Job (Montessori)

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In a Montessori environment, the term "job" refers to purposeful work selected for a child to engage with. Each job is designed to isolate a specific learning concept or activity, enticing the child to put in effort and engage with the material[1].

Jobs can vary widely, ranging from academic activities, such as maths or reading tasks, to practical life tasks, like cleaning or arranging flowers. Each job is deemed equally important, as they all contribute to the child's overall development and learning[2].

Montessori Quotes on Job

"The first essential for the child's development is concentration. The child who concentrates is immensely happy."

— Maria Montessori, "The Absorbent Mind"

Research and Critiques on Job

Pro

Purposeful jobs in a Montessori environment foster children's independence, concentration, and self-discipline[3]. Jobs allow for the individualization of learning, enabling children to work at their own pace and level[4].

Cons

Critics might argue that the focus on individual tasks might not foster the necessary collaborative skills required in modern-day society[5].

Some may also argue that the structure of these jobs might limit children's creativity and free exploration[6].

Comparison to Other Methods

Traditional education often follows a more structured and uniform approach, wherein all children work on the same task simultaneously. In contrast, Montessori's concept of "job" allows for individualized, self-paced learning, with children working on different tasks based on their interests and readiness[7].

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'.

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References

  1. ↑ Stoll Lillard, A. (2007). Montessori: The science behind the genius. Oxford University Press.
  2. ↑ Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. The Teachers College Record, 110(12), 2571-2600.
  3. ↑ Feez, S. (2011). Montessori's mediation of meaning: a social semiotic perspective. Educational Philosophy and Theory, 43(7), 759-775.
  4. ↑ Whitescarver, K., & Cossentino, J. (2008). Montessori and the mainstream: A century of reform on the margins. The Teachers College Record, 110(12), 2571-2600.
  5. ↑ McLaughlin, T., & Berthelsen, D. (2002). The nature and use of routines in a childcare context. Journal of Early Childhood Research, 2(1), 7-21.
  6. ↑ Lopata, C., Wallace, N. V., & Finn, K. V. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education, 20(1), 5-13.
  7. ↑ Lopata, C., Wallace, N. V., & Finn, K. V. (2005). Comparison of academic achievement between Montessori and traditional education programs. Journal of Research in Childhood Education, 20(1), 5-13.
  8. ↑ Haines, A. (2001). Glossary of Montessori Terms. Montessori Training Centre of St. Louis.
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