Concrete to Abstract (Montessori): Difference between revisions
From Montepedia
MontessoriX (talk | contribs) (Initial release) |
MontessoriX (talk | contribs) (Marked this version for translation) |
||
| (2 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
<languages/> | |||
<translate> | |||
<!--T:1--> | |||
'''Concrete to Abstract''' is a principle in Montessori education where learning progresses from tangible, hands-on experiences to more abstract concepts.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> The child initially interacts with concrete materials that represent an abstract idea, like size or colour. As the child develops, they are able to understand these ideas in symbolic or abstract forms. | '''Concrete to Abstract''' is a principle in Montessori education where learning progresses from tangible, hands-on experiences to more abstract concepts.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> The child initially interacts with concrete materials that represent an abstract idea, like size or colour. As the child develops, they are able to understand these ideas in symbolic or abstract forms. | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
<!--T:3--> | |||
*"There is nothing in the intellect which was not first in some way in the senses." <ref>Montessori, M. (1948). To Educate the Human Potential. A. C. Fifield.</ref> | *"There is nothing in the intellect which was not first in some way in the senses." <ref>Montessori, M. (1948). To Educate the Human Potential. A. C. Fifield.</ref> | ||
<!--T:4--> | |||
*"The hands are the instruments of man's intelligence."<ref>Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.</ref> | *"The hands are the instruments of man's intelligence."<ref>Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
<!--T:6--> | |||
*'''Pros''': The concrete to abstract progression aligns with child development research, which suggests that tangible experiences support cognitive development and conceptual understanding.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The concrete to abstract progression aligns with child development research, which suggests that tangible experiences support cognitive development and conceptual understanding.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
<!--T:7--> | |||
*'''Cons''': Some critics argue that this approach might not cater to all children, especially those who can understand abstract concepts without the need for concrete representation.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | *'''Cons''': Some critics argue that this approach might not cater to all children, especially those who can understand abstract concepts without the need for concrete representation.<ref>Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.</ref> | ||
== Comparisons to Other Methods == | == Comparisons to Other Methods == <!--T:8--> | ||
<!--T:9--> | |||
Many traditional teaching methods simultaneously introduce concrete and abstract forms of an idea, which contrasts with the Montessori method's sequential progression from concrete to abstract.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | Many traditional teaching methods simultaneously introduce concrete and abstract forms of an idea, which contrasts with the Montessori method's sequential progression from concrete to abstract.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | ||
== See Also == | == See Also == <!--T:10--> | ||
<!--T:11--> | |||
*[[Montessori Method]] | *[[Montessori Method]] | ||
*[[Sensorial Education]] | *[[Sensorial Education (Montessori)]] | ||
*[[Prepared Environment]] | *[[Prepared Environment (Montessori)]] | ||
<!--T:12--> | |||
{{Glossary of Montessori Terms}} | |||
== References == <!--T:13--> | |||
<!--T:14--> | |||
<references/> | <references/> | ||
</translate> | |||
Latest revision as of 21:21, 17 July 2023
Concrete to Abstract is a principle in Montessori education where learning progresses from tangible, hands-on experiences to more abstract concepts.[1] The child initially interacts with concrete materials that represent an abstract idea, like size or colour. As the child develops, they are able to understand these ideas in symbolic or abstract forms.
Montessori Quotes
- "There is nothing in the intellect which was not first in some way in the senses." [2]
- "The hands are the instruments of man's intelligence."[3]
Research and Critiques
- Pros: The concrete to abstract progression aligns with child development research, which suggests that tangible experiences support cognitive development and conceptual understanding.[4]
- Cons: Some critics argue that this approach might not cater to all children, especially those who can understand abstract concepts without the need for concrete representation.[5]
Comparisons to Other Methods
Many traditional teaching methods simultaneously introduce concrete and abstract forms of an idea, which contrasts with the Montessori method's sequential progression from concrete to abstract.[6]
See Also
Glossary of Montessori Terms
The Glossary of Montessori Terms is a collection of specific terms and vocabulary that are related to the Montessori method of education, primarily focusing on the theory and practice for children aged 3 to 6. The jargon used by Montessori educators offers a unique insight into child development as discussed by Maria Montessori. The 'Montepedia Glossary of Montessori Terms' originated from a glossary that was compiled by the late Annette Haines from the Montessori Training Centre of St. Louis, at the request of Molly O'Shaughnessy from the Montessori Centre of Minnesota. The reason behind the creation of this glossary was to supplement O'Shaughnessy's lecture at the Joint Annual Refresher Course that took place in Tampa, Florida, in February 2001.[7] The glossary has since been expanded and updated with additional 'Montessori Terms'.
- 3-Hour Work Cycle
- Absorbent Mind
- Adaptation
- Adolescence
- Albums
- Advisor
- Analysis of Movement
- Casa dei Bambini
- Children of the Earth
- Children's House
- Choice
- Classification
- Concentration
- Concrete to Abstract
- Control of Error
- Coordination of Movement
- Cosmic Education
- Creativity/Imagination
- Cycle of Activity
- Development of the Will
- Deviations
- Didactic Materials
- Director
- Discipline from Within
- Earth Child
- Elementary Classroom
- Erdkinder
- Exercises of Practical Life
- False Fatigue
- Freedom of Choice
- Freedom within Limits
- Grace and Courtesy
- Great Stories
- Ground Rules
- Guide
- Help from Periphery
- Human Tendencies
- Imagination
- Independence
- Indirect Preparation
- Indirect Presentation
- Isolation of a Difficulty
- Intrinsic Motivation
- Job
- Kinderhaus
- Language Appreciation
- Language Acquisition
- Learning Explosions
- Materials
- Materialised Abstractions
- Mathematical Mind
- Maximum Effort
- Mixed Ages
- Montessori Materials
- Nido
- Montessori Materials
- Normalization
- Obedience
- Peace
- Personality
- Planes of Development
- Points of Interest
- Practical Life
- Phonemic Awareness
- Phonics Instruction
- Phonological Awareness
- Prepared Environment
- Presentation
- Primary Classroom
- Psychic Embryo
- Reading Comprehension
- Repetition
- Respect
- Self-Discipline
- Self-Regulation
- Sensitive Periods
- Sensorial Materials
- Simple to Complex
- Socialization
- Society by Cohesion
- Sound Games
- Three-Hour Work Cycle
- Valorisation
- Vocabulary Enrichment
- Work
Please help to translate this page into your local language
References
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1948). To Educate the Human Potential. A. C. Fifield.
- ↑ Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
- ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
