Materialised Abstractions (Montessori): Difference between revisions
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'''"Materialised Abstractions"''' is a term used in the Montessori educational method to describe the learning materials designed to help children understand abstract concepts through physical, tangible objects. These materials help to externalize and make comprehensible internal, abstract ideas through a hands-on approach<ref>Kahn, D. (2011). Montessori and Eurythmy. The NAMTA Journal, 36(1), 67-80.</ref>. | '''"Materialised Abstractions"''' is a term used in the Montessori educational method to describe the learning materials designed to help children understand abstract concepts through physical, tangible objects. These materials help to externalize and make comprehensible internal, abstract ideas through a hands-on approach<ref>Kahn, D. (2011). Montessori and Eurythmy. The NAMTA Journal, 36(1), 67-80.</ref>. | ||
== Montessori Quotes on Materialised Abstractions == | == Montessori Quotes on Materialised Abstractions == <!--T:2--> | ||
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{{Blockquote|text="Free the child's potential, and you will transform him into the world."|author=Maria Montessori|source="The Absorbent Mind"}} | {{Blockquote|text="Free the child's potential, and you will transform him into the world."|author=Maria Montessori|source="The Absorbent Mind"}} | ||
== Research and Critiques on Materialised Abstractions == | == Research and Critiques on Materialised Abstractions == <!--T:4--> | ||
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=== Pro === | === Pro === | ||
Utilising materialised abstractions can make learning more engaging and effective, especially for young children who learn best through hands-on experiences<ref>Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.</ref>. | Utilising materialised abstractions can make learning more engaging and effective, especially for young children who learn best through hands-on experiences<ref>Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.</ref>. | ||
It supports Montessori's philosophy of "learning by doing", encouraging children to explore and interact with their environment<ref>Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.</ref>. | It supports Montessori's philosophy of "learning by doing", encouraging children to explore and interact with their environment<ref>Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.</ref>. | ||
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=== Cons === | === Cons === | ||
Critics may argue that while materialised abstractions can be beneficial for concrete learning, they may not be as effective for teaching more complex, abstract concepts<ref>Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211-244.</ref>. | Critics may argue that while materialised abstractions can be beneficial for concrete learning, they may not be as effective for teaching more complex, abstract concepts<ref>Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211-244.</ref>. | ||
There could also be concerns about the adaptability of materialised abstractions to different learning styles, as some children may respond better to verbal or visual learning approaches<ref>Feez, S. (2011). Montessori's mediation of meaning: a social semiotic perspective. Educational Philosophy and Theory, 43(7), 759-775.</ref>. | There could also be concerns about the adaptability of materialised abstractions to different learning styles, as some children may respond better to verbal or visual learning approaches<ref>Feez, S. (2011). Montessori's mediation of meaning: a social semiotic perspective. Educational Philosophy and Theory, 43(7), 759-775.</ref>. | ||
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== Comparison to Other Methods == | == Comparison to Other Methods == | ||
Traditional educational methods often rely heavily on verbal and visual instruction. In contrast, the Montessori approach emphasises the use of materialised abstractions to provide tactile, hands-on experiences for learning<ref name="Lillard">Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.</ref>. | Traditional educational methods often rely heavily on verbal and visual instruction. In contrast, the Montessori approach emphasises the use of materialised abstractions to provide tactile, hands-on experiences for learning<ref name="Lillard">Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.</ref>. | ||
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{{Glossary of Montessori Terms}} | {{Glossary of Montessori Terms}} | ||
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== References == | == References == | ||
<references/> | <references/> | ||
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Latest revision as of 12:21, 18 July 2023
"Materialised Abstractions" is a term used in the Montessori educational method to describe the learning materials designed to help children understand abstract concepts through physical, tangible objects. These materials help to externalize and make comprehensible internal, abstract ideas through a hands-on approach[1].
Montessori Quotes on Materialised Abstractions
"Free the child's potential, and you will transform him into the world."
— Maria Montessori, "The Absorbent Mind"
Research and Critiques on Materialised Abstractions
Pro
Utilising materialised abstractions can make learning more engaging and effective, especially for young children who learn best through hands-on experiences[2]. It supports Montessori's philosophy of "learning by doing", encouraging children to explore and interact with their environment[3].
Cons
Critics may argue that while materialised abstractions can be beneficial for concrete learning, they may not be as effective for teaching more complex, abstract concepts[4]. There could also be concerns about the adaptability of materialised abstractions to different learning styles, as some children may respond better to verbal or visual learning approaches[5].
Comparison to Other Methods
Traditional educational methods often rely heavily on verbal and visual instruction. In contrast, the Montessori approach emphasises the use of materialised abstractions to provide tactile, hands-on experiences for learning[6].
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
- ↑ Kahn, D. (2011). Montessori and Eurythmy. The NAMTA Journal, 36(1), 67-80.
- ↑ Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.
- ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
- ↑ Cossentino, J. (2005). Ritualizing expertise: A non-Montessorian view of the Montessori method. American Journal of Education, 111(2), 211-244.
- ↑ Feez, S. (2011). Montessori's mediation of meaning: a social semiotic perspective. Educational Philosophy and Theory, 43(7), 759-775.
- ↑ Lillard, A. S. (2017). Montessori: The science behind the genius. Oxford University Press.
- ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
