Repetition (Montessori): Difference between revisions
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In Montessori education, '''Repetition''' refers to the repeated engagement of a child with a particular activity. Unlike adults who typically work towards an external objective, young children work towards internal goals. Thus, they often repeat an activity until their inner objective is met.<ref>Montessori, M. (1966). The Secret of Childhood. Ballantine Books.</ref> This urge to repeat activities is driven by the child's intrinsic motivation and contributes to the refinement of their movements and the acquisition of new abilities. | In Montessori education, '''Repetition''' refers to the repeated engagement of a child with a particular activity. Unlike adults who typically work towards an external objective, young children work towards internal goals. Thus, they often repeat an activity until their inner objective is met.<ref>Montessori, M. (1966). The Secret of Childhood. Ballantine Books.</ref> This urge to repeat activities is driven by the child's intrinsic motivation and contributes to the refinement of their movements and the acquisition of new abilities. | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
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*"The satisfaction which they find in their work has given them a grace and ease like that which comes from music."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | *"The satisfaction which they find in their work has given them a grace and ease like that which comes from music."<ref>Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.</ref> | ||
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*"The first essential for the child's development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"The first essential for the child's development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
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*'''Pros''': The importance of repetition in learning is well-supported by research, suggesting it enhances memory and skill acquisition. Montessori's emphasis on repetition for internal satisfaction aligns with contemporary understanding of motivation and mastery learning.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The importance of repetition in learning is well-supported by research, suggesting it enhances memory and skill acquisition. Montessori's emphasis on repetition for internal satisfaction aligns with contemporary understanding of motivation and mastery learning.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
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*'''Cons''': Critics argue that while repetition is important, it should be balanced with opportunities for novelty and creativity. Some suggest that too much repetition may lead to boredom or disengagement.<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''': Critics argue that while repetition is important, it should be balanced with opportunities for novelty and creativity. Some suggest that too much repetition may lead to boredom or disengagement.<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--> | ||
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While repetition plays a role in all educational approaches, the Montessori method uniquely emphasizes repetition driven by the child's internal motivations rather than external goals, facilitating self-directed and intrinsically motivated learning.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | While repetition plays a role in all educational approaches, the Montessori method uniquely emphasizes repetition driven by the child's internal motivations rather than external goals, facilitating self-directed and intrinsically motivated learning.<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)]] | ||
*[[Concentration (Montessori)]] | *[[Concentration (Montessori)]] | ||
== References == | <!--T:12--> | ||
{{Glossary of Montessori Terms}} | |||
== References == <!--T:13--> | |||
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Latest revision as of 22:07, 17 July 2023
In Montessori education, Repetition refers to the repeated engagement of a child with a particular activity. Unlike adults who typically work towards an external objective, young children work towards internal goals. Thus, they often repeat an activity until their inner objective is met.[1] This urge to repeat activities is driven by the child's intrinsic motivation and contributes to the refinement of their movements and the acquisition of new abilities.
Montessori Quotes
- "The satisfaction which they find in their work has given them a grace and ease like that which comes from music."[2]
- "The first essential for the child's development is concentration. The child who concentrates is immensely happy."[3]
Research and Critiques
- Pros: The importance of repetition in learning is well-supported by research, suggesting it enhances memory and skill acquisition. Montessori's emphasis on repetition for internal satisfaction aligns with contemporary understanding of motivation and mastery learning.[4]
- Cons: Critics argue that while repetition is important, it should be balanced with opportunities for novelty and creativity. Some suggest that too much repetition may lead to boredom or disengagement.[5]
Comparisons to Other Methods
While repetition plays a role in all educational approaches, the Montessori method uniquely emphasizes repetition driven by the child's internal motivations rather than external goals, facilitating self-directed and intrinsically motivated learning.[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
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References
- ↑ Montessori, M. (1966). The Secret of Childhood. Ballantine Books.
- ↑ Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ 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.
