Indirect preparation montessori

Few moments are as exciting as hearing your child utter her first word or hearing your son sound out a street sign from the back of your car. What a thrill it is to welcome our children into the magical world of spoken and written words! We use language as our spoken and written means of communicating our feelings and thoughts and we use it to understand those of others.

Indirect preparation montessori

Montessori discovered — contrary to popular perception — that children will tend to develop writing before reading. Montessori later understood that this is a logical path to follow because it easier to express what is within us than to try to understand that which another person is expressing.

The writing stage is based on the process of Indirect preparation montessori while the stage of reading is based on the process of synthesis- a process that requires greater mental maturity than analysis. The processes occur separately in the child and that is the reason that writing and reading are independent from one another.

Writing can begin at about four years of age, while reading typically comes closer to the age of five. In a Montessori classroom, Indirect preparation montessori children do not write initially with a pencil.

They use the movable alphabet, which is a box containing all of the letters in the alphabet. Indirect Preparations are found throughout the Montessori environment. There are indirect preparations for language, mathematics, etc and preparations for one area of development can be found in all areas of the curriculum.

The following example of indirect preparations for writing will demonstrate the variety, importance, diversity and ease with which the children gain the necessary skills to move forward. Order is brought to the mind with the Practical Life exercises and the Sensorial Materials. The children are able to begin classifying their environment and learning language as well as completing exercises which train the mind to move from left to right from the moment they arrive in the environment tracing the Red Rods, washing a table, spooning, pouring, etc.

Additionally, as often as possible in all areas of the classroom, including geography, the children are shown to manipulate the materials using the Pincer Grip Puzzle Maps, Cylinder Blocks, Pouring Jugs, etcwhich is the grip used to hold a pencil.

Lightness of touch is also a factor in writing correctly. If you press too hard, the pencil will break, if you press too softly, you have trouble seeing what is written.

Exercises such as the Touch Tablets and Touch Boards, the Sandpaper letters and the Metal Insets directly teach the child the concepts of rough and smooth, phonetic sounds, and design respectively, but also all require a control of movement necessary for writing.

None of the above would ever be told to the child. The child does each exercise for its direct purpose or lesson and unconsciously takes in all of the extra benefits. Reading Total reading versus traditional mechanical reading: Reading is a mental activity not just a verbal one. Total reading is the perception of ideas through symbols where one is able to understand everything that the author wants to convey.

The Montessori approach to reading brings immediate understanding and appreciation. There is a distinct difference between Montessori and the traditional broken-down approach, where the child reads only words rather than sentences and phrases. The phonetic approach allows the child to become independent in attacking and understanding words.

Although this period is a rather mechanical sounding-off of words, it is short lived. One can see that the child very quickly moves onto more meaningful reading.

Grammar Function of words: The child discovers that the words belong to particular groups and that in sentences they have a definite purpose and place.

For example, in English, adjectives always follow the article and precede the noun.

Indirect preparation montessori

Once the child reaches the lower Elementary level, the grammatical names are given and are still linked with the symbol. At the upper Elementary level the child moves away from the use of the symbols and toward a more abstract understanding of grammatical structure and complex sentence analysis.

The sentence analysis exercises introduce the child to the meaning of word placement within the sentence structure. In taking apart the sentence, we focus our attention in the arrangement of the words and not the words themselves.

This helps the child to understand the subject, the predicate, and the clauses of a given sentence. As with every other area in the environment, the entire language program is very sequential. Each step is dependent upon the previous one, thus giving clarity and a sense of achievement as one progresses.Many of the Montessori materials are an indirect preparation for writing, which aids the process of writing.

The materials prepare all the separate techniques required for writing, and so when the desire arrives the technical skill is already there. The Montessori Method envisioned by Maria Montessori was based on her observation of children in diverse cultures and the required response to their ashio-midori.com Montessori did not outline a specific set of Practical Life materials but instead created categories that included what she observed and believed to be the most relevant activities to a .

· Also called remote preparation.

Preparation

the deeper educational purpose of many Montessori activities is remote in time. Indirect Presentation Because of the absorbent nature of the young child's mind, every action or event can be seen as a ashio-midori.com://ashio-midori.com Indirect preparation for written commands 5.

Self-confidence (Increased vocabulary and concept The convention in the Montessori classroom is to speak to a child only after establishing intimate eye contact. Specifically, this requires that the teacher bend.

· Our Montessori Curriculum for the Primary Classroom. Children Ages 3 - 6 Years "There is an ancient saying: 'There is nothing in the intellect which was not first in some way in the senses', and senses, being explorers of the world, open the way to knowledge." - ashio-midori.com

The Montessori Approach to Reading and Writing | Forest Bluff School