Three Stages of the Child Development

enquiry 2 What be three st festers of minor development? maria Montessory dual-lane the process of s guardr development into tree stold ages. 1. First lay out receptive material instinct (0-6 geezerhood) This is the utter roughly of transformation and the characteristic of this period is known as the Absorbent Mind. The peasant absorbs environment into himself-importance. The tiddler creates the person she will arrest once given an appropriate and specially prep ared environment to work. Montessori state that during the absorbent look, the Sensitive Periods are at the strongest and facilitates the frys learning process.This period support be divided into two sub-phases. Unconscious Absorbent Mind (0-3 years). The boor cannot be dictated in this period nor can be at present influenced by the adults. The child learns unconsciously from his environment by using his sense impressions of eyesight and hearing. No formal schooling is suggested in this period however re adying of a suitable environment greatly helps a child in making ingenuous early impressions of the world around him. Children under the age of three, do not destiny to sport slightons in order to learn, they scarcely absorb everything in the environment by experiencing it, being part of it.It is therefrom important that the environment set up is good, nice and positive since this is what the child will absorb whether he chooses to or not. Conscious Absorbent Mind (3-6 years). Child becomes sensitive to adult influence. The period from 3 to 6 years of age is a period of conscious construction when the child takes consciously from the environment. This is the bless time to play. The child realizes the environment by the work of his hands. The child starts building personality basing on the impressions stored during number 1 three years of his life.The sense of touch gets coordinated with the mind. Hands become a prime motherfucker of learning. This is also a time of social de velopment. The child wants to have order of other children and can be separated from mother for short periods of time. Children of this age are also very drawn to activities that engage the five senses. Montessori materials are designed to clearly isolate specific concepts such as length, weight, shape, size of it and color. Children learn to compare and contrast using their senses of smell, taste, touch, sight and hearing. 2. Second power point Later Childhood (6-12 years)For many children, these years from six to twelve are the glory yearsa time of calm and steady increase and expansion of interests. At approximately six to seven years of age, children know a major transformation. This transformation leads from the sponge-like absorbent mind of early childhood to the debate, thinking adult mind. This is the period when children develop crystalline thinking skills. They have to think and consciously study in order to learn. During the stage of the absorbent mind, learning h appened almost automatically through exposure, but the reasoning mind needs to be consciously engaged in the learning process.This is a period of uniform growth, an intermediate period or the second stage of childhood. At this stage children are more stable, calm and of great energy. As the child has mastered most of the basic human skills, he no longer has the Absorbent mind but learn through reasoning using his imagination to research further. It is also a period of self discovery and a period for developing characters, morals and ethics. Montessori offers an exciting conception for guiding education The secret of good teaching is to regard the childs intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.Our civilise therefore is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to excite him to his inmost core. (Montessori, 1967, pg. 15). Maria Montessori id entified three primary developmental drives of the wide-eyed years. First, the child develops a voracious appetite for facts. Second, the child enters a period of moral formation and aims to ask questions about right and wrong. Third, his imagination becomes his most powerful learning tool.To feed this hungry mind and active imagination, Maria Montessori suggests that children need a vision of the whole universe starting with the solar system, the history and geography of the earth. Only a vision of the universe offers a framework for understanding all of the component parts. On the moral level, it helps children begin to understand that they are part of an integrated whole. 3. Third stage transubstantiation (12-18 years) This is a period of Transformation, both forciblely and psychologically. Mentally, they have developed logical thinking and do not like to be told or insistency into learning.During this time, age twelve to eighteen years others become more important. littler by little they leave the family, first emotionally then physically. This is catchy on parents. Parents are asked to see the adult in the child. Parents need to channelize how they talk. What was appropriate before is not anymore. They see adulthood coming and are very interested in themselves. All children at this age have an inferiority complex. They are convinced they are being watched. They imagine everyone is look at them. They dont have a stable inner(a) or outside anymore. It is also a very idealistic time.They need to be exposed to heroes and idealists. They want to know they have a affair to play. They respond to people who make a difference. The hardest part in our ordination is that they are seen as useless. Society is telling them there is no prop for them until they get older. The way out for this is often the arts, music and drama. This is the time that the child develops significant relationships with other adults. There is a decrease in IQ during this period. The child has a decreased interest in academic learning when they are really growing and going through great physical changes.It is a time to train for self-sufficiency. Connect lessons with practical, concrete experiences. This is a good time to learn about the independence and interdependence of nature. Like the first stage of development it is also divided again into two sub-phases puberty (12-15 years) At this stage the child is like a raw(a) born(p) baby. His character is seldom stable and there are signs of indiscipline and rebellion. The advent of puberty indicates the end of childhood. Marked physical changes take place and the child becomes very sensitive of his self.All the confidence and joyfulness of the childhood is suddenly lost. At this stage, the child needs full emotional support of parents and teachers. Adolescence (15-18 years). This period is label with an attitude of rebellion, discouragement, hesitation, and doubts. There is an unexpected decrease in intell ectual efficacy as compared to an extrovert of 6-12 years. The creativeness takes charge. The child now transforming into adulthood wants to explore the world. Sensitive to criticism and hates to be ridiculed. Parents and teachers need to accommodate mistakes and encourage new ideas.