- Emphasis on:
cognitive and social development
- Teacher has
unobtrusive role in classroom
- Environment
and method encourage self-discipline
- Mainly
individual instruction
- Mixed age
grouping
- Grouping
encourages children to teach and help each other
- Child
chooses own work with guidance when necessary
- Child
discovers own concepts from self-correcting materials
- Child works
as long as he wishes on chosen project
- Child sets
own learning pace
- Child spots
own errors from feedback of material
- Child
reinforces own learning by repetition of work and internal
feelings of success
- Multi-sensory
materials for physical exploration
- Organized
program for learning care of self and environment (polishing
shoes, cleaning the sink, etc.)
- Child can
work where he chooses, move around and talk at will (yet not
disturb work of others); group work is voluntary
- Organized
program for parents to understand the Montessori philosophy
and participate in the learning process
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- Emphasis on:
social development
- Teacher is
the center of classroom as "controller"
- Teacher acts
as primary enforcer of discipline
- Group and
individual instruction
- Same age
grouping
- Most
teaching done by teacher
- Curriculum
structured for child
- Child is
guided to concepts by teacher
- Child
generally allotted specific time for work
- Instruction
pace usually set by group norm
- If work is
corrected, errors usually pointed out by teacher
- Learning is
reinforced externally by repetition and rewards
- Fewer
materials for sensory development
- Less
emphasis on self-care instruction
- Child
usually assigned own chair: encouraged to participate, sit
still and listen during group sessions
- Voluntary
parent involvement
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