Montessori Education Schools Systems

Question: Discuss about theMontessori Education for Schools Systems. Answer: Introduction Montessori education is a form of education that has been and is being integrated into schools' systems. This particular form of education aims at helping children discover themselves and also help adults appreciate children as important in the society. According to the study article by Adams (2015, p.1), Montessori education includes both the theoretical method of teaching and the instructional method whereby children are left to work alone or form groups so that they can discover and bring out their maximum capacities (Lillard, 2013). This implies that teachers use the knowledge they have from books and journals to teach their students and also concurrently use practical activities to increase the students understanding. The educational approach is aimed at improving the level of concentration in a child hence increasing their understanding ability (Knight, 2013). Also, Montessori education is beneficial as it cultivates a sense of self-reliance in the students and helps them prepa re for their surroundings (Adams, 2015 p.3). Montessori education is mainly based on the belief of the teacher. According to the study article, the attitude of the teacher in class influences the level of understanding of the students. For instance, when a teacher gets in class with a happy and positive mood the probability that the students will enjoy the lesson is elevated hence boosting their idea grasping abilities. This type of education is used to promote the relationship between teachers, parents and the children. This is achieved when teachers are involved in practicing the Montessori values in their schools (Lillard, 2013). It important to note that this education involves the teacher extensively so that he or she can be in a position to understand how well they can train their students. Montessori education is an education system that is basically for improving the child's ability to cope with circumstances as they grow and also improve their capabilities generally be it in classwork and daily practices (Knight, 2013) . Maria Montessori Maria Montessori was the founder of the Montessori form of education. She was an educator and physician from Italy. Her interest in the development of small children who were between three to six years, made her develop methods that would guide adults as to how they should handle small children. Maria Montessori was a medical practitioner who had worked with children in the asylum and while at it, she observed that children could be molded into beings that were fit or not by the adults around them (O'Donnell, 2014). Maria believed that a society was the way it was because of how children were raised in that particular surrounding and that children discovered themselves easily when engaged in practical activities that they could relate to during their developmental stages. As a result of these observations, Maria Montessori developed principles that were to be followed by adults especially teachers when dealing with these children. Maria strongly believed that children were a major pa rt of the society, therefore, they had to be viewed as important and theoretical and practical education systems were important to bring up a self-independent adult in future. Montessori Education and Disabled Children Montessori education is vital in the development of children with disabilities as it is used to manifest their natural capabilities normally. According to the study article, Efimova Ratner, 2016, children with disabilities were subjected to a number of activities that they were expected to carry out on their own after undergoing a training carried out by their teachers. For instance, children are taught how to take of themselves by being engaged in activities such as washing their own clothes, doing the dishes or polishing their shoes (Montessori, 2013). After being engaged in the practical activities, these children improve their attitude towards self-care and are able to easily perform habitual tasks voluntarily. Also, they show increased ability to choose and arrange the materials they would use for work. Alongside the physical involvement, the students are expected to gain reading and writing knowledge. To achieve this, the teacher is expected to use toys as learning materials with which the students can identify later to be associated with a particular thing or task taught in class. As a result, these children develop increased awareness of their surrounding and their memory is highly improved (Cossentino, 2010).These children show a development in the way they tackle their class work and homework. The time usually spent in tackling questions is significantly reduced and the performance increased consequently. Also, a remarkable improvement is communication as they can easily hold conversations with fellow students without the condition and also with adults (Wentworth Wentworth, 2013). Conclusively Maria Montessori education program is important and vital for all children's development and growth. Adults should cultivate and practice the principles of Montessori so that children ca n be supported to bring out their potential maximally and be self-reliant adults later in life. References Adams, S. (2015).Montessori Core Beliefs and the Teachers Who share Them (Doctoral dissertation, SAINT MARY'S COLLEGE OF CALIFORNIA). Cossentino, J. (2010). Following all the children: Early intervention and Montessori. Montessori Life, 22(4), 1-8. Efimova, V, L., Ratner, F, L., (2016). Integrating the Educational Principles of Maria Montessori in the Process of Pedagogical Support for pupils with Disabilities. International Review of Management and Marketing, 6. (3S). Knight, S. (2013). Forest school and outdoor learning in the early years. Sage. Lillard, A, S. (2013). Playful learning and Montessori education. American journal of play, 5(2), 157. Montessori, M.(2013). The Montessori Method. Transaction publishers. O'Donnell, M. (2014). Maria Montessori. Bloomsbury Publishing. Wentworth, R. A.L., Wentworth, F. (2013). Montessori for the new millennium: Practical guidance on the teaching and education of children of all ages, based on a rediscovery of the true principles ad vision of Maria Montessori. Routledge.