А. В. Коваленко World Educators of the Kindergarten Movement для студентов направления подготовки
Exercise 7. Read the text once more and decide if the following statements are true or false. Prove your point
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- Exercise 8. Read the text again and complete the following sentences by choosing the one correct variant (a, b or c) that best completes the sentence.
- Exercise 9. Read the text «Maria Montessori» and answer the following questions.
- Exercise 10. Make an information map to collect information about Maria Montessori, an Italian physician, educator.
- Exercise 11. Creative task. Discussion.
- Text 9. Montessoris Pedagogy
- Important events in Montessoris life 1870
- 1896-1906 Held a chair in Hygiene at a Womens College in Rome 1898
- EXERCISES Exercise 1.
- Exercise 2. Find the right pronunciation of these words in a dictionary, read them and explain their meaning
- Exercise 4. Learn new words and word combinations and use them in your topics.
- Exercise 5.
- Exercise 7. Read the text once more and decide if the following statements are true or false. Prove your point.
- Exercise 8. Complete the table « Important events in Montessoris life» and tell about Maria Montessoris life.
- Exercise 9. Make an information map to collect information about Montessoris Pedagogy.
- Exercise 11. Creative task. Brainstorming.
- Text 10. Jean-Ovide Decroly (1871–1932)
Exercise 7. Read the text once more and decide if the following statements are true or false. Prove your point. 1. Maria Montessori was the first female doctor in the world. 2. After the establishment of Montessori’s first school in Rome, she was invited to India. 3. According to Montessori’s method, children can use materials to guide their opened research. 4. She wanted mentally disabled children can be brought to the level of normal children. 5. Dr. Montessori was forced into exile from India in spite of her antifascist views. 6. Maria Montessori devoted her lifetime to the study of child development.
1. Maria Montessori is best known for … . a) her treatment of sick children b) her educational method c) her nomination for the Nobel Peace Prize 2. Maria Montessori was the first woman … . a) to become the first female doctor in Italy b) to go to India c) to give lectures 3. Maria Montessori was a director of the institution of … . a) capable children b) ordinary children c) mentally disabled children 4. She gave a lecture at the Educational Congress in Torino about … . a) the training of the disabled b) a mixed age group students c) «the first Montessori miracle» 5. There was a great interest in her method in North America, after … . a) she was nominated for the Nobel Peace Prize b) the establishment of Mon’s first school c) she was invited to San Francisco 6. The education of young children was altered forever after … . a) Maria Montessori’s visit to India b) the Panama-Pacific Exposition in San Francisco c) she was nominated for the Nobel Peace Prize Exercise 9. Read the text «Maria Montessori» and answer the following questions. 1 .What education did Maria Montessori receive? 2. What is Maria Montessori famous about? 3. For whom did Dr. Montessori develop her program? 4. When was Maria Montessori’s first notable success? 5. What was «the first Montessori miracle»? What have you learnt about it from the text? 6. The Montessori method of teaching has enabled children to learn to read and write more quickly, hasn’t it? 7. When and with whom did M. Montessori go for working to India? 8. What have you learnt from the text about Maria Montessori’s movement in India?
educator
Exercise 11. Creative task. Discussion. It's fundamental debate in democratic countries and also in Russia: how should society educate its small citizens? There are different programs of education in our kindergartens. One of them is Maria Montessori’s method of education. There is a kindergarten in Surgut where nursery nurses use M. Montessori’s ideas in their work. Do you know about it? Do you want to work in such kindergarten? Students' ideas FOR ● Maria Montessori’s method of education isn’t a class-fixed system; ● the orientation to the free, independent, active person; ● mentally disabled children can be brought to the level of normal children. Students' ideas AGAINST ● Maria Montessori’s system of education is only for small children (2 – 4 years old), later children must be more seriously prepared for school; ● it’s only a fashionable method of education.
Aside from a new pedagogy, among the premier contributions to educational thought by Montessori are: • instruction of children in 3-year age groups, corresponding to sensitive periods of development (example: Birth-3, 3-6, 6-9, 9-12, 12-15 year olds with an Erdkinder (German for "Land Children") program for early teens; • children as competent beings, encouraged to make maximal decisions; • observation of the child in the prepared environment as the basis for ongoing curriculum development (presentation of subsequent exercises for skill development and information accumulation); • small, child-sized furniture and creation of a small, child-sized environment in which each can be competent to produce overall a self-running small children's world; • creation of a scale of sensitive periods of development, which provides a focus for class work that is appropriate and uniquely stimulating and motivating to the child (including sensitive periods for language development, sensorial experimentation and refinement, and various levels of social interaction); • the importance of the absorbent mind, the limitless motivation of the young child to achieve competence over his or her environment and to perfect his or her skills and understandings as they occur within each sensitive period. The phenomenon is characterized by the young child's capacity for repetition of activities within sensitive period categories (Example: exhaustive babbling as language practice leading to language competence). The Montessori method of education that she derived from this experience has subsequently been applied successfully to children and is quite popular in many parts of the world. Despite much criticism of her method in the early 1930s-1940s, her method of education has been applied and has undergone a revival. It can now be found on six continents and throughout the United States, but is still subject to some criticism. From www.glenone.com Important events in Montessori's life
Exercise_1.'>EXERCISES Exercise 1. Put in the missing letters. Check yourself with a dictionary: i-f-r-at-on, a-c-m-la-ion, s-im-la-ing, -o-iva-i-g, -nt-r-c-i-n, p-e-om-n-n, -n-tru-t-on, -nv-ro-m-nt, e-p-rim-n-a-ion, -e-in-m-nt. Exercise 2. Find the right pronunciation of these words in a dictionary, read them and explain their meaning: an instruction for children, sensitive periods of development, a self-running small children's world, language competence. Exercise 3. Match the words with their definitions.
Put your answers in this table. Model:
Exercise 4. Learn new words and word combinations and use them in your topics. the importance of the absorbent mind the phenomenon to perfect smb’s understandings a new pedagogy to make a maximal decision language practice a level of social interaction exhaustive babbling child-sized environment language competence to perfect smb’s skills program for early teens defective children the child’s observation
1. The minister’s reforms are … questionable. 2. This invention made a major … to road safety. 3. The company provides … on how to operate the computer. 4. She acted with …, closing the bank account and phoning the police. 5. There was the usual gang of … outside the cinema. 6. The … for the decision is the desire to improve our customers. 7. Language games are usually intended to encourage student … . 8. Huge amounts of money have gone into the … of a new exam system. Exercise 7. Read the text once more and decide if the following statements are true or false. Prove your point. 1. Small children are the most sensitive group of children. 2. Teens can make maximal decisions. 3. Parents and teachers must observe the child in the prepared environment. 4. Exhaustive babbling as language practice leading to language competence. 5. Montessori method of education is quite popular in the world. 6. Montessori method is still subject to some children.
 Exercise 9. Make an information map to collect information about Montessori's Pedagogy.
Montessori's Pedagogy   to be a new
pedagogy
Exercise 11. Creative task. Brainstorming. Imagine that you are a nursery nurse in the kindergarten. You work there after finishing Preschool education department of Surgut State Pedagogical University. You will take part in the conference in the decision of the problem «Problems of Preschool Education». What questions will you ask the organizer of the conference? Will you prepare any material on this problem? What difficulties do you meet in your work in the kindergarten? Share your opinion with the colleagues. What new technologies do you apply in your work? What will you wait for from the conference? Text 10. Jean-Ovide Decroly (1871–1932)
O  vide Decroly is Belgian pioneer in the education of children, including those with physical disabilities. Through his work as a physician, Decroly became involved in a school for disabled children and consequently became interested in education. One outcome of this interest was his establishment in 1901 of the Institute for Abnormal Children in Uccle. Decroly credited the school’s homelike atmosphere with helping students achieve better and more-consistent educational results than those typically achieved by nonhandicapped students in regular schools. Ovide Decroly, was pioneering in the education of the very young, also proceeding from the psychological study of abnormal or exceptional children. In 1907 he opened his School of the Hermitage near Brussels. Unlike Montessori’s children, however, Decroly’s children worked in groups, and they worked with real things drawn from everyday life. His educational system was based on three processes: observation, expression (oral, written, manual, or artistic), and association of space and time. He felt the universal needs of the child to be food, protection against danger, endurance for the frustrations of life, work, play, self-evaluation, and self-discipline. Nothing in Jean-Ovide Decroly’s early life would have led to a forecast of a career in education. Coming from a strict provincial background in the small Belgian town of Ronse, he had to face the demands of his parents, who were obsessed with the academic success of the most gifted of their children. His turbulent spirit led him to detest the two boarding schools that imposed a classical Greek and Latin education, remote indeed from his passion for drawing, dancing, music and, above all, natural science. He appreciated all the more his years at the medical faculty of the University of Gent, where he was a student assistant before turning to the highly experimental discipline of pathological anatomy.
The young biologist was soon to discover the medicine of the mind. As the brilliant winner of the University’s Competition and of the award of the Travelling Scholarship Foundation, he spent the 1896–97 academic year at the University of Berlin and the Salpetriere Hospital in Paris where he met avant-garde specialists in mental illness and turned towards neuropsychiatry, and then to psychology – just as Freud had done in the same places twenty years earlier. But Decroly steadfastly affirmed that biological and mental phenomena, the biological and mental foundations of all behaviour were correlated. In 1898, Decroly moved to Brussels with his young wife. At the University of Gent he again took up his research on mental illness and on the pathological anatomy of the brain. The clinic in the hospital setting was of more interest to him than were the patients. He also began working at the Brussels Polyclinic as an assistant in the neurology department and, shortly afterwards, was put in charge of the section for abnormal and speech-defective children. This experience was both painful and decisive. Faced with the poverty of the cities, Decroly discovered the human, social and educational abandonment that his little patients suffered from. The working-class state schools almost always condemned them to failure and to the fringes of society. It was remote indeed from the preventive education that became his steadfast ideology. If Decroly ascribes a preventive role to schools as a priority, it is primarily to supplement the parents’ educational function: in the life of our contemporary society, the role of the school becomes more important as the parents’ role has become more difficult and as adaptation to life has become more complicated. In the all-too-frequent cases where the family situation is clearly harmful, the medical and educational protection of the children is obviously preferable to hospices, asylums, reformatories or prisons. Modern education was not going to change solely to fulfill this social function. The evolution of technology and knowledge encouraged the emergence of new intellectual approaches, and it was vital to adapt education to the requirements of modern science. Like his contemporary, Leon Brunschwig, Decroly denounced the monopoly position of classical humanities focused on mankind, based on literature and imbued with a Cartesian rationalism limited to its philosophical content. Teaching would have to be opened out to knowledge of matter gained over a period of three centuries. Technical and scientific training would be based on the observation of concrete facts, the use of the experimental method which allows analysis of the facts, introducing the students to technologies which make it possible for human effort to transform nature, and providing access to sciences which ensure that experiments can be quantified and extrapolated. The classical humanities themselves would be integrated with the human sciences, thereby affording new perspectives on human phenomena. This modernizing of educational content would finally adapt schooling to the evolution of contemporary culture, starting from the realities of the child’s own surroundings. жүктеу/скачать 2.4 Mb. Достарыңызбен бөлісу:
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