Concentration (Montessori): Difference between revisions
From Montepedia
MontessoriX (talk | contribs) No edit summary |
MontessoriX (talk | contribs) (Marked this version for translation) |
||
| Line 1: | Line 1: | ||
<languages/> | <languages/> | ||
<translate> | <translate> | ||
<!--T:1--> | |||
In Montessori education, '''Concentration''' refers to the child's ability to focus attention on a task for an extended period, which Maria Montessori believed is crucial for learning and mastery.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> Inspired by the work of American psychologist William James, Montessori aimed to create learning environments that facilitate and enhance the child's natural capacity for concentration. | In Montessori education, '''Concentration''' refers to the child's ability to focus attention on a task for an extended period, which Maria Montessori believed is crucial for learning and mastery.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> Inspired by the work of American psychologist William James, Montessori aimed to create learning environments that facilitate and enhance the child's natural capacity for concentration. | ||
== Montessori Quotes == | == Montessori Quotes == <!--T:2--> | ||
<!--T:3--> | |||
*"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> | ||
<!--T:4--> | |||
*"The child's development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | *"The child's development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him."<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> | ||
== Research and Critiques == | == Research and Critiques == <!--T:5--> | ||
<!--T:6--> | |||
*'''Pros''': Montessori's emphasis on fostering concentration can lead to greater mastery of skills and independent learning. Research has shown Montessori students often display high levels of sustained attention and self-regulation.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | *'''Pros''': Montessori's emphasis on fostering concentration can lead to greater mastery of skills and independent learning. Research has shown Montessori students often display high levels of sustained attention and self-regulation.<ref>Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.</ref> | ||
<!--T:7--> | |||
*'''Cons''': Critics argue that this focus on concentration may not adequately cater to children with different learning styles or those who may thrive in more collaborative, less individual-focused environments.<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 focus on concentration may not adequately cater to children with different learning styles or those who may thrive in more collaborative, less individual-focused environments.<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--> | |||
Montessori's emphasis on concentration contrasts with traditional educational methods that often promote shorter, more varied activities. In traditional classrooms, lessons are usually segmented and time-bound, while Montessori encourages deep, prolonged engagement with tasks.<ref>Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.</ref> | Montessori's emphasis on concentration contrasts with traditional educational methods that often promote shorter, more varied activities. In traditional classrooms, lessons are usually segmented and time-bound, while Montessori encourages deep, prolonged engagement with tasks.<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]] | ||
*[[Prepared Environment (Montessori)]] | *[[Prepared Environment (Montessori)]] | ||
*[[Sensitive Periods (Montessori)]] | *[[Sensitive Periods (Montessori)]] | ||
<!--T:12--> | |||
{{Glossary of Montessori Terms}} | {{Glossary of Montessori Terms}} | ||
== References == | == References == <!--T:13--> | ||
<!--T:14--> | |||
<references/> | <references/> | ||
</translate> | </translate> | ||
Latest revision as of 21:18, 17 July 2023
In Montessori education, Concentration refers to the child's ability to focus attention on a task for an extended period, which Maria Montessori believed is crucial for learning and mastery.[1] Inspired by the work of American psychologist William James, Montessori aimed to create learning environments that facilitate and enhance the child's natural capacity for concentration.
Montessori Quotes
- "The first essential for the child's development is concentration. The child who concentrates is immensely happy."[2]
- "The child's development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him."[3]
Research and Critiques
- Pros: Montessori's emphasis on fostering concentration can lead to greater mastery of skills and independent learning. Research has shown Montessori students often display high levels of sustained attention and self-regulation.[4]
- Cons: Critics argue that this focus on concentration may not adequately cater to children with different learning styles or those who may thrive in more collaborative, less individual-focused environments.[5]
Comparisons to Other Methods
Montessori's emphasis on concentration contrasts with traditional educational methods that often promote shorter, more varied activities. In traditional classrooms, lessons are usually segmented and time-bound, while Montessori encourages deep, prolonged engagement with tasks.[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. (1949). The Absorbent Mind. Clio Press.
- ↑ 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.
