Work (Montessori): Difference between revisions
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In the context of Montessori education, '''Work''' refers to the self-initiated, purposeful activities of children. While these activities may appear to be play from an adult perspective, Maria Montessori considered them as the child's work, given the seriousness and concentration children often exhibit during these activities.<ref>Montessori, M. (1967). The Absorbent Mind. Clio Press.</ref> This perspective arises from an understanding that, from an evolutionary perspective, the extended period of childhood serves as a time for learning and experimenting in a relatively pressure-free environment.<ref>Groos, K. (1901). The Play of Man. D. Appleton and Company.</ref> | In the context of Montessori education, '''Work''' refers to the self-initiated, purposeful activities of children. While these activities may appear to be play from an adult perspective, Maria Montessori considered them as the child's work, given the seriousness and concentration children often exhibit during these activities.<ref>Montessori, M. (1967). The Absorbent Mind. Clio Press.</ref> This perspective arises from an understanding that, from an evolutionary perspective, the extended period of childhood serves as a time for learning and experimenting in a relatively pressure-free environment.<ref>Groos, K. (1901). The Play of Man. D. Appleton and Company.</ref> | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
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*"The first essential for the child's development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1989). The Child, Society and the World. Clio Press.</ref> | *"The first essential for the child's development is concentration. The child who concentrates is immensely happy."<ref>Montessori, M. (1989). The Child, Society and the World. Clio Press.</ref> | ||
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*"The child can only develop fully by means of experience in his environment. We call such experience 'work'. "<ref>Montessori, M. (1967). The Absorbent Mind. Clio Press.</ref> | *"The child can only develop fully by means of experience in his environment. We call such experience 'work'. "<ref>Montessori, M. (1967). The Absorbent Mind. Clio Press.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
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*'''Pros''': The Montessori perspective of viewing children's activities as work recognizes the importance and significance of these activities in the child's development. It allows children to take their tasks seriously, fostering focus, dedication, and intrinsic motivation.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': The Montessori perspective of viewing children's activities as work recognizes the importance and significance of these activities in the child's development. It allows children to take their tasks seriously, fostering focus, dedication, and intrinsic motivation.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
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*'''Cons''': Critics argue that the term "work" could potentially be misinterpreted, implying that children's activities are laborious or burdensome, which contrasts with the inherent joy and exploration often associated with childhood. There's also the risk that this perspective may blur the boundary between essential leisure/play time and learning time.<ref>Mooney, C. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Redleaf Press.</ref> | *'''Cons''': Critics argue that the term "work" could potentially be misinterpreted, implying that children's activities are laborious or burdensome, which contrasts with the inherent joy and exploration often associated with childhood. There's also the risk that this perspective may blur the boundary between essential leisure/play time and learning time.<ref>Mooney, C. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Redleaf Press.</ref> | ||
== Comparisons to Other Methods == | == Comparisons to Other Methods == <!--T:8--> | ||
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While play-based learning is commonly emphasized in many early childhood education approaches, Montessori's view of children's activities as work sets it apart. This distinction highlights the value of the child's chosen activities and the depth of learning these can offer.<ref>Thayer-Bacon, B. J. (2017). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 33(2), 31-57.</ref> | While play-based learning is commonly emphasized in many early childhood education approaches, Montessori's view of children's activities as work sets it apart. This distinction highlights the value of the child's chosen activities and the depth of learning these can offer.<ref>Thayer-Bacon, B. J. (2017). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 33(2), 31-57.</ref> | ||
== See Also == | == See Also == <!--T:10--> | ||
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*[[Montessori Method]] | *[[Montessori Method]] | ||
*[[Prepared Environment (Montessori)]] | *[[Prepared Environment (Montessori)]] | ||
*[[Absorbent Mind (Montessori)]] | *[[Absorbent Mind (Montessori)]] | ||
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{{Glossary of Montessori Terms}} | {{Glossary of Montessori Terms}} | ||
== References == | == References == <!--T:13--> | ||
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<references/> | <references/> | ||
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Latest revision as of 22:17, 17 July 2023
In the context of Montessori education, Work refers to the self-initiated, purposeful activities of children. While these activities may appear to be play from an adult perspective, Maria Montessori considered them as the child's work, given the seriousness and concentration children often exhibit during these activities.[1] This perspective arises from an understanding that, from an evolutionary perspective, the extended period of childhood serves as a time for learning and experimenting in a relatively pressure-free environment.[2]
Montessori Quotes
- "The first essential for the child's development is concentration. The child who concentrates is immensely happy."[3]
- "The child can only develop fully by means of experience in his environment. We call such experience 'work'. "[4]
Research and Critiques
- Pros: The Montessori perspective of viewing children's activities as work recognizes the importance and significance of these activities in the child's development. It allows children to take their tasks seriously, fostering focus, dedication, and intrinsic motivation.[5]
- Cons: Critics argue that the term "work" could potentially be misinterpreted, implying that children's activities are laborious or burdensome, which contrasts with the inherent joy and exploration often associated with childhood. There's also the risk that this perspective may blur the boundary between essential leisure/play time and learning time.[6]
Comparisons to Other Methods
While play-based learning is commonly emphasized in many early childhood education approaches, Montessori's view of children's activities as work sets it apart. This distinction highlights the value of the child's chosen activities and the depth of learning these can offer.[7]
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.[8] 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. (1967). The Absorbent Mind. Clio Press.
- ↑ Groos, K. (1901). The Play of Man. D. Appleton and Company.
- ↑ Montessori, M. (1989). The Child, Society and the World. Clio Press.
- ↑ Montessori, M. (1967). The Absorbent Mind. Clio Press.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Mooney, C. (2000). Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget, and Vygotsky. Redleaf Press.
- ↑ Thayer-Bacon, B. J. (2017). Maria Montessori, John Dewey, and William H. Kilpatrick. Education and Culture, 33(2), 31-57.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
