Osipova Juliya Sergeevna
Belgorod National Research University, student
Realization of M. Montessori ideas in the modern pedagogical process
Annotation
Modern educational space is "impregnated" with ideas of humanization and personality-oriented concept. In this regard, it becomes necessary to study and understand the potential of those pedagogical systems and techniques of a personal orientation that have taken their solid place in the educational space, having proved their importance, efficiency and productivity. One of the most striking representatives of ideas with a humanistic focus is the Italian teacher, psychologist, founder of the method of scientific pedagogy M. Montessori. The article discusses the positive and negative aspects of the developing method of M. Montessori.
Keywords: Montessori, pedagogy, Primary School, psychology.
Civilized society has great experience in the field of education. It tries to organize the child to develop as comfortably as possible and to obtain the necessary knowledge, skills and skills for professional formation in society. Education is an important area of society, as education depends on the development of the whole country and even the world. For this reason the modern pedagogics reinterprets problems of training, education and personal development of the person, analyzing changes in a new sociocultural situation and considering new requirements to formation of the personality. Modern education is increasingly seeking humanization and anthropatization, which proves the relevance of M. Montessori 's ideas in the modern pedagogical process, because it is in Maria Montessori 's ideas that «freedom» «self-development» and «creation »are key words.
Unfortunately, many parents who have sent their children to Montessori schools or special groups are not well acquainted with the Montessori methodology. A lack of awareness has given rise to many myths about this learning system. We will analyze the shortcomings of the Western system introduced in Russia and consider the most popular myths.
One of the most popular misconceptions regarding Montessori's pedagogy is the opinion that this is a “silent” technique. Maria Montessori herself wrote for teachers working with children: "Keep an account of your words." She did not mean that the teacher should completely limit himself in contact with the pupil, but that he should not interfere with him and be imposed. Do not do what the child can do by himself. Experience with children shows that comments at the time of the implementation of the activity prevent the child from concentrating. The teacher comes to the rescue when the student asks him about it. Irina Isaeva, chairman of the Interregional Montessori Association, says, "Montessori is suitable for all children." It is impossible not to support disagreement in this, because, based on their own life observations, there are children with inborn shyness and inactivity in communication, and such a child may just be shy to ask for help from the teacher, hence the development of isolation is quite possible. It seems to me that such children will be better suited to the teaching methodology in which the teacher will be the first to take the initiative in contacting the child.
Another common myth about M. Montessori's pedagogical system: it is difficult for children who have completed pre-school education on this system to adapt in an ordinary traditional school and obey its rules. According to the ideas of humanistic pedagogy, freedom is not permissiveness, but the right of independent choice. Montessori schools also have rules that pupils willingly obey, because they are taught that rules help, not interfere. Many educational institutions that have received natives of Montessori schools characterize such children as disciplined, eager to make contact with adults and peers, independent and consciously accepting the rules of the educational institution.
The following misconception relates to the pedagogical process of the Montessori system: there are no games in it, although the game is one of the main activities of preschoolers. Maria Montessori did not deny the game, she only attributed them not to the main activity, but to rest. In the main time, children should learn the real world around them. “The child is exiled to the world of toys, removed from the affairs that he needs for internal development,” said the humanist educator. Where it is better to give the child real dishes, instead of plastic toys, so he will have the opportunity to satisfy his needs and to know the real world around him. Many are also mistaken in saying that it is impossible to work in a group with children of different ages. And this is how not only the kindergarten is arranged, but also the M. Montessori school. It is difficult to agree with this, because a group of different ages reminds me of a large family in which younger children are taught respect for elders, and older ones help and support babies, set an example for them and motivate them to learn. Such an experience will certainly be useful for children in adapting to a new team in the future.
Having delved into the theoretical and methodological foundations of Montessori pedagogy, as well as having studied the practical experience of other Montessori teachers, we can highlight, in addition to the pluses, some negative aspects of such a training system. Since the M. Montessori system has begun to gain popularity recently, training in such centers is quite expensive and is even considered elite. For example, tuition at a Montessori school in Moscow ranges from 20 to 200 thousand rubles, which not every parent can afford. The downside of this pedagogy is that there is no place for fairy tales in it. Maria Montessori wrote that fairy tales immerse the child in a non-existent world, while he must know the real one. She believed that it was better to tell real things to children: for example, how life processes occur on Earth, why the sun shines, etc., instead of telling fictional stories. One cannot disagree with the fact that fairy tales primarily develop fantasy and imagination in children, and also many fairy tales contain a huge amount of instructive information, therefore fairy tales are necessary for children. Another disadvantage of the Montessori system is that the teachers who teach children in this program lose their authority in some way. This applies specifically to Russia, because traditionally here teachers are looked upon as leaders who indicate what to do, and not as observers and assistants.
From January 1, 2014, textbooks and teaching aids according to the new Federal State General Educational Standard were received in secondary schools. The new standard introduces more and more humanistic ideas. Many teachers who do not have competence in the pedagogical system of M. Montessori do not know how to implement the program by all the usual methods and help the child in the formation of personality. Without Montessori's pedagogy, this is difficult to achieve, and the formation of a Montessori teacher is a rather lengthy process. In addition, the current examination system is completely contrary to the ideas of humanistic education. Standardized test exams significantly affect the psyche of children and the quality of education in general. Many criticize the Unified State Exam and do not consider it an indicator of graduate knowledge. Preparing for such an exam forms children's skills in automatically completing test tasks, and this has nothing to do with knowledge.
The Montessori pedagogical system is good and has many advantages, but do not forget about the cons. We can conclude that the Montessori methodology training should be better defined for additional education and combined with the usual traditional in order to compensate for these same disadvantages. In general, the effectiveness of Montessori pedagogy has been proven more than once and should, at least partially, be used in traditional pedagogical practice, because, in my opinion, the idea of free, but controlled education is in line with modern society.
References
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