Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Montessori > Theory Terms - Paper A > Flashcards

Theory Terms - Paper A Flashcards

1
Q

Absorbent Mind: Definition

A

The unique state of the young child’s mind that enables them to unconsciously and effortlessly take in information from their environment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Absorbent Mind: Functions

A

-self construction
-adaptation

Becoming and belonging

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Absorbent Mind: Dynamic Aspects

A
  • mneme - fixed unconsious memory where sensory impressions are stored. (indirect preparation)
  • nebulae - latent creative potentialities in a child which are stimulated by the enviornement.
  • horme - vital life forse that drives the child to develop and self-construct
  • engrams - memory traces “ah-ha” moment - shower thoughts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Absorbent Mind: Characteristics

A

Effortless
Universal
Birthright
Unconscious
Unbiased
Without fatigue
Without judgment
Indiscriminate
Indirect preparation
Through experience
Temporary - ends around the age of 6

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

The Four Planes of Development

A

Years of Childhood

First Plane - Functional Independence
infancy/early childhood from birth to age 6
“Help me do it myself”
(Sensitive Periods and Absorbent Mind)

Second Plane - Intellectual Independence:
Childhood from ages 6-12
“Help me think for myself”
(Reasoning mind and imagination)

Years of Adulthood

Third Plane - Social/Emotional Independence
adolescence from ages 12-18
“Help me find myself”
(Risk taking and creativity)

Fourth Plane - Economic Independence
early adulthood from ages 18-24
“Help me support myself”
(agency)

First and Third plane = dynamic change and sparks of creativity
Second and Fourth plane = stable and calm periods of development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

First Plane of Development: Two Stages

A

“Unconscious creator” (0–3)
- Babies create language and movement from their environment
- Baby learns unconsciously how to walk, talk and understand
- Sensory experiences before they have words to describe them
- Each separate component is developed into a unified function
- Creation

“Conscious worker” (3-6)
- Interacts with the environment consciously and deliberately
- Development of self-mastery and control
- Aware of their work and work is purposeful
- Hands are the instruments of the mind
- Crystallization

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Sensitive Periods: Definition and List of 4

A

temporary windows of time when specific kinds of experiences have particularly pronounced effects on children’s development.

Four Sensitive Periods

  • Order
  • Movement
  • Development or refinement of sensory perception
  • Language (longest)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Sensitive Periods: Characteristics

A
  • Provide motivation for a specific aspect of development
  • Internal mental growth happens before external manifestation
  • Unconscious (Child is unaware)
  • Temporary windows for optimal development
  • Motivate activity
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Sensitive Periods: How to Recognize (IDRSD)

A
  • Irresistible urge
  • Distress if activity is threatened
  • Repetition leads to concentration
  • Satisfaction at completion
  • Disinterest in that which was once irresistible (After Sensitive Period)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Sensitive Period: The Development and Refinement of Sensory Perceptions

A
  • Children construct their intelligence and personality from the five senses

This sensitive period leads to:
- Ability to classify sensory information
- Formation of abstractions
- Internal and not easily recognized

Sensorial area - fundamental and systematic approach to a child’s sensorial activity

  • The more refined the senses are, the more precise sensory impressions are. This strengthens abstractions which form imagination
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Sensitive Period: Movement

A
  • Clear in babies in their first movements, it begins to fade once mastered
  • Age 3-6 is more about coordination and refinement
  • Locomotion - equilibrium and moving the body through space
  • Movements of the hand
  • Fine motor - small muscle movements usually coordinated with vision
  • Manual dexterity - movement of the wrist, hand and fingers
  • Practical life supports order and movement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Sensitive Period: Language

A
  • Longest of all sensitive periods
  • Language is dependent on all other sensitive periods
  • “Receptive language” (understanding)—requires recognition of repeated patterns of sound, gestures, and meaning (order)
  • “Expressive language” (verbal communication): a series of specialized, coordinated movements of lips, mouth and breath.
  • Supported by sensory perception
    MM’s idea of sensitive periods in the acquisition of language:
  • Pre- linguistic (birth to 10-12 months)
    child’s sensitivity to registering sounds
    Focused on human speech
    Prepares face and mouth muscles for speech through babbling, crying, and sucking
  • Linguistic (1-3 years old) A child records the names of things and the formation of language
  • Begins with single words and sounds
  • Two word phrases to complete fluency
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Sensitive Period: Order

A
  • Order is necessary for the development of intelligence
  • Children function best in a well-ordered environment ( daily routine, organized environment, color coding, free of clutter)
  • Helps to recognize patterns and relationships
  • Allows for orientation, trust in a consistent environment, safety and security
  • Vital need for children—frequent changes create confusion
  • When order is obstructed, children react negatively
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Human Tendencies

A

The innate powers that urge the human being towards development or a sense of fulfillment.

Elements of Human Tendencies

  • Orientation
  • Order
  • Exploration
  • Communication
  • Work
  • Abstraction
  • Imagination
  • Self Perfection
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

HT: Order

A
  • Our way of making sense of the world
  • Essential to our psychological development
  • We are designed to find relationships, looking for patterns, and classifying them in terms we relate to
  • Manifestation of our inherent mathematical mind
  • Helps create a framework for learning
  • Open structure we fill in with more details, leading to precision and exactness
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

HT: Orientation

A

The process of seeking order and familiarizing ourselves with something or someone

-Seeking to find security and safety
-Closely related to exploration and order
-Helps in the development of the between us and the world
-Gives us reference points and helps us build trust
Order

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

HT: Exploration

A

takes us out of our comfort zone to discover the unknown, learn and challenge what we know to understand

Can come before or after orientation.

  • Humans explore physically, emotionally, and intellectually
  • Through our senses, hearts, and minds, we build a relationship with the environment
  • Helps us orient and brings us order
    Can come before or after orientation depending on the person
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

HT: Communication

A

In many forms it gives us potential to transmit experiences to one another and throughout generations.

  • From emotional communication (love,wonder, contentment, discomfort, interest), comes language
  • Linked to exploration and discovery
  • Language gives us an exact way to express our thoughts, history, and future, after processing what is perceived through the senses
  • A means to be connected that we can’t live without
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

HT: Abstraction

A

Ability to generalize the* essence * of something by “extracting” the common qualities or characteristics.

The building blocks of imagination.

  • Formed from our sensory experiences in the concrete world
  • Held only in our minds
  • A word, a concept, a mental picture
  • Can be states of being, feelings, thoughts, ideas, and the intangible
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

HT: Imagination

A

The manipulation of abstractions and the starting point of creativity

  • Putting together thoughts or concepts in a new way
  • Closely related to the development of intelligence and the reasoning mind
  • Engages human spirit by sparking creativity and sometimes creating something new
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

HT: Work

A

An activity with a specific purpose and intentionality

  • Not just movement or activity
    Purposeful work brings satisfaction and a lightness of spirit
  • Action connected to mental activity
  • Through our hands, we make a reality of what’s in our minds
  • Coordination of the brain, senses, and muscles is a “system of relationship” putting humans in touch with their world
  • Development of “will” is connected to movement since the muscles directed by the brain are “voluntary muscles”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

HT: Self-Perfection

A
  • Complete
  • Lacking nothing in body, mind, and spirit
  • Self is the control over one’s definition of “complete”
  • Continuous work toward this through our other tendencies
  • Inner human desire to keep working until we get it right
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Limits

A

Boundries set in place the protection of the individual, environment, and other people in the environment

Defined by an individual’s capacity to act independently. This means that limits are flexible and have individual parameters.

We can only give as much liberty as each person is able to manage

Limits are defined by the context in which the activity takes place

It may be okay to do something in one context rather than another.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Liberty

A
  • To be able to act upon a choice
  • Liberty is the means to attain freedom
  • External condition
  • the freedom to act without being constrained.
  • We support development of freedom by giving the children liberty to act upon their choices.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Freedom

A
  • The ability to choose a reasoned path
  • Internal state
  • “The capacity to pause, and make a specific choice, to the exclusion of all other possible choices”
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Discipline

A
  • The ability to pursue what one thinks is right despite temptations to abandon it. (A force within the child)
  • Discipline manifests when the child is active.
    ( Education must help the child become more active )
  • Child must be free to act in accordance with his inner laws of development in order to develop discipline.
  • Spontaneous acts of self-discipline leads to normalization
  • Social discipline comes out of individual children attaining self discipline
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Obedience

A

Sublimation of the individual’s will

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Social Discipline (SHARP)

A

Self-discipline
helpful
altruistic
respectful
patient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Social Cohesion: 6 Visable Characteristics

A
  • Reciprocal help
  • Respect, interest, and admiration for each other’s work and accomplishments
  • Concern for the consequences of their own actions
  • Concern for the wellbeing of others; sympathy and understanding
  • Harmony and cooperation in working together
  • Altruism and love of their community
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Social Cohesion

A

A child’s spontaneous and natural instinct to care for their environment and the people in it.

“Unity born among the children, produced by a spontaneous need, directed by an unconscious power, and vitalized by a social spirit.” MM

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Deviations

A

Behavior commonly seen in children that is the result of some obstacle to normal development.

  • Resisted (“strong”) - Fight/defend themselves against conditions that thwarted their development.

Defensive behaviors:
Aggression
Disobedience
Uncooperativeness
May scream or have tantrums

  • Surrendered (“weak”) - Become passive or exhibit avoidance behaviors. Might act bored or want others to entertain them.

May appear:
Whiney
Clingy
Cry often
May lie or steal

Both positive and negative deviations disappear once the child begins to concentrate on a piece of work freely chosen.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Adaptation

A

-Becoming a person of your time and place

-Duel purposes of becoming and belonging

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Concentration: 6 Visible Signs

A

Focus
Exactness
Repetition
Self-Perfection
Mindful Movements
Satisfaction

34
Q

Concentration

A

The action or power of focusing one’s attention or mental effort.

focused attention on a single work or activity, strengthened by repeated activity; identified by engagement of eyes and hands on the activity.

The pathway to normalization

35
Q

Classification

A

The ability to look for patterns and make groups of like objects and/or anything that can be experienced by the senses

36
Q

Analysis of Movement

A

Clear, concise breakdown of steps of a complex motion

37
Q

Control of Error

A

The aspect of the material is designed so that the child receives instant feedback about her progress as she works, allowing her to recognize, correct, and learn from an error without adult assistance.

Some control of error lies in the child’s perception. With time, as this perception grows and becomes more refined, the child will self-correct independently.

38
Q

Cultural Extensions

A

An extension lesson (used in all areas of the classroom) uses familiar concepts and materials to teach new, usually more complex or abstract, concepts or skills.

typically include geography, history, general science, botany and zoology, music, and art.
A way for the child to first get to know their culture and place in the world, their family and explore the culture of others around the world.

39
Q

Functional Independence

A

A child’s ability to carry themselves and follow through with basic practical life tasks

40
Q

Extended Day / Montessori All Day

A

Extension of the morning, offered to children who are ready for a longer school day.

41
Q

Indirect Preparation

A

concrete experience stored in the unconscious mind.

Nothing can be thoroughly understood with the conscious mind that has not first entered the unconscious

42
Q

Independence

A

The ability to do something for one’s self

43
Q

Normalization

A

The integration of physical and mental energies (body and spirit) leading to healthy, happy development.
- Not age dependent

The Recipe for Normalization involves concentration - a piece of work freely chosen, done by the hands, with real objects accompanied by mental concentration.

44
Q

Isolation of Difficulty

A

Procedures or movements that might prove troublesome are isolated and taught to the child separately.

45
Q

Recipe for Normalization

A

The Recipe for Normalization involves concentration - a piece of work freely chosen, done by the hands, with real objects accompanied by mental concentration.

46
Q

Materialized Abstraction

A

Hands on experience with abstract ideas

Embody abstract qualities such as “length,” “temperature,” or “pitch”

47
Q

Mathematical Mind

A

It is a mind that constructs itself by organizing and ordering the patterns it finds in every aspect of life

48
Q

Montessori Adult

A

a bridge between the child and the environment.

49
Q

Observation

A

Means to see or sense something through directed, careful, analytical attention. To come to realize or know.

one of the most important tasks of the Montessori adult; needed in order to understand where
each individual child is at in their development and therefore know what material to put them in touch
with

50
Q

Points of Interest

A

a key moment in a lesson. You’ll typically emphasize and look up at the child.

51
Q

Positive Communication

A

true and brief explanation of what can be done

52
Q

Prepared Enviornment: Qualities

A

Beauty
- grace and harmony in line and color
- natural materials
- home-like
Liberty of movement
- free of clutter
- choose freely
- circulate and observe freely

Furnature
- lightweight
- child-sized
- light in color
- open space for working on a rug
- cozy place

Outdoor enviornment
- prepared enviornment should spread outdoors
- garden
- plants/animals
- seasonal activities
- large movement activities (large logs, boulders, small hills)

53
Q

Prepared Enviornment: Children need opportunities for

A
  • Manipulation of objects
  • Sensorial exploration
  • Liberty of movement
  • Experiences with the social and material culture of their people
  • Exploring social relationships with others
  • Practicing skills for functional independence
  • Practicing communication
54
Q

Prepared Environment: Three Essential Components

A

Equilateral Triangle:

  • A group of children who are in the same stage of development
  • Materials and activities that match the needs and work of the children at that stage of development
  • A trained adult who understands child development, who can prepare and maintain a special environment, and who can connect the children with the materials and activities within that environment.

Just enough, at the right time.

55
Q

Presentation

A

the act of a trained adult giving a lesson to the child. Many times showing the child one way to manipulate the material while modeling the respectful handling of it which is expressed as the way to handle the material

56
Q

Spoken Language

A

the foundation for literacy and numeracy

57
Q

Third Period Review

A

a tool used to measure the retention or knowledge of language for a material prior to starting a Three Period Lesson.

This indicates which vocabulary has entered long-term memory storage and which are still insecure.

Incorporate insecure vocabulary into new Three Period Lessons.

A Third Period Review is an excellent way to identify objects for a particular lesson.

58
Q

Three Period Lesson

A

is a highly effective, comprehensive technique of learning new vocabulary. We use the three-period lesson to associate a “name” with an object or perception.

This lesson relates to every area of the classroom, because everything has a name, and children want to know them all.

1) name
2) recognize
3) remember

Montessori borrowed this lesson from Eduard Seguin, who used the technique with children who had learning disabilities. Montessori discovered how well the three-period lesson worked with every child.

59
Q

Uninterrupted Work Period

A

She observed that children in a prepared environment, uninterrupted by the adult, would concentrate for some time, followed by a period of false fatigue then return to focusing on more work. This work cycle lasted about 2.5-3 hours.

60
Q

Three Part Work Cycle (Cycle of Activity)

A

1)the child chooses an activity from the shelf
2) the child engaged in the activity
3) the child returns order to the activity and returns it to the shelf

61
Q

Will

A

according to Montessori - is the intelligent direction or inhibition of movement. She stated, “If he cannot obey even his own will, he cannot obey the will of someone else.”

62
Q

Concequences

A
  • Direct and often immediate result of a choice or an action
  • Gives children instant feedback
63
Q

Responsibilities

A

Accepting the concequences of a choice made whether the conequences are forseen or not.

64
Q

Credulity

A

Childrens natural inclination to believe everything they are told

65
Q

The Prepared Adult: Three Responsibilites

A

Three Responsibilities:
- prepare, maintain and enrich the enviornment
- connect the child to enviornment
- withdraw and observe

66
Q

The Prepared Adult: Aspects of Preparation

A
  • physicial - speech and movement
  • intellectual - knowledge of development, materials, and observation skills
  • spiritual - self-discovery, highly personal an introspective, requires increasing levels of self-awareness and reflection
67
Q

Three levels of Obedience

A

1st level:
- the child obeys sometimes but not always
- actions are controled by horme (life force) alone

2nd level
-child can always obey
-there are no longer obstacles resulting from his lack of control
-child can absorb anothers wished and express them in their own behavior

3rd level:
-child becomes aware that the teacher can do things beyong his power
-brings child joy
-obeys with astonishing readiness

cannot have obedience until will develops

68
Q

The Four Discoveries in Language

A

There are more words than I already know
I can make my words visible to others
I can interpret the thought and feelings of others, even from another time and place
Words, whether spoken or written, have a specific order, function, and structure

69
Q

Four Layers of Language

A

Phonemes - individual sounds of language (/b/,/t/,/s/,/ch/,/th/)
Morphemes - smallest meaningful units of language (cat,the,ly,ed,s)
Syntax - the structure of language (the green house, not the house green; “Sarah baked a cake” not “The cake baked Sarah” “The fox chased the Rabbit” differs from “The rabbit chased the fox” )
Semantics -meaning or context (“They are eating apples” could mean people are eating apples, or could mean ‘eating apples’ as opposed to ‘baking apples’)

70
Q

Total Reading

A

-reading comprehension

-appreciation of style

-understanding of emotional content

71
Q

Three Classroom Rules

A
  1. We respect the work of others.
  2. We take care of what we use.
  3. We make sure every living thing is safe
72
Q

Limits: Three Guiding Principles

A

1.Limits exist to protect the individual, enviornment and others.
2.Limits depend on the individual’s abilities, development of self-discipline and skill level.
3.Limits are defined by their context within an activity.

73
Q

Universal Child

A
  • self discipline - stays engaged through task, moves mindfully and purposefully
  • social discipline - self-control, helpful, non-competitive, altruistic, responsive to needs of others, respectful, patient
74
Q

The Prepared Adult: Characterisitics

A

-humility
-humor
-authoratitive- high warmth/high control
-patient
-reliable
-comfortablility with error

75
Q

Analogies

A

Maria Montessori:
Camera/Painter - Absorbent Mind
Caterpillars drawn to light - Senstitive Periods
Soup- Childs mental hunger for activity
Mario Montessori:
Spotlight in a darkened theater - isolation of the senses

Simple study by a team of landscape architects:
Fenced in playground - freedom within limits encourages creativity

Annette Haines: The Neurological Basis of Indirect Preparation
Clearing a path in a forest - first time is a struggle because you have to fight through the undergrowth. Second time is easier because of the clearing you did on your first journey. - indirect preparation

76
Q

Preparations of the Mind for Reading

A
  • Spoken Language - Unconscious knowledge of grammar and syntax for clear communication supports accurate interperetation of phrases and sentences. Enrichment of Vocabulary: Enriched, functional vocabulary supports accurate interpretation of individual words that have been decoded.
  • Movable Alphabet- Construction of familiar words out of individual letters supports the insights that any written word can be decoded and interpreted into a meaningful combination.
77
Q

Preparation of the Eye for Reading

A
  • Practical Life - childs eyes track movements, particularly the movements of her own hand
  • Sensorial Exercises for Visual Discrimination - Refinement of visual perception and exactness in visual discrimination
  • Geo Cab with the Three Series of Cards (particularly series 3) - Refined visual discrimination of shape supports the ability to visually discern and correctly interperet drawn shapes with fine degrees of difference (such as ‘m’ and ‘n’)
  • Sandpaper Letters - Visual recognition of the particular shapes which are letters
  • The connection lesson - visual recognition of letters joined together to form words.
78
Q

Three stages of Imagination : “sensorial stage of the imagination.”

A

During this stage, the children practice
their ability to construct a mental picture

“interior construction.”

These interior constructions are
built upon the knowledge the child has gathered from the real world.

When we tell the story of the Three Bears, Montessori says, the children already have knowledge of bears, chairs, beds, bowls, and woods, and recombine these elements to create a story in their minds.

79
Q

Three stages of Imagination: “simple reconstructions”

A

Child can imagine the story in their minds
because they already have real understanding of these elements from the physical world. These imaginary reconstructions are based on experiences the child has already had.

79
Q

Three stages of Imagination:”mental calmness”

A

When children under 6 would use their imaginations and growing reasoning abilities to solve problems

3 1/2 year old discovered the problem of traveling around the world by looking at the globe

Same mental calmness that one would see in a child who’s concentrating on a phyisical activity like table scrubbing

Montessori (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions