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Protection of the "best" in each child through respect of choice and concentration The teachers know how to offer work, to link the child to the environment who is the real teacher, and to protect this process. We know now that this natural goodness and compassion are inborn, and do not need to be taught, but to be protected.
A. Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.
However there is a general (unwritten) rule to gadge the children's speed and maturity in learning. Generally, girls mature earlioer than boys, and therefore are able to grasp more complex ideas at a younger age. Children who are the eldest or an only child, generally do not develop adapatation skills and do not socialise woth peers - somehow, this also seems to affect their learning ability for the first few years.... we notice that second, third and subsequent children seem to pick up new ideas very quickly and are more independent learners. This, however doesnt affect later learning, as the boys generally catch up with the girls by the time they hit puberty.
Q. How will my child cope when they go to Year1 and there is no more freedom and the system is more rigid? Will he be able to cope transitioning from the Montessori system to our Malaysian school system? A. I will start off answering this question by stating that CHILDREN ARE VERY ADAPTABLE. Most of the time, it is the adults who have a problem with change, the children just sail through it. Of course, there is some adjustment required when moving from a Montessori school. At our school there is a lot of choice of materials to use, the children are allowed to express their opinions freely. They are unafraid to speak their mind, and ask questions, no matter how silly. They are also allowed to be quite familiar with the teachers, hugs and cuddles being quite a normal occurence. Leaving can be a culture shock to many of the children. However this is an adjustment which they must make, when they leave home - we view it such: if they have to make that adjustment at age 3, (leaving home and ebetering a very rigid and "prepare-you-for-std1" type of kindergaten; when they do not really undertstand and they spend their days crying and hating school, we would rather they make that adjustment when they are 6 and better able to comprehend and make that adjustment. Those 3 years of loving school and forming a very positive attitude towards learning can do wonders towards their lifelong learning. Q. I recently observed a Montessori classroom for a day. I was very impressed, but i have three questions. 1. There doesn't seem to be any opportunities for pretend play 2. The materials don't seem to allow children to be creative 3. Children don't seem to be interacting with another very much. Any help you give me would be appreciated.Thank you very much. A. I can give you three very incomplete answers to your perceptive questions:
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