MONTESSORI WORKSHOP

By: Annisa Ulfah, S.S

Montessori Method of Education

 A child is not born an empty vessel

 According to Maria Montessori, the child is born with
inner potential. She calls them the 8 Pre-Determined
Psychic Pattern
The 8 Pre-Determined Psychic Patterns:

1. Law of work
2. Law of independence
3. Power of attention
4. Development of will
5. Development of intellegence
6. Development of child’s creativity / imagination
7. Development of emotional / spriritual life
8. Stage of child’s growth
 In order for the child to realize his true potential
through the natural process of development:
1. External aid:
o Environment
o Freedom
2. Internal creative aid
o Sensitive period
o Absorment mind
 External Aid
(Freedom)

 Atmosphere of freedom
 Freedom will allow the child’s inner guide to direct his
growth
 Freedom within limits
 Internal Ceative Aid
(Sensitive Period)

 The sensitive periods are:

1. Sensitive to order (0 – 3 years old)
2. Learning through their five senses (0 – 6 years old)
3. Sensitivity to small object (0 – 4 years old)
4. Sensitivity to co-ordination of movement (12- 15
months)
5. Sensitivity lo language (1.5 – 3 years old)
6. Sensitivity to social aspect of life (6 years old)
 Internal Creative Aid
(Absorbent Mind)

1. 1st stage : Unconscious mind (0 – 3 years old)

2. 2nd stage : conscious ind (3 – 6 years old)
 Types of Freedom in Montessori
classroom

 Freedom of choice
 Freedom of movement
 Freedom of speech
 Freedom of grow
 Freedom to love and be loved
 Freedom from danger
 Freedom from competition
 Freedom from pressure
 Limits of Freedom

 Respect for others

 Respect for materials
 Respect for environment
 Respect for himself
 Progress at his own rate
Basic Elements within the Prepared
Environment

 Freedom
 Structure and order
 Reality and nature
 Atmosphere and beauty
 Montessori materials
 Develompent of community life
 The Five areas of Montessori

1. Practical Life
2. Sensorial
3. Language
4. Mathematics
5. Culture studies
Characteristic of Montessori Material

1. Materials are designed for auto edication / control of

error
2. Each material has a definite purpose and is meaningful to
the child / one material one concept
3. Allow to child develop independence
4. From simple to complex / easy to difficult
5. Progress on to learning
6. Designed to prepare the child for future learning
7. Concrete to abstract
 3 Period Lesson

1. 1st Period (Introduction)

 Bring out the materials one at a time
 Introduce the name of the material to the child.
“Marry, this is ... (name of material)
 Repeat for all materials
2. 2nd period (Reinforcing)
 Bring out all the materials and place them in random
order
 Ask the child to show you the material you have
introduced. “Marry, would you like to show me ...
(name of material)?
 Repeat for all materials
3. 3rd Period (testing the child’s understanding)
 Bring out the material one at the time
 Ask the child to tell you the name of the material you
point at. “Maryy, would you like to tell me what this
is?”
 Repeat for all materials
 The Purpose of Practical Life

 Child’s concentration
 Fine and gross motor skills
 Independece
 Order
 Good self image
 Responsibility
 Aid the child in his consentration
 Grow in self knowledge
 Four Areas of Practical Life

 Development of motor skills

 Care of self
 Care of environment
 Social graces and courtesy
 Development of Motor skills

 Pouring
 Transferring
 Opening and closing
 Threading
 Cutting
 Sewing
 Folding
 Walking on the line
 Playing the silence game
 Care of self

 Dressing frame
 Washing hands
 Platting
 Blowing nose / coughing
 Using of shoes
 Care of Environment

 Sweeping
 Opening and closing
 Screwing and unscrewing of bottles
 Opening and closing of boxes
 Nuts and bolts
 Locks and key
 Polishing
 Social Graces and Courtesy

 Greeting people
 Interrupting with “excuse me”
 Conduct with a visitor
 Speaking to a group
 Apologizing
 Waiting turns
 Table manners
 Serving and sharing food
 Practical life activities

 Development of motor skills

 Rolling and unrolling a mat
 Carrying --- chair
 Spooning
o Beans from bowl to identical bowl
o Beans from bowl to 2 equal bowls
o Beans from bowl to 2 unequal bowls
o Beans from bowl to 3 equal bowls
o Beans from bowl to 3 unequal bowls
o Bens from bowl to bowl with indicator line
 Foundation

 Skills of concentration
 Coordination
 Control
 Independence
 Life skills
 Development of motor skills
 Dry pouring
o Beans from jug to jug
o Beans from jug to 2 equal jug
o Beans from jug to 2 unequal jug
o Beans from jug to 3 equal jug
o Beans from jug to 3 unequal jug
o Beans from jug to jug with indicator line
 Wet pouring
o Water from jug to jug
o Water from jug to 2 equal jug
o Water from jug to 2 unequal jug
o Water from jug to 3 equal jug
o Water from jug to 3 unequal jug
o Water from jug to a bottle with indicator line
o Water from jug through a funnel to a jug with indicator line
 Transferring
o Transfer water with sponge
o Transfer marbels with tongs
o Transfer water eith turkey baster
o Transfer stamps with tweezers
o Transfer coloured balls with escargot holder
o Transfer straws with chopsticks

 Pegging --- using cloth pags

 Care ofthe environment
 Opening and closing
o Screwing and unscrewing bottles
o Opening and closing of boxes
o Nuts and Bolts
o Loks and key
 Care of self
 Dressing frame
 Sensorial Education

 Visual sense exercise

 tactile sense exercise
 baric sence exercise
 thermic sense exercise
 auditory sense exercise
 olfactory sense exercise
 Gustatory sense exercise
 Stereognostic sense exercise
 Help intellectual development
 Logical thinking
 Self discipline and order
 Sensori – motor development
 Muscular coordination
 Language development
 Develop the matheatical mind
 Three Stage Learning

1. Contrasing exercise
2. Similar or related exercise
3. Gradiation exercise
 Sensorial Activities

 Auditory training --- the sound boxes

 Cabinet of geometric figures --- the presentation tray
and the geometric drawers 1 to 6
 The geometric solid
 The construtive triangles --- the triangular box
 Preparation of algebra --- the binomial cube
 Dimension --- the knobbed cylinders and pink tower
 perception of colour --- the colour boxes
 Touching --- the touch board, touch tablets, the fabrics
 Sense of temperature --- the thermic tablets
 Language

 Pink scheme
1. Sandpaper letters
2. World building axercises
3. LMA exercises
o LMA with six object boxes
o LMA with six pictures boxes
 Six object boxes with name tags
 Six picture boxes with name tags
 Sheets of pictures & cards
 Wordlist
 Booklets
Secret box
Sight words
Sentence cards
 Story booklet
 Blue scheme
1. World building axercises
LMA exercises
o LMA with six object boxes
o LMA with six pictures boxes
 Six object boxes with name tags
 Six picture boxes with name tags
 Sheets of pictures & cards
 Wordlist
 Booklets
Secret box
Sight words
Sentence cards
 Story booklet
 Green scheme
 Phonogram boxes
 Small moveable alphabets
 wordlist
 Booklets
 Folders cards
 Sight words
 Senence words
 Story booklets
 Mathematics

 Introduction to numerals 1 – 10
1. The number rods
2. The sandpaper numbers
3. The number rods and cards
4. The spindle box
5. Cards and counters
Introduction of the decimal system

 The golden beads

1. the power of ten
2. counting through
3. Recognising quantities
 Linking concrete to abstract
1. the bird’s eye view
2. combining quantities and symbols
 Linier counting
 Decimal system operation
 Composition and decomposition of the numbers 1 – 10
 Introduction of recording
 Operating with board
 Individual game
 Cultural

 Zoology
1. Vertebrates
2. Invertebrates

 The five groups of vertebrates:

1. Fish
2. Amphibians
3. Reptiles
4. Birds
5. mamals
 Botany
Plant of kingdom:
1. Basic needs of plants
2. Parts of plants
3. Parts of trees and shurbs
4. Indentification of roots, stems, leaves, seeds, fruits
5. Transpiration
6. Growing and caring for indoor and outdoor plants
7. Investigating how people use plants
Zoology and Botany

Name of the animal

I
Jigsaw puzzle
I
Terminology cards / control cards
I
Live cycle
I
Naming the cards
 Geography
So,we have many different people around the world
who live differently, who have adapted differently to
what the world has offered them in different location
 History
History is the study of the past

 Why study time

 Timeline of a day in the life of child
 Teaching the clock
 Child’s birthday walk
 Block introductionary timeline
 Geography
1. The sandpaper globe
a. The coloured globe
b. Jigsaw map of the world
c. Continent cards
d. Jigsaw maps of the continent and model animals
e. Pictures from various continents
f. Introduction of the three elements
g. Land and water forms
h. Maps of continents and oceans
i. A jigsaw map of the child’s own continent showing countries