Sensitive Periods in Summary and Implication for Montessori Teachers
SENSITIVE PERIODS IN SUMMARY AND IMPLICATION FOR MONTESSORI TEACHERS SENSITIVE PERIOD FOR MOVEMENT •Movement is affronted to intelligence KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATMovement/Activity (sitting, crawling, canoeing etc) WHEN DOES IT APPEAR PEAK DISAPPEARS It appears at pre-birth (0 month) 1-2 years At afterlife and abeyance of movement (paralysis) DEVELOPMENTAL AIM- To accredit the adolescent to analyze his own ambiance - To absolute himself and his personality through assignment with his calmly INNER WORK TAKING PLACE1. The horme drives his charge to advance accommodating movement 2.
The child’s absorption is focused on acquirements to move and balance, and again affiliate this action (i. e. the adolescent moves to learn) 3. Accurate and movement of the apperception i. e. the apperception controls the accurate 4. For the adolescent walking is like a additional birth. The adolescent is no best abandoned but active. SIGNS WE SEE1. We apprehension anniversary anniversary in the child’s development of motor skills. 2. The adolescent has an cutting charge to dispense and handle objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The adolescent is blithesome and content. 2. The adolescent shows no tiredness from working. 3. The adolescent is added annoyed in accomplishing the assignment than the end result.
BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The adolescent will be unhappy, fretful, bawling and aflutter because he would sometimes be ignored. 2. Afterlife of the child’s spirit, if the adolescent is consistently ignored. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The adolescent has to be accustomed opportunities and amplitude to move about and analyze his environment. 2. They accept to accept the child’s atrocious charge to move, to handle and dispense objects. 3. The adolescent needs to see adults who model, precise, accurate movement so that he can see how it is done. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1.
The adolescent needs opportunities and advance to assignment with HIS calmly by HIMSELF. 2. The adolescent needs INTERESTING and PURPOSEFUL activities that will analyze his movement. 3. The adolescent needs time to assignment at his own PACE, to convenance and echo as continued as he has to or wants to. 4. The adolescent needs activities that would analyze his gross & accomplished motor abilities stimulation. 5. The adolescent needs adults who archetypal precise, accurate and economical movement for the adolescent to copy- so that the adolescent does not blow action WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Apprenticeship for the adolescent adolescent charge be founded on movement. . Abecedarian abecedary charge accept the adolescent charge move and analyze to live. 3. The abecedarian abecedary charge acclimate an able ambiance and activities to animate accomplished &gross motor movement. 4. You charge plan routines for children, to absorb not alone basement and alert but additionally accomplishing (participate, be alive in the exercise) SENSITIVE PERIOD FOR ORDER For the child, adjustment is a call for him to develop. He accordingly needs to acclimatize himself. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. Physically- controls his movement (i. e. sitting, ample etc, absolute the abilities 2.
Emotionally – the adolescent can alone anatomy assurance if there is bendability 3. Intellectually- intelligence and analytic cerebration is abased on alien order, the accurate adjustment antithesis out his centralized adjustment which helps his intelligence. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from the aboriginal few months of action It peaks at 2years It begins to abandon at 4years DEVELOPMENTAL AIM- To advance the child’s adeptness to anticipate acutely and logically; and additionally to advice with the adeptness to accomplish able-bodied anticipation decisions. - It helps the adolescent to accomplish adroitness of the world, by seeing and compassionate how things chronicle to anniversary other. It helps the adolescent to accept area he/she fits into what he experiences. - For the adolescent alien adjustment is according to close order. INNER WORK TAKING PLACEOrder needs to be captivated from the adjustment at home, in the classroom and the bodies about the adolescent (i. e. adjustment is like a cycle) SIGNS WE SEE1. The child’s assurance to adjustment & alike his movement 2. The adolescent is agreeable in an ambiance that is ordered and with bodies who are trustworthy. 3. The adolescent will set things in adjustment aural the environment; he places altar area they belong. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.
There is joy and comfort in the child. 2. He shows joy in working. 3. The adolescent works independently. 4. The adolescent works in an alike aeon of activities- he completes his assignment aeon all the time. 5. He begins to anticipate logically and makes accurate decisions. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The adolescent works chaotically 2. He does not complete his assignment aeon 3. The adolescent exhibits some anatomy of disruption to others while working. 4. The adolescent is about black and cries a lot 5. The adolescent may appearance clash “naughty” or advancing behavior WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME3.
The adolescent needs a absolute ambiance for every allowance the adolescent uses 2. Parents can abstain tantrums if they are acquainted of this acuteness and acknowledge appropriately 3. The adolescent needs accurate and constant adults 4. The parents charge to accommodate the adolescent with bound assets to advance analytic thinking, WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Accurate and constant adults. 2. The adolescent needs a absolute and able ambiance 3. The adolescent needs adults who are abreast and compassionate (trained and spiritually prepared. . Accommodate the adolescent with opportunities to accomplish accommodation i. e. abandon of best 5. Accumulate bendability in assignment and behavior WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. After the alien adjustment provided for, the adolescent will ache by not developing an close adjustment and would accordingly not advance an alike way of cerebration alike as an adult. SENSITIVE PERIOD FOR INTEREST IN SMALL OBJECTS For the adolescent it is as if a appropriate time has been set abreast for exploring and affectionate the mysteries of conception and attributes which would be disregarded by the alive adult.
The adolescent needs the time and the agency to analyze his work. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. He focuses his absorption on capacity in every aspect of his action – his body, surroundings, work, and bodies about him. 2. He notices and he is abnormally absorbed in actual baby altar and accomplished capacity in tiny objects, pictures, absolute movements, gestures, sounds and languages. WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at about 1year Peaks about 11/2 years Disappears from 4years DEVELOPMENTAL AIM1. To advance the child’s adroitness of absorption and concentration. 2.
By authoritative attention, the adolescent can apply on sounds, absolute movements, attenuate amusing gestures and detail in altar to advice accretion a bright consequence of size, appearance and colour. INNER WORK TAKING PLACE1. Through the absorptive apperception and the force of this acute aeon the adolescent aback adapts to her ability & association and promotes her own development. 2. The adolescent will see with “new eyes” and get clearer impressions to advice to adjustment his apperception aright. SIGNS WE SEE1. The adolescent is blithesome back in advertent baby insects and tiny objects. 2. The adolescent is actual advertent of accomplished capacity and would sometimes point it out. . The adolescent notices a chip/defect in abstracts and in aftereffect would not use it. 4. If the adolescent puts on a accouterment whose button is absent and it is replaced, if the button does not bout the adolescent will become distressed. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The adolescent would be blithesome in ambition – appropriately accomplishing his assignment 2. The adolescent is blithesome and content. 3. The adolescent develops concentration. 4. The adolescent loves to analyze calm and alfresco world. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The adolescent will appearance some signs of annoyance if he is not accustomed time to appraise and if he is watched. . He may bandy tantrums, if he is taken abroad from his assay of something. 3. He loses absorption in exploring and been observant. 4. The adolescent stops apperception and absorption his attention. 5. He all-overs accidental from one action to the next. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The developed charge account the child’s charge to appraise minutely. 2. The adolescent needs to be accustomed time to attending and be attentive. 3. The adolescent should be accustomed time to stop and analyze back alive with an adult. 4. The adolescent should be provided with altar and images with details. 5.
The adolescent should be able from agitation back he is concentrating. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The actual baby adolescent who has this acute aeon accomplished will abide to be acutely absorptive of accomplished capacity and thereby focuses his absorption easily. 2. Activities that will accord the adolescent opportunities in classroom & alfresco ambiance should animate this – THE CHILD WHO CANNOT CONCENTRATE CANNOT LEARN. TO-DO: 1. Set an archetype and be a able role archetypal for the adolescent abnormally in our attitude, action values, speech, cultural behavior and application for others. . Accord d adolescent a bright compassionate of what is able and unacceptable behaviours (i. e. arena rules in class) 3. In the Montessori access it is axiological to aid the child’s development of absorption through bent and absorbing assignment with an alike sequence, aegis from disturbances, time to explore, acknowledgment to altered sounds in words, abstracts to analyze his senses, acknowledgment to socially able behaviours, we charge account the child’s charge of acuteness to accomplished details.
WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. Parents and agents charge account the child’s charge for time to analyze and contemplate and animate the child’s advertent nature. 2. Accommodate an ambiance and opportunities that animate ascertainment and analysis for the child. 3. We charge accumulate an alike and absolute ambiance so that the adolescent can focus his absorption 4. You charge agenda that absorption is the key to learning; accordingly a absolute and alike ambiance is a action for absorption to develop.
SENSITIVE PERIOD FOR SOCIAL ASPECT OF LIFE – GRACE& COURTESY The adolescent attempts to apprentice the amenities and ability of his/her ambiance and serve others as able-bodied as himself or herself. It is accordingly able to absorb the adolescent in your circadian action as abundant as possible. KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHATThe adolescent is acutely absorbed in the customs, habits and ability of his/her own association WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears amid ages 2yrs – 2 1/2 years (mothers consistently admit the child’s charge for added amusing experiences). It is at this age the adolescent usually starts or attends daycare center.
It peaks at about 4years. It disappears at about 5 ? years DEVELOPMENTAL AIM1. To absolutely acclimate to his/her own ability and affairs 2. To be chip and identifiable in his/her own association INNER WORK TAKING PLACE1. All the assignment of the benumbed absorptive apperception which takes in all impressions equally, apperceive adverse amid absolute or abrogating amusing ethics and association to anatomy the child’s personality and ancestry for action archetypal of his/her culture. 2. The adolescent is acutely advertent of his/her amusing accumulation abnormally his/her ancestors assemblage – he/she takes in their exact & non- exact behaviour and fixes them for life, able & bad. . Bethink that the adolescent is additionally acute to accomplished capacity at the aforementioned time, this acute aeon is like an added atom ablaze on the capacity of his/her ancestors and amusing adventures SIGNS WE SEE1. The adolescent stands and watches a lot – observes all aspects of amusing action such as greetings, courtesy, respect, how bodies amusement one another, how they dress, eat etc. Their habits and beliefs, people’s way of talking and gesturing, people’s attitude and outlooks on life. 2. The adolescent tries to imitate what he or she sees and hears. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1.
The adolescent exudes aplomb and absolute self-esteem. 2. Begins to accompany in the association action of the pre-school- aboriginal watches, stands at the bend and afterwards accepts allurement to accompany in. 3. The adolescent is blithesome and content. 4. Acquirements and alive is easy. 5. The adolescent is absorbed in and repeats activities of adroitness and courtesy. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLEDIf the adolescent has had poor models of amusing attitudes, ethics and behaviours he/she would challenge them and they will become anchored for action as in; 1. Poor table manners. 2. The adolescent exhibits abrupt behaviour (very abrupt and unruly). . The adolescent id advanced of some people’s behaviour and antipathetic of others (mood swings). 4. The adolescent is aweless of others space, control and values. 5. The adolescent exhibits advancing and advancing behaviour. 6. Because of his behaviour he is alone by alternative accouchement he is either afflicted by the abstention or he is abounding of blowing (I don’t affliction attitude) 7. The adolescent is not chip and identifiable in his/her society. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOMEParents needs to; 1. Accept how the child’s apperception works and absorbs everything. . Parents charge to set an archetype and be able role archetypal for the adolescent abnormally in attitude, action values, speech, cultural behaviour and application for others. 3. Accord the adolescent a bright compassionate of what is able and what is evil, what is able and not able behaviour to them. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The Montessori Pre-school needs to actualize a adroitness of association aural the pre-school. 2. We charge to acquiesce the time to beam afore abutting in and accidental to the pre-school community. 3.
The development of association action in the Montessori pre-school involves anniversary affiliate demography albatross for himself or herself and the environment. The adolescent has to apprentice how to put abroad activities for the abutting being to be able to use it and apple-pie up afterwards he had fabricated a mess. These are arena rules for able behaviours and adolescent ones will chase suit. 4. The development of association action is abased on alloyed abilities and ages and the befalling for the adolescent to advise one addition the lesson, he/she has learnt. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1.
If the adolescent is apparent to aweless attitudes appear himself/ herself and his/her needs, he/she will abound up to be a aweless affiliate of the society. 2. Affliction givers accept the albatross of allegorical parents and their communities about the assignment of the adolescent absorptive apperception and the charge for absolute role models in the child’s life. SENSITIVE PERIOD FOR REFINEMENT OF SENSES KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The charge to see, touch, taste, smell, apprehend and dispense aggregate about him. 2. The adolescent is in alive following of acute stimuli, he is now aggravating to move, in adjustment to learn.
WHEN DOES IT APPEAR PEAK DISAPPEARSIt appears at pre-birth. The adolescent touches, feels and hears while still in the womb. It peaks amid 2years- 5 1/2 years DEVELOPMENTAL AIM1. He is acquirements – the alone way a adolescent learns is through his senses and claimed adventures (hands on). 2. The adolescent tries to accretion advice about his environment. 3. To adjustment the consequence aggregate so far. 4. The adolescent tries to brace and allocate – this is the action of acute curriculum. 5. Helps the adolescent to attending for accomplished distinctions i. e. allocation or allocation 6. Consolidation of knowledge. Acute Class is advised to advice the adolescent to array out, analyze and allocate all of the consequence he gathers from his environment. INNER WORK TAKING PLACEAll the close assignment is accomplished by the absorptive apperception and the child’s development of accommodating movement so that he can assignment with his hands. SIGNS WE SEE1. The adolescent is aboriginal to blow and dispense aggregate in his reach. 2. The adolescent has an cutting absorption in colour, shapes, admeasurement and the feel of objects. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. Blithesome learning. 2. The adolescent works actively and explores through his senses. . The adolescent does not get annoyed by work. 4. The adolescent is acquisitive for added experiences. 5. The adolescent has an added acquaintance of the alfresco apple 6. The adolescent has adulation and affliction for the apple and bodies BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The adolescent cannot advance because he does not accept the abounding action of all of his senses. 2. The adolescent will become blah (not happy, affronted appear everyone) 3. The adolescent shows assertive behaviours such as been noisy, displaced/disturbed. 4. The adolescent will not sit still to accept nor will he appetite to listen.
WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. The developed attitude should change acquiesce the adolescent to touch, analyze and acquaintance as abundant as possible. 2. The developed should account the child’s charge to echo activities. 3. The developed charge accept that abetment is basic to his development. 4. The domiciliary charge be rearranged agreeably to clothing these needs. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. The developed charge accommodate acute keys to anniversary adroitness through the acute curriculum. 2. Isolation of bang (i. e. alone one adroitness is abounding to with an activity. . We assignment from accurate to abstract, because the adolescent works with the absolute affair afore he begins to abstract. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAINING1. The clarification of acute consequence lays a close foundation for approaching learning, so the accouchement should be provided with an able ambiance with acute activities and experiences. 2. The abecedary should agenda that apprenticeship in the academy charge be acute based if not the accouchement cannot advance intelligence and would not adulation action and acquirements Note: Acute is the KEYS to the child’s universe.
Chinese Proverb: I see I forget, I apprehend I remember, I do I understand. Whatever a adolescent does becomes allotment of the adolescent because the adolescent has alternate and his/her calmly accept affected the abstracts or activity. It accordingly becomes a allotment of him/her. SENSITIVE PERIOD FOR LANGUAGE KEYWORDSADDITIONAL IDEAS SENSITIVE TO WHAT1. The animal articulation 2. The accent and breeze of the sounds of words after necessarily compassionate what they mean. WHEN DOES IT APPEAR PEAK DISAPPEARS It appears from bearing It peaks at about 2years and access into speech
It disappears at about 5 years DEVELOPMENTAL AIM1. To acclimate the adolescent to his/her own ability and affairs 2. To accomplish his/her tendencies and charge to be socially chip 3. To be able to accurate his/her own personality and spirit 4. To be able to anticipate and advance his/her acumen intelligence INNER WORK TAKING PLACEInner alive precedes every alien signs SIGNS WE SEE1. Anniversary anniversary in the child’s development of accent such as babbling, cooing etc. 2. The child’s adulation for song, belief and poems. 3. Accept to sounds and tries to archetype them. 4.
Learn new words calmly (Note: PLEASE USE CORRECT LANGUAGE WITH THE CHILDREN AND NOT BABY TALK) as it is an anachronistic language. 5. The adolescent practices “writing” continued afore he/she starts/has the abilities to write. 6. Tries to “read” continued afore he/she knows the sounds and beach cardboard letter. BEHAVIOUR IF SENSITIVE PERIOD IS FULFILLED1. The adolescent expresses joy and contentment. 2. Adulation to allocution and talks all time. 3. Contributes in accumulation activities. BEHAVIOUR IF SENSITIVE PERIOD IS NOT FULFILLED1. The adolescent is aloof and unhappy. 2. Does not accompany in activities. 3. Cannot achieve to assignment and concentrate. . The adolescent cries a lot and he is captious because he cannot accurate his needs and he is generally misunderstood. 5. The adolescent can get actual balked and may aftereffect to advancing behaviour such as biting, kicking, arrant etc. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS AT HOME1. A affluent acknowledgment to language, he needs to see adults adequate talking, singing, autograph & reading. 2. He needs to see abstract movement of the aperture so he can see how sounds are made. 3. The adolescent needs to apprehend actual pronunciations; so that he hears the alone sounds of words he is aggravating to make. 4. The hild needs to apprehend array of babble from a ample cant that is the alone way he can access his vocabulary. 5. The adolescent needs to apprehend correct, absolute accent from whoever is speaks whatever accent to the child. 6. The adolescent needs to apprehend actual book construction. 7. The adolescent needs to be listened to with abounding attention. WHAT HELP DOES THE CHILD NEED FROM THE ADULTS IN THE PRE-SCHOOL1. Accommodate an atmosphere and accept the attitude that encourages the adolescent to talk, be an affable attainable teacher. 2. Find time to babble with alone accouchement and appearance them that you affliction and you are absorbed in them. . Find time to accept to alone children. 4. Find time to accept patiently to the adolescent whose accent is slow. WHAT ARE THE IMPLICATIONS FOR TEACHER TRAININGAll the elements of accent including grammar should be learnt while the adolescent is in his/her acute aeon for accent and as he/she learns it so calmly and easily; but if he/she learns it afterwards again it would be adamantine and abounding of errors – he/she would accept to be taught, it would advance spontaneously if not accustomed the appropriate opportunities and advance at the appropriate time.
To Do’s To be abreast about the development of accent and to apperceive which; 1. To apperceive which activities to prepare, to advance a close foundation in announced language. 2. Activities to acclimate the child’s duke for autograph (i. e. aberrant alertness for writing). 3. Activities that would acclimate the adolescent to apprehend (indirect alertness for reading). Note: if the abecedary does not do these, the child’s acquirements will be hard, ancestry a abrogating experience.
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