By Barbara Isaacs
This easy-to-read sequence presents an advent to a few of an important early years philosophies and indicates how they are often included into your atmosphere. every one publication offers: an overview of the history to the process transparent factors of the relevance to modern considering feedback that can assist you to plot a winning studying setting examples of what the person strategy can appear like in perform. those handy publications are necessary to early years practitioners, scholars and fogeys who desire to absolutely comprehend what every one technique ability to their atmosphere and youngsters. have you puzzled what the Montessori process is all approximately and the way it may be used to profit the young ones on your surroundings? during this e-book Barbara Isaacs explains how the Montessori technique works and offers examples from faculties and nurseries imposing Montessori rules. It comprises tips on making plans and overview tools and useful actions for practitioners to attempt. This re-creation has been totally up-to-date to incorporate: the position of the Montessori practitioner a proof of Montessori lecture room administration hyperlinks to the most important commitments of the EYFS and what they suggest in Montessori settings examples to teach how the six parts of studying and improvement within the EYFS are supported via Montessori studying fabrics. this handy advisor might help early years practitioners, scholars and oldsters to actually comprehend what the Montessori strategy ability to their environment and youngsters.
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Additional info for Bringing the Montessori Approach to your Early Years Practice, 2nd Edition (Bringing ... to your Early Years Practice)
57 Montessori practice and the Early Years Foundation Stage The unique child Every child is a competent learner from birth, who can be resilient, capable, confident and self-assured. The four aspects identified as essential in supporting the characteristics of the unique child are: 1. knowledge of child development 2. inclusive practice 3. keeping safe 4. health and well-being. From the Montessori perspective, these aspects are interpreted as follows: ● Children’s development is identified in three distinct and unique stages, which are described in Chapter 2.
Taste and smell: the child does activities involving food, including cooking, and learns about flowers, fruits and vegetables in cultural lessons. The activities available in the sensorial area offer children keys to the universe (Montessori 1988a) – points of reference to key concepts such as shape, size and so on. They are organised in such a way as to support assimilation and accommodation of schemas, and so contribute towards concept formation through the manipulative nature of the activities.
In the Montessori classroom, children are also introduced to grammar using colour-coding for parts of speech and building sentences with the help of objects. These activities offer sensorial introduction to grammar and also serve as extra reading opportunities. Wherever possible, we offer the child objects that can be manipulated in order to both prompt and scaffold the child’s learning. As explained previously, due to the early age at which children leave Montessori nurseries in England, it is the phonological awareness and general pre-reading activities such as storytelling, using books with props or sequencing of stories that prepare children for more systematic literacy work in primary schools.
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