Deviations (Montessori): Difference between revisions

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In Montessori education, '''Deviations''' refer to behaviors exhibited by children that result from obstacles to their normal development.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> These deviations may be perceived negatively (e.g., a destructive child) or positively (e.g., a passive, quiet child). According to Montessori theory, such deviations tend to disappear once a child starts to concentrate on a freely chosen task.
In Montessori education, '''Deviations''' refer to behaviors exhibited by children that result from obstacles to their normal development.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> These deviations may be perceived negatively (e.g., a destructive child) or positively (e.g., a passive, quiet child). According to Montessori theory, such deviations tend to disappear once a child starts to concentrate on a freely chosen task.


== Montessori Quotes ==
== Montessori Quotes == <!--T:2-->


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*"To give a child liberty is not to abandon him to himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>
*"To give a child liberty is not to abandon him to himself."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>


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*"The deviations are like diseases, but the symptoms are the contrary of those of physical illness, because they are not shown in suffering and pain, but in the flight of the patient into a kind of defensive exaltation."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>
*"The deviations are like diseases, but the symptoms are the contrary of those of physical illness, because they are not shown in suffering and pain, but in the flight of the patient into a kind of defensive exaltation."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref>


== Research and Critiques ==
== Research and Critiques == <!--T:5-->


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*'''Pros''': Montessori's perspective on deviations aligns with the approach of viewing behaviors as signals of underlying needs or challenges, which can be addressed through adjustments in the environment or approach to the child. This view can promote understanding and effective responses to a range of behaviors.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>
*'''Pros''': Montessori's perspective on deviations aligns with the approach of viewing behaviors as signals of underlying needs or challenges, which can be addressed through adjustments in the environment or approach to the child. This view can promote understanding and effective responses to a range of behaviors.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>


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*'''Cons''': Critics argue that the Montessori perspective on deviations may downplay the role of inherent personality traits, unique child temperaments, or neurodiversity. It also might minimize the importance of professional interventions for certain behaviors.<ref>Spodek, B., & Saracho, O. N. (2010). Contemporary Perspectives on Play in Early Childhood Education. Information Age Publishing.</ref>
*'''Cons''': Critics argue that the Montessori perspective on deviations may downplay the role of inherent personality traits, unique child temperaments, or neurodiversity. It also might minimize the importance of professional interventions for certain behaviors.<ref>Spodek, B., & Saracho, O. N. (2010). Contemporary Perspectives on Play in Early Childhood Education. Information Age Publishing.</ref>


== Comparisons to Other Methods ==
== Comparisons to Other Methods == <!--T:8-->


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In contrast to traditional models that might label certain behaviors as disruptive or problematic, Montessori education views these deviations as signals of obstacles to normal development, responding by adapting the learning environment or approach.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref>
In contrast to traditional models that might label certain behaviors as disruptive or problematic, Montessori education views these deviations as signals of obstacles to normal development, responding by adapting the learning environment or approach.<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-->


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*[[Montessori Method]]
*[[Montessori Method]]
*[[Prepared Environment]]
*[[Prepared Environment (Montessori)]]
*[[Practical Life]]
*[[Practical Life (Montessori)]]


== References ==
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{{Glossary of Montessori Terms}}


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{{Glossary of Montessori Terms}}
== References == <!--T:14-->
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Latest revision as of 21:30, 17 July 2023

Other languages:

In Montessori education, Deviations refer to behaviors exhibited by children that result from obstacles to their normal development.[1] These deviations may be perceived negatively (e.g., a destructive child) or positively (e.g., a passive, quiet child). According to Montessori theory, such deviations tend to disappear once a child starts to concentrate on a freely chosen task.

Montessori Quotes

  • "To give a child liberty is not to abandon him to himself."[2]
  • "The deviations are like diseases, but the symptoms are the contrary of those of physical illness, because they are not shown in suffering and pain, but in the flight of the patient into a kind of defensive exaltation."[3]

Research and Critiques

  • Pros: Montessori's perspective on deviations aligns with the approach of viewing behaviors as signals of underlying needs or challenges, which can be addressed through adjustments in the environment or approach to the child. This view can promote understanding and effective responses to a range of behaviors.[4]
  • Cons: Critics argue that the Montessori perspective on deviations may downplay the role of inherent personality traits, unique child temperaments, or neurodiversity. It also might minimize the importance of professional interventions for certain behaviors.[5]

Comparisons to Other Methods

In contrast to traditional models that might label certain behaviors as disruptive or problematic, Montessori education views these deviations as signals of obstacles to normal development, responding by adapting the learning environment or approach.[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'.

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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.[8] The glossary has since been expanded and updated with additional 'Montessori Terms'.

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References

  1. ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
  2. ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
  3. ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
  4. ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
  5. ↑ Spodek, B., & Saracho, O. N. (2010). Contemporary Perspectives on Play in Early Childhood Education. Information Age Publishing.
  6. ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
  7. ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
  8. ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
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