FACULTY OF EDUCATION AND LANGUAGE
JANUARY / 2011
HBEC 1103
INTRODUCTION TO EARLY CHILDHOOD EDUCATION
MATRICULATION NO
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IDENTITY CARD NO.
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TELEPHONE NO.
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012-979 8777
E-MAIL
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[email protected] [email protected]
LEARNING CENTRE
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SERDANG RAYA
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Contents 1.0
Introduction
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2.0
The Five Basic Principles of the Montessori Method
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2.1
Respect for the Child
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2.2
The Absorbent Mind
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2.3
Sensitive Periods
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2.4
The Prepared Environment
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2.5
Autoeducation
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2.6
The Teacher’s Role
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3.0
Observing the Environment of Tadika Seri Soka
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4.0
Conclusion
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Acknowledgements
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References
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Appendix
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1.0 Introduction The Montessori Model in early childhood education was created by Dr. Maria Montessori (1870-1952). She was an expert in education for needy children. Montessori opened her first school in Rome (1906), where she took two years to train her teachers the use of observation in education for needy children. Besides, she also did a lot of observations and experiments using different kinds of ways and materials and used all the consequences in her model. “Today, Montessori is popular worldwid e. Montessori Model and schools are different in many ways from traditional schools. These differences are
many but, so are the benefits.”[1] Dr. Maria Montessori believes that the Montessori Model can bring more benefits to the children with special needs and can improve the normal children as well. Traditional schools use rules and regulations to form the children ’s development and their behaviour. They have schedules and set times for their routine such as Reading, Maths Time, Circle Time, eating, playing and even rest time. The children have no choice but to follow the schedule.
Montessori schools allow children to choose how long they want to learn an activity. They do not have fixed schedules — some activities can take a longer or shorter time than another; this depends on the children ’s mood and energy in the classroom.
―The Montessori approach is designed to support the natural development of the children in a well prepared environment. The Montessori Method seeks to support children’s personality development and cognitive competence. Children are encouraged to be selfdisciplined, self-directed and independent. ‖[2] The teacher’s role is to prepare suitable materials and classroom environment according to children’s needs.
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The reason I chose Montessori Model is that I disagree with some of the early childhood educators in Malaysia that emphasize that their syllabus enables the students to continue their studies in primary school easily. Therefore, the syllabus is similar to the Standard 1 syllabus. I cannot accept that a four or five years old child needs to do a lot of writing homework and have spelling tests, monthly tests, etc.
This type of education will cause some of the children to be scared of going to school. Going to school is supposed to be very fun at their age, the children should not be forced to learn and should learn things that they like or take their time to explore and learn. When teaching children by the Montessori Method, the children will love to go to school.
Children at the age of 4 to 6 should learn through play and they will gain their knowledge and experiences from day to day play. Every child likes to play, but they will play in different ways. Some children like to sing, others like to draw. As an early childhood educator, we should help them to develop according to their needs and not to set a schedule and force the children to obey it. Children will build up their confidence and self-esteem if they enjoy their learning process.
Because of this, the Montessori Method is the best model to use in our early childhood education system. As teachers, we need to prepare a safe environment and materials according to the children’s needs. I believe that the five basic principles of the Montessori Method, i.e. Respect for the Child, The Absorbent Mind, Sensitive Periods, The Prepared Environment and Autoeducation should be fully applied into our children’s education system. In this way, every child will enjoy their learning in the early stages of their lives and have a wonderful childhood.
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2.0 Five Basic Principles of the Montessori Method There are five basic principles of the Montessori Method:
1)
Respect for the child
2)
The Absorbent Mind
3)
Sensitive Periods
4)
The Prepared Environment
5)
Autoeducation
2.1 Respect for the Child Teachers should show respect for children when they help them to do things or learn by themselves. As a rule, however, we do not respect children. We will try to force them to follow us without considering their special needs. We expect them to be submissive and well-behaved. When children have choices, they are able to develop the skills and abilities necessary for effective learning autonomy, and positive self-esteem.
According to this Montessori principle, teachers should respect children and as well as their work. Children admire and are faithful to their teacher. They will imitate us in any case; we should show the children that respecting people is important in our life. Through this way, children will also show respect to others. Based on their individual activities, children are free to choose the project they like. Children will feel that they are respected by the adults.
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2.3 The Absorbent Mind Montessori believed that children educate themselves. Children absorb knowledge directly into their psychic life. In continuing to live, the child learns to speak his native tongue. This is the concept of the absorbent mind. Children are born to learn, they are remarkable learning system. When children learn, it means that their thinking begins. What they learn depends on their teachers, experiences, and environment.
Children unconsciously absorb information around them, and step by step, this process becomes conscious. When this happens, children start to organise their experiences and make generalizations.
2.3 Sensitive Periods Sensitive periods are when children are more susceptible to certain behaviours and can learn specific skills easily. Although all children will experience their sensitive periods (e.g.: sensitive period of writing), but the sequence and timing may differ for every child. Montessori teachers are trained to observe and provide experiences appropriate for each period.
When a child reaches their sensitive period, they can learn specific things easily. Teachers must able to observe and arrange suitable learning materials or environment for each period.
2.4 The Prepared Environment Montessori believed that children learn best in a prepared environment. Teachers are responsible to prepare the suitable learning environment for the children. Freedom is the 5
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essential characteristic when preparing an environment. Children will explore materials of their own choosing, they absorb what they find there. Creating environments for young children is very important to enable them to be independent, active, and learn.
Children can learn fast in a place where they can do things for themselves. The prepared environment can make children learning an orderly format. The materials for learning must be carefully chosen and displayed to catch the child’s interest. The environment must be attractive too, so that children can develop respect for beauty. Most Montessori classrooms are decorated with plants and objects from nature. This is to make the child feel comfortable when learning.
2.5 Autoeducation Autoeducation is also known as self-education. Children who are actively involved in a prepared environment and who exercise freedom of choice educate themselves. Montessori teachers prepare classrooms so that children can educate themselves.
When children are in a well-prepared environment, it means that the environment feels safe, attractive, and has suitable materials. The children will automatically educate themselves. The teacher’s role is important in preparing learning materials in an orderly format and ensure that the materials provided are appropriate experiences for all the children.
2.6 The Teacher’s Role
Dr. Montessori believed that teachers should prepare the best environment for children to learn in. Teachers also need to be always ready to help the children by guiding the child without letting him feel her presence.
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As a Montessori teacher, they must provide environment and freedom for the children to learn in. A well prepared environment is easy for the teachers to observe the children to recognize their sensitive period and correct the children ’s inappropriate behaviour to more meaningful tasks. Teachers also need to ensure that the learning materials are provided in an orderly format and provide suitable experiences for all children. Teachers must always have ongoing respect for all children and their work. Montessori’s teachers should demonstrate using the learning materials and give support to the chil dren’s learning. Teachers need to introduce the learning materials after observing each child.
The teacher’s role in Montessori’s principles are used worldwide now. The teacher’s role is to provide comfortable/suitable environment to the children while their learning is in progress. Children will feel that learning is fun and will educate themselves through this well-prepared environment. According to Montessori, the learning materials should provided in orderly format which means suitable materials (sizes of the objects.etc) should be provided according to the development level of the children. Respecting others is an important element in life, so as a role model of the children, we must show our respect to the children and their work. We can build up their self confidence and they will also learn to show their respect to others.
When teachers provide materials to children, teachers must introduce and demonstrate with the learning materials and support the children’s learning. Teachers also must observe when the children’s learning is in progress. This is to ensure that the environment and materials provided are suitable for the children. Through observation, teachers can evaluate the development level of the children. A Montessori teacher’s role is to help the children to learn through their own exploration and experiences in a well-prepared environment. The teacher’s role is not to talk and obstruct the learning process of the children, but they may help the children in completing their tasks.
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3.0 Observing the Environment of Tadika Seri Soka According to my observation (Appendix1.0) in Tadika Seri Soka, based on the basic principles suggested by The National Association for the Education of Young Children (1991), I found that Tadika Seri Soka was build in a spacious and clean environment as they are built inside the Soka Gakkai Malaysia (SGM) headquarters. The kindergarten itself is in a safe position because everyone wishing to enter the kindergarten must go through the main gate of the organisation. While going in from the main gate, the security guard will record the vehicle’s license plate number without the kindergarten’s sticker and the visitors also need to exchange their identity card with a visitor ’s pass when going in.
The location of the kindergarten is attractive as well because it was built on a hill.
Therefore the outdoor environment of the kindergarten fully complies with the suggestions by NAEYC (1991).
The indoor environment of Tadika Seri Soka is clean and spacious too. Every one going into the kindergarten building must take off their shoes at the entrance and a wellorganised shoe rack is provided beside the entrance door. (Appendix 1.1) All students will put their shoes on the rack at the front of their classroom. The indoor area of the kindergarten is full of student ’s and teacher’s decorative items. This makes students feel happy and joyful when they reach school. Every classroom has their own decorations according to the teacher’s arrangement. The display in the classroom is the student’ work . You can see different themes in different classrooms. (Appendix 1.2) Every classroom is big enough to have 30 students, 1 teacher and two assistance teachers. Because of there are 3 teachers in the classroom, there will be enough time to prepare the environment before the children arrive.
Overall, the indoor and outdoor environment of Tadika Seri Soka has met the requirement of NAEYC (1991). It is clean, safe, attractive, and spacious. One of the things that do not 8
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meet the suggestions of NAEYC (1991) standard is a minimum of 35 square feet usable indoor playroom space and a minimum of 75 square feet of play space outdoor per child. This is because there are over 500 students in the tadika. Although it is spacious, it still does not meet the standard.
In Tadika Seri Soka, every classroom is equipped with a water basin, reading corner, low shelf for the students to put their belongings, shelf to put their stationery and books, and the teaching materials are placed neatly in racks that can be reached by the student ’s. The classroom is well-organised and teaching materials are in a clean and good condition. There is a sufficient quantity of teaching materials and they provide a wide range of equipment/materials for the children such as Lego and blocks. (Appendix 1.3) in each class and this is why they do not need to share teaching materials. All teaching materials will be cleaned and sterilized every Friday.
Because they have big classrooms, the students can work either individually, in small groups or even in large groups in their classroom. Although the kindergarten is big, the pathway for children to move from one place to another is not clear. (Appendix 1.4) This is not up to the standard which suggested by NAYEC (1991). According to NAEYC (1991), the kindergarten should provide clear pathways for children to move from one place to another with minimal distraction. There are many teaching materials and students’ art work along the corridor of each classroom. There are some role play materials on display at the hall and this will distract the children when they pass by the hall to the playground or another area. This is probably because they encourage students to explore their study environment. There are many role play items/materials at the corridor outside the classrooms, but they are not blocking the pathways. With all this equipment at the pathways, I am sure that this will be a distraction to the children when they pass by.
Tadika Seri Soka is perfectly designed, it provides almost everything needed by young children to explore and learn from. There is a Music room, Drama room, a huge hall, indoor play area with mats, outdoor playground with grass, sand and water play area 9
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(sand pit and swimming pool), reading room, cooking area for student, and a garden to let the children to plant flowers by themselves. (Appendix 1.5) They only miss out on a few of the NAEYC (1991) standard’s requirements such as manipulative play, sturdy furniture for non-walkers to pull themselves up and separate places for different age groups to do their activities or projects.
The only private area for the children to obtain privacy is in the tunnel and playhouses at the play ground. (Appendix 1.6) The outdoor area of the kindergarten is flat with grass, there is no hill, sand or soil section for the children to play with. There are a few big trees at the playground to provide shady areas. The playground is big enough for the children to run around in. The outdoor area is protected by fences and a gate. (Appendix 1.7) The children cannot go out on their own because the gate is locked. During pick up time, teachers will be on standby at the gate to take care of the children.
In Tadika Seri Soka, there are few things that do not fulfill the suggestions of NAEYC (1991). The kindergarten itself does not provide soft elements for the children such as rugs, cushions or rocking chairs. This may be because the kindergarten does not have any infants and their students are between 4 – 6 years of age. Another environment that affects the children when they study is that the kindergarten did not use any soundabsorbing materials to reduce the noise. When the children are doing reading in one class, it will be heard clearly in the next classroom. Children in the other classes will be distracted by the sound.
4.0 Conclusion There are many kindergartens that use the Montessori Method in teaching.
The
Montessori teaching principles are: Respect for the Child, The Absorbent Mind, Sensitive Periods, The Prepared Environment and Autoeducation. In the Montessori way of teaching, children need to explore by themselves through hands-on projects. This is why our curriculum for preschoolers was changed recently. There are many benefits in using 10
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the Montessori Method in our curriculum for preschool. It can help children to build up their cognitive, physical, social and emotional development.
Through Montessori Method, children also learn to respect others and their work. This is because the children are respected by their teacher; they will learn this good behaviour from their teachers. According to Dr. Montessori, children will absorb information around them and step by step, they will start to organise their experiences and make use of it. When children reach their Sensitive Period, children can learn specific things easily in a well-prepared environment. This is why teachers need to prepare the best environment for the children. Besides, the children will also auto-educate themselves. The teacher’s role is important in the Montessori Method, teachers should always be ready to help the children by observing the children when learning is in process.
In the observation which I made in Tadika Seri Soka, I found that they almost fulfill all the suggestions by The National Association for the Education of Young Children (1991). Although there are few things in which the kindergarten does not meet the suggestions, this is because they do not have different age group peers in their kindergarten. This is why they are not following all the suggestions. According to the NAYEC (1991), the physical environment of a kindergarten will affect the children and teachers who study and work there. The quality of the environment and materials affects the development of the child. Children will learn faster and a more efficient learning process will take place in a good environment.
The Tadika Seri Soka indoor and outdoor area are clean, attractive and spacious, but they do not met every single requirement suggested by the NAEYC (1991). This is because they do not have enough space for each children to play indoors as well as outdoors. The kindergarten also did not do anything on sound-absorbing; this is why the environment in the kindergarten is noisy. The noise will definitely disturb the learning progress of the children. (2936 words)
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Acknowledgements I would like to thank Miss Chin Kim Wei, teacher of Tadika Seri Soka who was showing me around when I was in their kindergarten. I also want to thank the management of Tadika Seri Soka for allowing me to observe the environment of their kindergarten to make me successful in my assignment.
Once again, Thank you.
References [1] What is Montessori Education? (2007).[online]. Available at: http://www.preschoolmalaysia.com/malaysia-montessori.html. [2011, January 31] [2] Malaysia. Open University Malaysia. (2011).[online.] Available at: http://lms.oum.edu.my/myvle/modules/c-ontent/c_content.php?cid=HBEC1103&cmid=3140. [2011,January 31] Principles Montessori Method (2006) [online]
Available
at:
http:// www.education.com/reference/article/principles-montessori-
method/?page=2. [2011 February 11] Principles Montessori Method ―n.d.‖ [online]
Available
at:
http:// www.montesorri.org/sitefiles/montessori_101_nonprintable.pdf. [2011
February 11] Accreditation Criteria and procedures of the National Academy of Early Childhood ―n.d.‖ [online]
Available at: http:// www.naeyc.org/resources/position_statements/psacc98.htm. [2011 February 11] What is Montessori Education? (2007).[online].
Available at: http://www.preschoolmalaysia.com/malaysia-montessori.html. [2011, January 31]
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Appendix 1.0 Physical Environment Observation Checklist Basic environment suggested by The National Association for the Education of Young Children(1991) School:_______________________
Observer:____________________________
Date:_____________
Duration:____________________________
Indoor environment Safe Clean Attractive Spacious
Outdoor environment Safe Clean Attractive Spacious
Min.35 square feet of usable playroom space per child
Min.75 square feet of play floor space per child
Do program staff have sufficient time to prepare the environment before children arrive? _________________________________________________________________________________ Space arranged Can children work individually? In small group? Large group? Clear pathways for children move from one place to another? Any distractions? Is the space arranged to facilitate a variety of small group/ individual activities? block building sand/water play sociodramatic play woodworking art carpeted space music crawling/toddling areas science sturdy furniture math quiet book reading manipulatives Sufficient materials and equipment Quantity Variety Durability
Low and open shelves
Individual space for children to Hang cloth
To store belongings
Private areas for children to have solitude Indoor
Outdoor
Does the environment include soft elements? Rug Cushions Rocker Carpeting Rocking chair Grass Are sound-absorbing materials are used to cut down on excessive noise? _________________________________________________________________________________ Does outdoor area include a variety of surfaces Soil Shade Sand Open space Grass Digging space Hills Protected by fences Flat sections Hard area Natural barriers from access to streets or other dangers? _________________________________________________________________________________
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Appendix 1.1
Appendix 1.2 Appendix 1.2
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Appendix 1.2
Appendix 1.3
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Appendix 1.4
Appendix 1.5
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Appendix 1.6
Appendix 1.7
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