MARÍA MONTESSORI

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THE PROJECT APPROACH

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An approach to María Montessori's teaching principles according to Maite Vallet

ABOUT THE ENVIRONMENT

To facilitate reading, there should be a suitable place for it within the class

Teaching materials must be ordered according to the area to which they belong

Physical materials should be distributed to generate motivation and interest in the child

Children need to have schedules with the activities to be done in the day

PRINCIPLES OF MARÍA MONTESSORI'S PEDAGOGY

The child is the protagonist and the educator develops the conditions for their correct development

The children' rhythms and differences must be respected

Children development must be in freedom

A DAY IN CLASS - PRESCHOOL

In the afternoon

Learn how to know themselves and the environment

Learning through the enjoyment of the Ensligh language

Activities focused on sports, music and dramatisation

In the morning

The educator is the last option for resolving problems

Children must solve doubts by themselves or by collaborating

Mainly individual or small-group activities

Literacy or math-logic activities

Greetings and preparation for the day

ABOUT AUTONOMY

Problem solving generates self-discipline by knowing what activity is most convinient and promoting the rules to solve it

Everyday actions become classroom activities so that they recognise what they need and where to look for it

Education is based on dealing with everyday situations that are influenced by their actions, feelings and decisions

The programming of activities must be focused on obtaining the child's autonomy

The freedom to feel and act influences the child's personal improvement

The child's development influences their physical and emotional dependence

ABOUT MARÍA MONTESSORI

Proposal focused on sensory activities for a comprehensive education

Method focused on the study of the child and the role of the teacher

Creator of the Constructive Model of Education

Considered the first female educator of the 20th century

AN APPLICATION IN SUBSEQUENT COURSES

The process generates management of exercises and problems, generates cognitive conflicts in which they must give answers and solve their own mistales

Third stage: development of abstraction through written language and mental processes

Second stage: the teacher establishes schemes for students to develop mathematical skills through verbalisation and socialisation

First stage: manipulation generates motivation in students and awakens their creativity