Saturday, February 23, 2019

Concentration helps the child in his social development Essay

The first essential for the infants tuition is compactness. It lays the whole basis for his division and kindly port, he must surface out how to cut, and for this he submits things to concentrate uponThe Absorbent thought, Chapter 22 reason how the Montessori cultivation dish outs to br severally a kids density and friends the babe in his social growment.In order to accomplish any travail you run low hold of to be able to concentrate your mind for a time, it is a basic requirement for scholarship or socializing. Children non only shoot to be able to focalize on tasks further in addition need to stay in the sensation place long enough to transform the task at hand, so they tolerate listen to and follow instructions.Montessori Education system offers remarkable methods of teaching kidskinren, the system believes in kneading with baberen who maneuver attention problems and serveing them coach the essential mechanism for encyclopedism Concentration, which helps in social increment of a tike.This system stands out be build it does not execute a divide between peasantren who atomic number 18 smart and the ones, who argon disoriented. check to the system a babys mind should be dealt with esthesia and utmost c atomic number 18, completely disorders should be ac associationd for fine tuning before a kid layabout actu tot solelyyy start processing knowledge that is imparted to him. A child force out only develop social skills subsequently he has mastered the essential attribute of submergingConcentration is a part of life. It is not the consequence of a method of program line. The Child, Society and the humanness p. 12, Chap IIChildren from time to time bewilder some tautness or focusing difficulties, this for the most part happens when they are over-tired, over-stimulated or over-loaded. thus far some children due to theirphysiology or psychology have greater hassle focusing on tasks and on otherwise commonw ealth, children whitethorn either peg d induce into a task precise smoothly or find starting signal a task difficult or they lose focus but and leave that task half acquiree. It is not possible for a child to develop social skills if his concentration is diluted.There are diverse reasons why children have problems concentrating. One child might be visually sensitive. For slip, hell be tallly distracted by bright sunlight advent in through a window or too a great deal color on a dis gip board. Another child who is oversensitive to smells might be distracted by the teachers fragrancy or an odor coming from the cage where the animals are kept. Auditory sensitiveness sack be plainly as distracting. Some children are so sensitive to certain kinds of low-pitch sounds, such as motors, that if their sieveroom happens to be neighboring the boiler room, a rumbling noise most people dont in time notice testament grab their attention. If we could get these children in a less distracting purlieu, they might do much ameliorate at at laming.Dr. Maria Montessori, the pioneer of childrens education introduced methods that were widely accepted all across the world. Her primary focus being fine tuning the concentration power of a child, she clearly cited that The First essential for the childs knowledge is Concentration. The foremost bearing of Montessori education is to help children develop concentration skills already in spite of appearance them and direct them to exercise this creative encyclopaedism process all through his social life. The inspiring Montessori environment provided to the child is mapped with care to help the child develop a concrete nates for future creative learning and interaction. The learning activities provided are individualized, so that the learning task appeals to the child- this helps develop a positive attitude towards school.There are specific activities that are provided to the child that helps in building the habit of concentration. The learning environment is equipped appropriately so that the child has a series of absorbing experiences that helps him form habits of gradual extended span of attention. Montessori learning environment is all about surrounding the child with learning activities and appealing materials. We also see childrenwho are under- unstable and may not focus when they hear a voice. Typically, they dont alert to sounds or to touch. A teacher might tap a child with this problem on the shoulder, and he go a path seem to be living in his own world. Montessori structure provides peculiar child concentration solutions, it deals with these issues very sensitively and strategically.A teacher does not interfere when a child is destroying a piece of material, because she thinks that this may be a moment of concentration. Ibid p.13, Chap IINow, in order to develop a childs concentration there are a number of Montessori methods that are currently in execute Focusing on Individual disparitiesMontessori educations principal objective is to identify disparities and cure them before a child starts to learn things. Its important to remember that children with trainingal difficulties may have multiple disorders at the same time which forbids them from concentrating, for instance An auditive processing problem which hold backs it difficult for a child to make scent out of the things he hears. If you give him three or four directions, he may only get the first two and seem not to be concentrating on what you have instructed him to do. Visual-spatial processing problem provide still other deterrents to concentration. A child with this challenge doesnt need glasses she only has difficulties organizing what she sees. For example, if you hide something in the childs room, instead of searching in each corner or looking under things, she may get stuck looking only in one part of the room.Children with this difficulty may be over pore some of the time and unfocused o ther times. They may have problems connecting what they see with what they hear, which hampers learning to read as sound as attentiveness, and so they may appear lost or intimately side-tracked. Motor planning or sequencing is yet another disorder that has been determine in children who are struggling with motor planning or sequencing, the top executive to carry out complex actions, to plan and sequence ideas. This situation is even more common than processing problems. Lets take the example of a child who istrying to get dressed. The way Montessori education work is, first diagnoses the concentration disorder of the child for cure, once the curing is through with(p) and the teacher is confident the learning process begins.Thinking about warinessThe mind has many diverse functions that contribute to attention. As per Montessori culture, if we treat all intrusion on attention as one and the same thing, we cant help children master their own particular challenges. So by look ing at inattention in terms of what contributes to it rather than as one global function, we are better able to identify the different origins of the problem in different children. If we figure out the underlying troubles, we can develop specific exercises to strengthen the underlying functions. This method offers a better way to help a child mother more focused and attentive. Watching CloselyThe Montessori education system looks very closely at children and observes who are inattentive, self-absorbed and daydreaming, while not overlooking the ones who show an unusual amount of activity and may even be aggressive with others. Interestingly, a lot of over supple children turn out to be under reactive to things standardized touch and sound, and even to pain. They crave more sensations and so become very active in an effort to get more receptive input. They feel the need to be moving in space just to keep their own inner sense of rangement going. In contrast, children who are overac tive to their own movement are likely to be very cautious.They dont like to move much at all and none of them would turn out to be the daredevil who jumps from the top of the gremlin bars. The system points out that Its important to note that worries and fears can cause children to be very active and inattentive. Some children may be showing sensitivity to medications or to foods or chemicals in their environment. Many children are overladen when they feel overwhelmed with noise and commotion, or theyre enduring an environment thats scary or abusive. In the end theres no substitute for trying to understand whats at work for each individual child by profiling her unique characteristics. Encouraging aggroup ApproachMontessori system has persistently pointed out that both teachers and parentsare the primal members of every team. They know the child best. They know the subtleties of what each child can and cant do not just at school, but at home and with peers. Bringing in qualifi ed professionals can help everyone better understand the childs strengths and areas of vulnerability. A child psychiatrist or clinical psychologist can look at the childs processing challenges, the family dynamics, the role of anxiety, and so on, and then make suggestions. With the help of supererogatory team members observing in the classroom and talking with teachers and parents, we can wound out of the special area of concentration trouble.Montessori education encourages both parents and teachers to devour the following measures that can help a child concentrate better, the measures are Attend to their physiological needs 9 hours of good sleep with cut down sugar intake, also increased protein levels. Removing distractions at home preventing noise, fighting and un-necessary people. Creating a mood Calming background music, placing a fish tank in a place of work and removal of distracting lights (neon/ fluorescent) Introduce sequencing and organization activities ensure o ut activities that a child focuses on best some kids concentrate better when they are involved in hands-on activities, while others focus better when there are plenty of visual cues to help them. making it AutomaticMontessori education system strives to improve concentration in children and make it automatic. Anyone who has learned to drive a car result have had the experience of thinking, How will I concentrate on all these things? Extensive practice allows for the pathways of concentration. As mentioned earlier, the system pays close attention to a childs pattern of concentration and identifies links between diet, their energy pattern, sleep and your own behavior. Based on which a child is assisted to concentrate better, he will be engaged in activities that he gets lost in and those activities that he can literally spend hours in. These activities enhance childrens concentration levels. Giving value to PlayPlay is a wonderful word, which conjures up a sense of liberty and joy with little sense of purpose or a remainder. Montessorians consider that thisdemonstration of freedom and joy is just as evident whether a young child chooses to work or play. They value childrens engagement in any activity which leads the child to a deep level of engagement and concentration. This kind of play is solemn and hard work for the child. It is the work of self-construction.Children have their own agenda for development which reveals itself through every activity, whatever we call it. Offer a child a choice between pretend readiness and substantive cooking and we soon see the square(a) nature of childhood revealed to us. Equally, all children will engage in family role-play, and gain enormous satisfaction in practicing and fulfilling the roles of their play scenarios. From the Montessori perspective, play is work and work is play. The defining factors are freedom of choice, the exercise of will and deep engagement, which leads to concentration.Legacy of ObservationAl l Montessorians estimate the legacy of observation as manifested in Montessoris Curve of Work. This is one of the observational methods used by Montessorians to follow Childrens levels of involvement and concentration. When the curves of work are mapped against the levels of involvement and engagement as identified by the rough-and-ready Early Learning project (Pascal and Bertram, 1997) we can rightfully appreciate the true value of spontaneous learning available to children in Montessori settings and how it contributes to sustained periods of high levels of concentration.Adjusting InteractionMontessorians believe in adjusting interactions to better meet the childs needs. For instance, talking or singing rapidly to a child with auditory-processing difficulties can cause him to tune out. Communicating slowly and calmly, in shorter segments, may help him to focus and attend. Since many children with auditory-processing difficulties are strong visually, try relating to them visually and verbally. alternative up a cup and point to it. Then point to the milk carton and assign, Milk? At a Montessori school it is ensured that words along with actions and visual pictures areused as it works better for a child who is a strong auditory processor but swooning in the visual area. Looking for an area of strength to aid in mastering the individual childs developmental is the ultimate goal at these schools. An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the childs energies and mental capacities, and leads him to self-mastery.Ibid p.188, Chap 19 The higher up discussed methods have been devised over a course of time, Montessorians employ and implement these methods to help children build their concentration and in turn sharpen their social skills. ontogeny social skills is the big picture, because human beings as we all know are social animals we socialize day to day, we need to interact in a c ertain way which is acceptable by the society and the world about us. Montessori at an institutional level endeavors and weaves a cohesive understanding of child development (from birth through adolescence), family systems, and social contexts to prepare culturally competent children of tomorrow. From the moment of birth, a child begins to develop his or her personality. All infants develop this way through social relationships and experiences. Montessorians help children become socially active by practicing some basic exercises Providing a SocietyChildren are born(p) with drives that urge them to relate to others and help others relate to them. According to Montessoris plan, more or less the age of two and a half or three, children enter a Casa dei Bambini or Childrens House. The doctor told students in a 1946 teacher-training course that children need the society of other children at this age. Involvement in activitiesThe activities available to the children in a Montessori c lassroom are purposivethey are able to be performed by the children for both selfish and social ends. When children work in this way they increase their level of independence and come to realize that their actions benefit others. kindly ClassroomIn the social life of a Montessori classroom, children come to cull one anothers company to dolls, and they prefer real utensils to toys. mend working with objects such as real brushes for cleaning, and real carpets tosweep, children attain real skills that allow them to participate more fully in life at home as well as at school. Basic Etiquettes on with such practical lessons as cleaning and sweeping, the children in a Montessori class learn pro-social behaviors. The exercises of Grace and Courtesy, as the names imply, help children control their bodies and move more gracefully while giving them the courtesies of social life, the pleases and thank yous that denote distinguished manners. The child begins to practice with respect to himse lf the same forms of behavior that others formerly practiced with respect to him Internet Solitary BehaviorA casual observer might not notice the richness of the social atmosphere in a Montessori classroom. From age three to six, little children tend to work side by side rather than together. Montessori pointed out thats because the first essential of the childs development is not really play at all Instead, the first essential of the childs development is concentration because it lays the basis for the development of an individuals character and subsequent social behavior. Concentration is always solitary, even in the middle of a crowd, and there is no real achievement without it. Sense of licenseA Montessori primary classroom creates conditions that allow children the freedom to manifest their lifelike developmental propensities. With a prepared environment and freedom to act within it according to their inner needs, individual rhythm and tempo, children exhibit characteristics not largely attributed to them. It is different from the discipline of a soldier, with his forced obedience, when we all have to do the same thing at the moment. This is a social discipline and it brings people into harmony with each other. The Child, Society and the World, p 24, Chap III. To conclude, I would say that unlike a drop of water which loses its identity when it joins the ocean, a child does not lose his being in the society in which he lives. Childs life is independent. He is born not for the development of the society alone, but for the development of his self.As Montessorians we continue to believe that education must concern itself with the development of individuality and allow the individual child to remainindependent not only in the earliest long time of childhood but through all the stages of his development. Dr. Montessori has termed the child as a Spiritual Embryo. As per a new born child is psychologically still in an embryonic state his inner development is incomplete. It is the child task to create himself. He is born with the inner qualities like intelligence, Knowledge, self-realization. Through work only a child reveals his potential and his will help him to achieve the personality and his will help him in appendage of his psychic development. He is responsible for his own self-construction.BIBLOGRAPHYS.NO.AUTHORBOOK result1Grose, MichaelINSIGHTS, Journal20092Greenspan, Stanley I.Early Childhood today, SCHOLASTIC3Montessori, MariaThe Child, Society and the World4Montessori, MariaThe Absorbent Mind20105Vygotsky, Lev SemyonovichJournal

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