• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

How the montessori directress assists the child in his psychic development.

Extracts from this document...


"The teacher must bring not only the capacity, but the desire to observe natural phenomena. In our system, she must be passive, much more than an active influence and her passivity shall be composed of anxious scenic curiosity and of absolute respect for the phenomena which she wishes to observe. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon". (Dr Montessori, The Absorbent Mind, Chapter 27). Comment on the statement and explain how the directress assists the child in his psychic development. The goal of the Montessori Method of education "is not so much the imparting of knowledge as the unveiling and developing of spiritual energy". (The Child in the Family, Chapter 2, Pg. 6). Montessori education has worked all over the world, with all kinds of children (wealthy, poor, gifted, normal, learning disabled, blind, etc.) and environments (from refugee camps and slums, to elegant schools in beautiful private homes). It is not the richness of the environment that determines the success of the Montessori Method, but the preparation of the teacher. Dr. Montessori learned early in her work that teachers should be able to kindle flames rather than just fill vessels. The Montessori Method is philosophically and practically different from other educational methods, and also very different from the personal educational experience of most adults who become Montessori teachers. The words "directress" or "guide" is sometimes used rather than "teacher" name from teacher. "The one who follows my methods teaches little, observes a great deal, but rather directs the psychic activities of the children and their psychological development. This is why I have changed her name from teacher to directress". (The Discovery of The child, Chapter 11, Pg. 163). The Montessori teacher has a different role from the traditional teacher in relating to the child - She is to direct him to find the best way to learn from the environment rather than from the adult. ...read more.


(The Discovery of The Child, Chapter 10, Pg. 152). "In the psychological realm of relationship between the teacher and the child, the teacher's part and it's techniques are analogous to those of the valet; they are to serve, and to serve well: to serve the spirit". (The Absorbent Mind, Chapter 27, Pg. 256). There are three elements involved in the training of the spirit. The first is that the teacher must have an intimate relationship with the children. She must not see herself as someone whose duty is to mould but to guide the children to unfold their potentials. Next she must see the children as individuals, unique and unlike any other and must treat them as such. She must realize that each child has his own potential for life. Finally, she must have faith that that every child in her class will reveal himself and based on this faith she must keep on working. The most important role of the Montessori teacher is that of an observer whose ultimate goal is to intervene less and less as the child develops. Maria Montessori said, "One who follows my method teaches little, observes a great deal, but rather directs the psychic activities of the children and their psychological development. This is why I have changed her name from teacher to that of directress". (The Discovery of The Child, Chapter 11, Pg. 163). For this the teacher must prepare the environment with the child's interest in mind. The teacher is constantly alert to the direction in which the child is going, and actively works to help the child achieve their goals. Knowing how to observe constructively and when, and how much, to intervene is one of the most important talents the Montessori teacher acquires during a rigorous course of training. "The teacher nevertheless has many difficult functions to perform. Her cooperation is not all excluded, but it becomes prudent, delicate, and manifold. ...read more.


It means they have acquired the internal freedom to initiate work, be independent, and adhere (by choice) to the rules of the environment. The child who accomplishes normalization moves into complete harmony with his entire environment. When children are normalized it is possible to give them the perfect freedom in a class and yet have the perfect discipline from them. Montessori referred to this group as the "society of cohesion". "This unity born among the children, which is produced by a spontaneous need, directed by an unconscious power, and vitalised by a social spirit, is a phenomenon needing a name, and I call it cohesion in the social unit" Normalization appears when children follow the cycle of work. Firstly the child should prepare for an activity, which involves gathering the material necessary to do the activity. The movement and the thought involved in the preparation serves to call the attention of the mind and begin to focus on the activity. Secondly the activity which holds the attention of the child helps him to reach a deep level of concentration. Lastly, it is the feeling of satisfaction and well-being when the activity is completed. Even the materials kept back in its right place or perhaps talking with friend's exhibits the aura of satisfaction with himself and the world.The appearance of normalization is explosive. It must be protected. It happens in a single moment. In that moment the deviations are gone. The Montessori teacher must learn to see, protect, and guide those moment. The unfolding of the child under the guide of a sensitive teacher is a natural phenomenon. All she needs to do is prepare the environment, offering purposeful activity and much freedom that stimulates and aids the self-construction of the child. She needs only "to watch with humble reverence, day by day, the spontaneous unfolding of the children's lives; seeking always to remove obstacles, both internal and external from their path whilst she guides with science and sympathy the irrepressible energies of life". (Maria Montessori- Her Life her Work, Chapter 18, Pg. 318). ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Education and Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Education and Teaching essays

  1. Explain how practical Life Exercises in the home and Montessori school can provide the ...

    (The Absorbent Mind, Chapter 79, Pg. 88). This is in contrast to the brain of an adult that stores things more like a painter, consciously choosing what details to include or omit. The adult mind only remembers what it considers important, the child mind remembers everything.

  2. Language Development. I have chosen to observe Kaitlin for my assignment focusing on ...

    with others for example; giving good eye contact, using different facial expressions and babbling. I believe that this is a major aspect in babies lives and by giving support and encouragement I can help them to progress further. According to the Early Years Foundation Stage (EYFS)

  1. Idendification of literacy needs. A dyslexia assessment is a full process that focuses ...

    It is a hereditary, life-long, neurodevelopment condition. Unidentified, dyslexia is likely to result in low self esteem, high stress, atypical behaviour, and low achievement. Learners with dyslexia will benefit from early identification, appropriate intervention and targeted effective teaching, enabling them to become successful learners, confident individuals, effective contributors and responsible citizens.

  2. Describe the difference between the pre-normalised and normalised child.

    This is because they are guided by predetermined instincts common alone to animals. The man on the other hand is not guided by predetermined instincts but predetermined patterns of psychic unfolding (Spiritual Embryo) and has a prolonged infancy in order to become independent.

  1. Early Years Setting. This report is based on the wellbeing of children in my ...

    "children's social and emotional development" in Miller, L, Cable, C and Goodliff, G. Supporting Children's Learning in the Early Years, London, David Fulton in association with The Open University (Course Reader 2) The Early Years Foundation Stage (DFES), Effective practice: health and wellbeing (2007)

  2. Monitoring and Assessment is at the heart of all good teaching. Discuss.

    in groups and retrieve their answers from the information given and to come up with a justified conclusion. Vygotsky believed that "talking is necessary to clarify important point but also that talking with others helps us to learn more about communication" (Pound,2005 p 40).

  1. Modeling complex phenomena: An investigation of two teaching approaches with fifth graders.

    So the assignments and activities in a science lesson should be structured in order to be flexible and students can use their visual, auditory or kinesthetic strengths (Thomson and Mascazine, 2008). With that way the difficult challenge do gain scientific knowledge and not just receive information about a science phenomenon can be accomplished easier.

  2. This article seeks to explore the debate and differences between the nativist and constructivist ...

    Approximately 200 drawings were collected, drawn by 25 children. Data was clustered according to how clearly children captured their self-image, resulting in 45 clear drawings. Along with the drawings data collected included contextual observations of the drawing processes. The preschool staff also wrote down their experiences during the study.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work