that they must watch them and what they must teach them; and the Montessori teacher is constantly looking for the “absent” child. This is the main difference. A teacher who begins to work in our school must believe that the child will discover himself in work. He must free himself from all preconceived notions about the “levels” and “types” into which children are assigned. Different types of children (with greater or lesser deviations from the norm) should not disturb him.

In his imagination, the teacher sees the only normal type living in the spirit world. The teacher must trust that the child will show his true nature when he finds a job that interests him. What is he watching? When this or that child begins to concentrate. For this, the teacher must make every effort, and his activity will be cognitive and gradual, as is the case in proper spiritual ascent. What a teacher does usually has three stages.

Stage 1.

The teacher becomes a guardian and guardian of the environment. He does this instead of suffering because of the disrespect of children. Then the healing and attraction will come, which will attract and polarize the will of the children. In our villages, each family has its own house, and the hostess makes it as attractive as possible for herself and her husband. She pays a lot of attention to the home, creating an environment in which a normal and creative life can flourish. She is trying to turn her home into a comfortable and cozy place full of various interests. The main charm of the house is its cleanliness and order, all things are in their places.

The teacher at our school does the same. All items must be in good condition and in order. Everything should be thought out, then these materials will also seem new and ready for use to the child. In addition, the teacher should also be attractive, good-looking, neat, clean, calm and dignified. This is the ideal to which everyone should aspire. Being in the company of children, one must always remember that children are “voters”. The teacher’s appearance is the first step to gaining their trust and respect. The teacher should study his movements and make them as soft and graceful as possible. At this age, the child idealizes his mother. We may not know her, but hear from a child who sees a pretty woman: “How beautiful she is – just like my mother!” It is possible that his mother is not beautiful at all, but she seems to the child just like that. And everyone he admires is as beautiful as his mother. Thus, concern for the teacher’s own personality must be an integral part of the environment in which the child lives; the teacher himself is an essential part of his world. So, the first duty of a teacher is to observe the environment. Its influence is indirect, but if it does not exist, there will be no effective permanent improvements: physical, intellectual, spiritual.

Stage 2.

Having improved the environment, we must analyze how the teacher should behave towards children. What can we do with these disorganized little ones, with these messy and indefinite little minds that we hope to get some work done? I sometimes use a word that is easily misunderstood: the teacher must be seductive, must captivate the children. Manifesting himself, the teacher should be like a flame, warming everything with its warmth, inviting and pouring new strength. The teacher should not be afraid that he will interrupt some important mental process that has not yet had time to manifest itself. Before concentration, the leader can do to a greater or lesser extent what he considers necessary; he can interfere in the children’s activities as much as he thinks necessary… A teacher who has a gift for enchanting children can invite them to perform various exercises, even those that have no educational value, but which can calm the children. Everyone knows that a fun teacher is more likely to engage kids than a boring one, and we can all be fun if we try…

If at this stage there is still a child persistently annoying others, the best thing to do is to stop him. We often repeat that when a child is engrossed in work, the teacher should not interfere with his activity, so as not to interrupt its cycle or interfere with its free development; but in this case the correct methodological device is quite the reverse: it is necessary to disrupt the course of destructive activity. This may come in the form of an exclamation, showing special interest in a restless child. A distracting demonstration of love, increasing in direct proportion to the disturbing activity of the child, will act on him like a series of electrical discharges and will give a result in time.

Stage 3.

Eventually the time comes when the child begins to show interest in something – usually exercises from practical life; experience shows that children’s work with sensory material is useless and harmful until they are ready to benefit from it.

Before introducing children to this kind of material, any teacher should wait until they can find the strength to concentrate on something, and usually, as I said, this happens in practical life exercises. When a child begins to show interest in one of them, the teacher should not interrupt him, since this interest corresponds to the laws of nature and opens up the whole cycle of new activities. But the first step is still so fragile and delicate that when touched, it can disappear again, like a soap bubble bursting, and with it all the charm of this moment will go away.

Praise, help or even a glance is enough to interrupt or disrupt a child… Here is an important principle that can lead to success: once the child has concentration, act as if the child did not exist at all … The duty of the teacher is only to offer new things, knowing that the child has exhausted all the possibilities of those materials that he used earlier.

The ability of a teacher not to interfere comes with practice, but it never comes easily. This means that the teacher needs to rise to spiritual heights. Real spirituality is aware that even helping can be a source of pride.

The real help a teacher can give is not to obey a sentimental impulse. The teacher helps to imbue the love of discipline. Using this quality together with insight, he achieves success, and teaches that a virtuous person becomes happier, happier than the one to whom this good was intended. Real kindness serves the needy without revealing itself, or, when it is revealed, takes the form not of help, but of something natural and spontaneous.

We do not serve the child’s body, because we know that at a certain stage of his development he must do it himself. The basis of our teaching is that in this sense it is not necessary to serve the child. He must acquire physical independence, become independent, he must acquire an independent will and freedom of choice, he must learn to work without interruption. The development of the child proceeds along the path of passing through different stages of independence, one after another, and our knowledge in this area should guide our behavior along this path. This is the art of spiritual service; an art that can only be developed to perfection in working with children.

When the teacher meets the needs of the group of children entrusted to him, he will understand the virtues of social life, and observing the manifestations of the child’s soul will bring him much joy. It is a great privilege to be able to observe them. This is the privilege of a traveler who reached the oasis and heard the murmur of water in the very center of the desert, which seemed so barren, red-hot and hopeless. ..

But this does not happen immediately. At first the teacher will say: “I saw the child as he should be, and he became even better than I expected.” This is what it means to understand early childhood. It is not enough to know the name of the child and the profession of his father: the teacher must know and daily affirm in life the secret of childhood. Thanks to this, he acquires not only deep knowledge, but also a special kind of love, directed not at an individual person. And the secret hidden in the depths of his soul. As children open their souls, the teacher, perhaps for the first time, understands what true love is. These revelations will transform him too. This is something that touches hearts and gradually changes people. This has already been noticed, and it is impossible to remain silent about it. The names of children can be forgotten, but the trace that their souls and the love that they were able to awaken cannot be erased.

There are two levels of love. Often, when we talk about our love for children, we refer to the care with which we surround them, to the caresses and love that we pour out on those whom we know and who awaken imperishable feelings in us. If we have a spiritual relationship with them, we show this by teaching them prayers.

But I’m talking about something completely different. This is a level of love that is no longer personal or material. To serve children is to feel that you are serving the spirit of man, a spirit that must create itself. The differences between the levels were not actually identified by the teachers, but by the children. The teacher feels that he has been lifted to heights he has never known before. The child forces the teacher to grow to the level at which he reaches his sphere.

What is the main sign of the success of a teacher’s transformation? You can formulate it like this: “Now the children work as if I were not here.” Before his transformation, the teacher’s feelings were quite the opposite; he believed that it was he who taught the children, it was he who raised them from a low level to a high one. But now, when the manifestations of the childish spirit are visible, the greatest value that he can reckon with his contribution can be expressed by the words: “I helped this life to fulfill the task set at the creation of the world. ”

This is a real satisfaction. The teacher who teaches children up to the age of six knows that he has helped humanity in an integral part of its formation. The teacher may not know the children’s details, except for those that the children tell him in a conversation. The teacher may not be interested in knowing how children imagine their future, but he knows for sure that in the formative period, children did what they were supposed to do. And he can say: “I served the spirit of these children, and they carried out their development, and I was their comrade at that time.”

Helping nature, a person rises to the next step, because upward movement is the law of life. It was the children who created this wonderful staircase leading higher and higher. The law of nature is order, when it comes, we understand that we have reached the order of the world. It is clear that nature includes the missions that she entrusted to children – to encourage us adults to achieve a higher level. Children lead us to the highest levels of development of the human spirit, and through this, material problems are solved. This is not an edification, but, most likely, a reminder, and for our teachers, a call, a kind of training program, our only program:

“Oh Lord, help us to understand the secret of childhood so that we can know the child, love and serve him in accordance with the laws of Your justice and follow Your will!”

“MID ABSORPTION.”

Maria Montessori

Translated from English by I. Dichkovskaya.

Montessori | Family club “Flashlight”

“The mind of a child absorbs everything that happens around openly, observing with love, in no way showing indifference”
Maria Montessori

We work according to the developmental system of the Italian teacher and psychologist Maria Montessori .

The Montessori Method has been recognized throughout the world for more than a hundred years as the most effective educational model for children. This is a holistic approach to the development of people, based on a deep knowledge of the psychology, physiology, and age-related characteristics of the child’s development.