Indirect Preparation (Montessori): Difference between revisions

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In Montessori education, '''Indirect Preparation''' refers to the process by which activities performed in the present consciously prepare the child for future learning.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> This preparation can occur without the child's awareness; for instance, a young child may enjoy putting together various triangular shapes, laying the groundwork for a future understanding of geometry. Also known as remote preparation, the deeper educational purpose of many Montessori activities might be not immediately apparent but becomes clear over time.
In Montessori education, '''Indirect Preparation''' refers to the process by which activities performed in the present consciously prepare the child for future learning.<ref>Montessori, M. (1949). The Absorbent Mind. Clio Press.</ref> This preparation can occur without the child's awareness; for instance, a young child may enjoy putting together various triangular shapes, laying the groundwork for a future understanding of geometry. Also known as remote preparation, the deeper educational purpose of many Montessori activities might be not immediately apparent but becomes clear over time.


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== References ==
== References ==


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Revision as of 21:42, 17 July 2023

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In Montessori education, Indirect Preparation refers to the process by which activities performed in the present consciously prepare the child for future learning.[1] This preparation can occur without the child's awareness; for instance, a young child may enjoy putting together various triangular shapes, laying the groundwork for a future understanding of geometry. Also known as remote preparation, the deeper educational purpose of many Montessori activities might be not immediately apparent but becomes clear over time.

Montessori Quotes

  • "The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child."[2]
  • "The greatness of the human personality begins at the hour of birth."[3]

Research and Critiques

  • Pros: Indirect preparation acknowledges the sequential and interconnected nature of learning, setting the foundation for complex ideas through engaging, hands-on activities. Research suggests that this method of teaching can promote deeper understanding and longer-term retention of concepts.[4]
  • Cons: Critics argue that indirect preparation may be overly subtle or indirect for some learners who might benefit from more explicit instruction. They also suggest that the long-term outcomes of such preparatory activities can be difficult to measure or predict.[5]

Comparisons to Other Methods

While traditional education often employs direct instruction, Montessori education uses indirect preparation to lay the groundwork for future learning, offering a more holistic approach to education.[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. ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
  2. ↑ Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
  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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