piaget - Montessori Answers
What is the difference between the child developmental Montessori and Piaget? There really isn't that much difference, and for good reason. The experimental. He was the oldest child of Arthur Piaget, professor of medieval literature at the Dr. Maria Montessori Equilibration involves the person striking a balance between himself and the environment, between assimilation and accomodation. biography of Jean Piaget and Marie Montessori. In addition to a biography it compares and contrast the two educators. One was more focused.
Since the child learns to glean information from many sources, instead of being handed it by the teacher, it is the role of the teacher to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate the child's exploration and creativity.
The Prepared Environment is essential to the success of Montessori. There must be just the right amount of educational materials to allow for the work of the child. The basic collection of didactic materials such as that approved by the materials committee of AMI, The Association Montessori International has been thoroughly tested over many years and has been shown to engage the children as much today as it has, as much in the USA as in other countries.Piaget's Stages of Development
Therefore it is very important to only supplement these materials with essential books and materials that are chosen only by an experienced teacher. The Michael Olaf Company is a well-known source for these tested supplementary books and materials. Instead of constantly adding to their collection of products offered, they continually refine and reduce their list, based on feedback from master teachers and Montessori teacher trainers.
Scientific observations of the child's development are constantly carried out and recorded by the teacher. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc. The environment is arranged according to subject area, and children are always free to move around the room, and to continue to work on a piece of material with no time limit.
There are no text books, and seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher.
The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain independence.
Early Math Concepts- Piaget vs. Montessori – Lauren Sotet
The child is scientifically observed, observations recorded and studied by the teacher. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day. The most successful or classes are of children to one teacher, with one non teaching assistant, this number reached gradually over years.
This provides the most variety of personalities, learning styles, and work being done at one time.
- Jean Piaget - Intellectual Development
- Learning Theories Proposed by Montessori Piaget and Vygotsky
- Recent Posts
This class size is possible because the children learn from each other and stay with the same teacher for three to six years. This size help to create much independent work, and peer teaching, and eliminates the possibility of too much teacher-centered, teacher-directed work.
A well-trained Montessori teacher spends a lot of time during training practicing the many basic lessons with materials in all areas. She is trained to recognize a child's readiness—according to age, ability, and interest—for a specific lesson, and is prepared to guide individual progress. Although the teacher plans lessons for each child for each day, she will bow to the interests of a child following a passion. All subjects are interwoven; history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child.
At any one time in a day all subjects—math, language, science, history, geography, art, music, etc.
There is at least one 3-hour period of uninterrupted, work time each day, not broken up by required group lessons or lessons by specialists.
Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously but not on a predictable schedule. Specialists are available at times but no child is asked to interrupt a self-initiated project to attend these lessons. There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping.
The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work.
There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write and calculate beyond what is often thought usual for a child of this age. Requirements for ages There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grades and these take a minimum amount of time.
THE ACTIVITY OF YOUNG CHILDREN: A COMPARISON OF THE IDEAS OF MONTESSORI AND PIAGET
The work of the class includes subjects usually not introduced until high school. All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected. Opportunities for the valorization of the personality is considered at least as important as academic education. Children are given the opportunity to take care of themselves, each other, and the environment—gardening, cooking, building, moving gracefully, speaking politely, doing social work in the community, etc.
In looking at the results one must be sure they are judging a class run by a fully trained teacher. Using Montessori without this training will not have the same results.
The principles on which the Montessori method rests are simple, but revolutionary in the history of education: In Montessori schools, children are placed in groups according to age They stay with the same children, and with the same teacher, for three to six years.
In addition, they choose the projects and subjects they are interested in working on, and proceed to study in a non-directed method. The only requirements are those set by the state, or by college entrance examinations. There tends to be more conversation in the classroom than in other schools, as well.
The idea is to create a warm, nurturing, almost familial environment in which maximum learning can take place. Jean Piaget was a Swiss biologist and developmental psychologist.
Montessori Method (Montessori)
Like Maria Montessori, he believed that children learned in fixed stages, but disagreed about the timing of such stages. It is a process of adjustment consisting of two complementary processes, assimilation and accommodation.
The two processes work together to allow the children to adapt to a new situation.
Piaget also described for distinct stages all children go through as they grow to adulthood. He believed that these stages were fixed and unchangeable, though he did allow some leeway as to the ages at which each occurred.
At this early stage of development, the infant learns by repeating actions and applying them to new situations to try to obtain the same result. The child, according to Piaget, does not yet think logically, but instead filters everything through his own perceptions and intuition.
Jean Piaget - Intellectual Development
At this stage, the child is entirely self-centered and it is at this point that his thought processes differ most from those of adults.
At this point, the child is able to perform mental operations, and understands the concept of one object standing for another. Vygotsky did much of his work in the field of language acquisition, and it was his theory that children learned first by being exposed to language in social situations, then internalizing it.
But he went beyond language and suggested that all learning originated from actual social relationships between individuals. Children can learn more with adult help and with peer interaction than they can alone. Vygotsky is generally considered a constructivist.