Montessori Infant and Toddler Programs: How Our Approach Meshes with Other Models

Autor/in	Miller, Darla Ferris
Titel	Montessori Infant and Toddler Programs: How Our Approach Meshes with Other Models
Quelle	In: Montessori Life: A Publication of the American Montessori Society, 23 (2011) 3, S.34-39 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1054-0040
Schlagwörter	Teaching Styles; Toddlers; Infants; Integrity; Montessori Method; Preschool Education; Developmentally Appropriate Practices; School Schedules; Family Needs; Educational Philosophy; Classroom Environment; Role Models; Cooperation; Educational History + Suchen Sie Ihr Suchwort? Lehrstil; Unterrichtsstil; Infant; Infants; Toddler; Kleinkind; Toddlers; Integrität; Montessori pedagogics; Montessori-Pädagogik; Pre-school education; Vorschulerziehung; Entwicklungsbezogene Bildung; Schulzeiteinteilung; Bildungsphilosophie; Erziehungsphilosophie; Klassenklima; Unterrichtsklima; Identifikationsfigur; Co-operation; Kooperation; History of education; Bildungsgeschichte
Abstract	Today, Montessori infant & toddler programs around the country usually have a similar look and feel--low floor beds, floor space for movement, low shelves, natural materials, tiny wooden chairs and tables for eating, and not a highchair or swing in sight. But Montessori toddler programs seem to fall into two paradigms--one model seeming more developmentally oriented while the other has a slightly more academic feel. Some of the more academic programs, or academic transition programs, have class a few hours a day, 9 months of the year designed for older toddlers. On the other hand, programs that provide full-day Montessori care and education 7 days a week, year-round for the infants and toddlers of parents who work, may lean toward a developmental approach. Families have different needs and expectations. Along with other types of materials, "academic transition" toddler classrooms introduce some traditional early childhood didactic materials by modifying them for toddlers. Montessori infant & toddler programs are something special because Montessori philosophy is special. Because Montessori philosophy teaches that every child carries within her the person she will become, those in Montessori care and education are compelled to treat each child with dignity and respect. Montessori believed in the innate intelligence and integrity of every infant, toddler, and child. So Montessori infant & toddler programs are built on respect for the "personhood" of the child, trust in the child's inborn desire to learn, and belief in the miraculous ability of the child to absorb his world. Emmi Pikler and Magda Gerber focused on the "I-thou" relationship with the child. William and Martha Sears emphasized nurturing touch. In this article, the author describes how the Montessori approach meshes with other models. To guide peaceful, tolerant, cooperative children, adults must also learn to be peaceful, tolerant, and cooperative. It is acceptable, and even desirable, for differences to exist in teaching styles among competent Montessori professionals as they integrate components of other methodologies that they deem compatible with Montessori, but also occasionally as they interpret Montessori philosophy differently. Tolerance, open-mindedness, a desire to share knowledge, and a longing for continued self-improvement are critical to individual professionalism. (ERIC).
Anmerkungen	American Montessori Society. 281 Park Avenue South, New York, NY 10010-6102. Tel: 212-358-1250; Fax: 212-358-1256; e-mail: info@amshq.org; Web site: http://www.amshq.org/publications.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10