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# Inakuza Kujifunza kwa Kina: Mzunguko wa Kazi wa Saa 3 unaruhusu watoto kujishughulisha kwa kina na kujifunza kwao, kuimarisha uhuru, umakini, na upendo wa kujifunza<ref>Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.</ref>. Inatoa muda unaohitajika kwa watoto kuchunguza kikamilifu maslahi yao na kukamilisha kazi zao bila kuhisi haraka<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.</ref>.
* Inakuza Kujifunza kwa Kina: Mzunguko wa Kazi wa Saa 3 unaruhusu watoto kujishughulisha kwa kina na kujifunza kwao, kuimarisha uhuru, umakini, na upendo wa kujifunza<ref>Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.</ref>. Inatoa muda unaohitajika kwa watoto kuchunguza kikamilifu maslahi yao na kukamilisha kazi zao bila kuhisi haraka<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.</ref>.

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# Promotes Deep Learning: The 3-Hour Work Cycle allows children to engage deeply with their learning, fostering independence, concentration, and a love for learning<ref>Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.</ref>. It provides the necessary time for children to fully explore their interests and complete their tasks without feeling rushed<ref>Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.</ref>.
  • Inakuza Kujifunza kwa Kina: Mzunguko wa Kazi wa Saa 3 unaruhusu watoto kujishughulisha kwa kina na kujifunza kwao, kuimarisha uhuru, umakini, na upendo wa kujifunza[1]. Inatoa muda unaohitajika kwa watoto kuchunguza kikamilifu maslahi yao na kukamilisha kazi zao bila kuhisi haraka[2].
  1. ↑ Montessori, M. (1967). The absorbent mind. Holt, Rinehart and Winston.
  2. ↑ Lillard, A. S., & Else-Quest, N. (2006). The early years: Evaluating Montessori education. Science, 313(5795), 1893-1894.
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