These stages serve as a guide and help teachers in considering the education approach they need to take. In order for children to achieve each of these stages they need to start with a foundation in order for teachers to reach higher ideals with their students (Gobbi, 1998, pg76).
A child’s intelligence is continually increasing as they complete each developmental stage. Montessori states that these stages are also know as sensitive periods which will help guide the development and learning of the children. E. M Standing (1998, pg. 19) states describes the sensitive periods as “ with certain organisms there come periods of special sensibility. ” Montessori states that once a period has passed, it never returns which therefore makes it harder to learn later in the child’s life (O’Shea, pg. 68).
It is important to build a foundation in order to construct a solid structure that will last in the child’s mind. Montessori’s first stage of children development is the period for language. Children at this stage have an absorbent mind and have become a data gatherer.
Children between the age of three and six children are constantly absorbing knowledge and focus on ‘what’ rather than ‘why’ (Gobbi, 1998, pg72).
Gobbi (1998) states that children use their senses to distinguish, classify, generalize, and eventually make abstractions about the objects in the environment. At this stage children readily become more conscious of their environment and readily observe the environment around them with great interest (O’Shea, 2012, pg. 68).
There are three main theories of development that I shall discuss in this assignment, Cognitive, the main theorist being, Piaget, (1896 1980), The, Psychosocial Theory, Erikson, (1902 1994), and, The Psychosexual, of, Freud, (1856 1939). Cognitive Psychology draws the comparison between the human mind and a computer, suggesting that we like the computer process the information we acquire from ...
At this early stage of learning children have a need for ovement and they therefore need to be provided with concrete materials in to become successful in their learning. At this early stage students learn about the story of The Good Shepherd. Children learn that the story of The Good Shepherd is a key story which introduces them to the person of Jesus. Through this story children construct their own image of Jesus and they can then relate to the security and safety that is provided by The Good Shepherd. Once the story of The Good Shepherd has been told within the classroom students can further their understanding by retelling and re-enacting the story.
In groups students act out the story with a student as Jesus who is leading the other students who act as sheep, around the classroom, around places which may be of danger and then leading them to a lush place which provides the sheep with green grass, water and things that the sheep are able to eat. In this activity children are met with the need of concrete materials and they can then understand that there is someone loving and caring who is protecting them as The Good Shepherd is doing with his sheep.
Montessori’s second stage of development is where children shift from the gathering data stage of learning to proposing their own theories about creation. It is a sensitive period for culture. Children assimilate their previous information that was developed in the absorbent mind stage and move to this new stage where they are able to make their own “jumps” in understanding (Gobbi, 2012, pg. 74).
Gobbi (1998), states that children start to discover the relationships between the secrets of nature and human society.
Children between the age of six and nine start to make sense of the information they have and start to link it to the ‘big picture’. Children are looking for connections to explain the data they have gathered (O’Shea, 2012, pg. 68).
At this stage children have the desire to work independently in the need of mental independence. At this stage students are able to self-correct themselves so that they are able to reason out what they have done wrong and things that they have done right. The children obtain moral reasoning where they have a particular interest in distinguishing things as good and evil or right and wrong (Gobbi, 1998, pg. 7).
I enjoyed reading this short story. It was written in a suspenseful way as each member of the family was taken away into the woods while the grandmother conversed with the Misfit. A shot rings out from the woods and the other two males emerge without the previously escorted family member. The story also makes you wonder if the grandmother is going to get it in the end. I was baffled by the comment ...
At this second stage children are introduced to the interconnectedness of all creation. From here children can explore the beauty and wonder of creation and their responsibility they have towards the world. Here children consider ways to take care of creation. Children need to have a strong understanding of their environment and need to explore the wonder of creation. Teachers can take students for nature walks either around the school, the local park, botanic gardens, rivers or wetlands located within the local area. This will allow the children to explore at the wonders of God’s creation.
Children will have the ability to be intrigued by plants, flowers or leaves or they can explore the work of other creatures in the environment including ants, birds or other local wildlife. Allowing children to revisit the area on a number of occasions, which will allow them to observe the changes within the environment. In this activity children are given the opportunity to respond to the big picture and their desire to work independently. In this stage the child’s social senses are fully awakened and now take on a greater significance with in the child’s life.
At Montessori’s third stage children between the age nine to twelve feel a greater responsibility regarding their actions towards people and the environment around them. Children start to discover relationships and the understandings between others. At this stage learning has a greater impact and significance on the child’s life (Gobbi, 1998, pg. 88).
Children have answered questions to theories and they have now become interested in testing their own theories with additional information that they have achieved (O’Shea, 2012 pg 68).
O’Shea (2012) states that the third stage sees the learner testing the big picture that has been created by applying all existing data, and seeking out new data to see whether or not it too fits into a pattern. Children at this third stage relate the previous knowledge to their own life and often ask how it is relevant to their future. At this age students explore the sacraments of marriage. Students need a brief review of what the students know about the sacraments at the service of communion. At this stage children explore that marriage is our covenant relationship to God.
Take a look at the picture of a gay and a lesbian couple (see Figure 1). Long ago people would have raised their eyebrows and glared at such obvious display of affection between two men and two women. They would have scurried away and cursed them who engaged in activities that compromise morality. They would have felt anger to know that a man would even think of marrying another man or a woman to ...
Teachers can ask children to bring in photos of their parents wedding or weddings that they have previously attended. Teachers should ask students to share the experience with the class. For those student who don’t have any pictures or previous experience with weddings may want to complete a media search which can include newspaper articles, magazines, or on the television. Ask children questions about how marriage is portrayed within the media, what message does the media present about marriage and relationships. Ask the children what some of the underlying themes attached to the idea of marriage and relationships are.