Help from Periphery (Montessori): Difference between revisions

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In Montessori education, '''Help from Periphery''' refers to the approach of presenting objects and activities in a way that encourages purposeful movement from the child. The periphery here denotes the part of the child that interacts with external reality through the senses and movement.<ref>Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.</ref> This approach operates under the belief that we should engage the child's hands and physical interaction as much as their visual perception, thus promoting active, hands-on learning.
In Montessori education, '''Help from Periphery''' refers to the approach of presenting objects and activities in a way that encourages purposeful movement from the child. The periphery here denotes the part of the child that interacts with external reality through the senses and movement.<ref>Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.</ref> This approach operates under the belief that we should engage the child's hands and physical interaction as much as their visual perception, thus promoting active, hands-on learning.


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


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*"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>


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*"The development of the hand lags behind because we do not respect it enough."<ref>Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.</ref>
*"The development of the hand lags behind because we do not respect it enough."<ref>Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.</ref>


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


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*'''Pros''': The approach of help from the periphery aligns with research on kinesthetic learning and the benefits of physical engagement in cognitive development. This approach can enhance children's fine motor skills, spatial reasoning, and sensory integration.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>
*'''Pros''': The approach of help from the periphery aligns with research on kinesthetic learning and the benefits of physical engagement in cognitive development. This approach can enhance children's fine motor skills, spatial reasoning, and sensory integration.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref>


<!--T:7-->
*'''Cons''': Critics argue that this approach may undervalue other forms of learning such as auditory or visual learning. They also suggest that certain concepts may not lend themselves to physical manipulation and require more abstract thinking.<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 this approach may undervalue other forms of learning such as auditory or visual learning. They also suggest that certain concepts may not lend themselves to physical manipulation and require more abstract thinking.<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 traditional education often emphasizes visual and auditory learning, Montessori education prioritizes hands-on activities and sensory experiences, reflecting a belief in the importance of engaging the whole child in the learning process.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref>
While traditional education often emphasizes visual and auditory learning, Montessori education prioritizes hands-on activities and sensory experiences, reflecting a belief in the importance of engaging the whole child in the learning process.<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 (Montessori)]]
*[[Prepared Environment (Montessori)]]
*[[Sensorial Education (Montessori)]]
*[[Sensorial Education (Montessori)]]


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{{Glossary of Montessori Terms}}
{{Glossary of Montessori Terms}}


== References ==
== References == <!--T:13-->


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Revision as of 21:37, 17 July 2023

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In Montessori education, Help from Periphery refers to the approach of presenting objects and activities in a way that encourages purposeful movement from the child. The periphery here denotes the part of the child that interacts with external reality through the senses and movement.[1] This approach operates under the belief that we should engage the child's hands and physical interaction as much as their visual perception, thus promoting active, hands-on learning.

Montessori Quotes

  • "The hands are the instruments of man's intelligence."[2]
  • "The development of the hand lags behind because we do not respect it enough."[3]

Research and Critiques

  • Pros: The approach of help from the periphery aligns with research on kinesthetic learning and the benefits of physical engagement in cognitive development. This approach can enhance children's fine motor skills, spatial reasoning, and sensory integration.[4]
  • Cons: Critics argue that this approach may undervalue other forms of learning such as auditory or visual learning. They also suggest that certain concepts may not lend themselves to physical manipulation and require more abstract thinking.[5]

Comparisons to Other Methods

While traditional education often emphasizes visual and auditory learning, Montessori education prioritizes hands-on activities and sensory experiences, reflecting a belief in the importance of engaging the whole child in the learning process.[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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References

  1. ↑ Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.
  2. ↑ Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.
  3. ↑ Montessori, M. (1936). The Secret of Childhood. Longmans, Green and Co.
  4. ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
  5. ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
  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.
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