Concentration helps the child in his social development Essay

The first essential for the minors ontogeny is concentration. It lays the whole basis for his character and well-disposed behavior, he must find out how to concentre, and for this he withdraws subjects to concentrate uponThe Absorbent Mind, fallerter 22Discuss how the Montessori Education cares to develop a tikes concentration and helps the kid in his social information.In order to accomplish any task you take up to be able to concentrate your mind for a age, it is a basic requirement for tuition or socializing. Children non only pack to be able to focus on tasks but also need to stay in the single place long enough to gain the task at hand, so they shtup listen to and follow instructions.Montessori Education system offers remarkable methods of teaching children, the system believes in turn overing with children who show attention problems and helping them develop the essential mechanism for study dousing, which helps in social victimisation of a child.This system stands out because it does non create a divide between children who ar voguish and the ones, who be disoriented. jibe to the system a childs mind should be dealt with sensitivity and upper limit deal, all disorders should be acknowledged for fine tune before a child outhouse in reality start processing knowledge that is imparted to him. A child can only develop social skills later on he has mastered the essential attribute of concentrationConcentration is a part of life. It is not the implication of a method of gentility. The Child, Society and the World p. 12, Chap IIChildren from time to time experience slightly concentration or focusing difficulties, this for the most part happens when they argon all over-tired, over-stimulated or over-loaded. However many children overdue to theirphysiology or psychology have greater difficulty focusing on tasks and on opposite people, children may either settle into a task actually(prenominal) smoothly or find start ing a task difficult or they lose focus entirely and leave that task half done. It is not possible for a child to develop social skills if his concentration is diluted.There atomic number 18 diverse reasons wherefore children have problems concentrating. One child might be visually over slight. For example, hell be highly confuse by bright sunlight coming in by means of a window or withal much color on a display board. Another child who is oversensitive to smells might be distracted by the teachers perfume or an odor coming from the cage where the animals are kept. Auditory sensitivity can be just as distracting. Some children are so sensitive to certain kinds of low-pitch sounds, much(prenominal) as push backs, that if their classroom happens to be near the boiler room, a rumbling folie most people dont purge notice will grab their attention. If we could get these children in a less distracting environment, they might do much offend at attending.Dr. Maria Montessori, the p ioneer 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 development is Concentration. The foremost purpose of Montessori education is to help children develop concentration skills al ushery within them and direct them to execution this creative limiting 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 foundation 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 fittingly 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 substantiate childrenwho are under-reactive 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 will front to be living in his profess world. Montessori structure provides unparalleled 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 expend steering 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 developmental difficulties may have multiple disorders at the same time which forbids them from concentrating, for instance An auditory processing problem which makes it difficult for a child to make sense of the things he hears. If you give him three or four directions, he may only get the first ii and seem not to be concentrating on what you have instructed him to do. Visual-spatial processing problem provide serene other deterrents to concentration. A child with this challenge doesnt need glasses she just has difficulties organizing what she sees. For example, if you hide something in the childs room, instead of searching in each corner or feel under things, she may get stuck looking only in one part of the room.Children with this difficulty may be over focused some of the time and unfocused other times. They may have problems connecting what they see with what they hear, which hampers learning to rea d as well as attentiveness, and so they may appear lost or easily expression-tracked. push back planning or sequencing is yet another disorder that has been identified in children who are struggling with motor planning or sequencing, the ability 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 is nerve-wracking to get dressed. The way Montessori education engagements is, first diagnoses the concentration disorder of the child for cure, once the stage set is done and the teacher is confident the learning process begins.Thinking about AttentionThe mind has legion(predicate) different 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 looking 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 figure outs to strengthen the underlying functions. This method offers a better way to help a child be adopt more focused and attentive. Watching CloselyThe Montessori education system looks very close at children and observes who are inattentive, self-absorbed and daydreaming, while not overlooking the ones who show an unusual amount of natural process and may even be aggressive with others. Interestingly, a lot of overactive children turn out to be under reactive to things alike(p) touch and sound, and even to pain. They crave more sensations and so become very active in an effort to get more sensory input. They feel the need to be touching in space just to keep their own inner sense of movement going. In contrast, children who are overactive to their own movement are likely to be very cautious.They dont like to move much a t all and none of them would turn out to be the daredevil who jumps from the jacket crown of the monkey 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. some children are overloaded when they feel overwhelmed with noise and commotion, or theyre enduring an environment thats scarey 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 team ApproachMontessori system has persistently pointed out that both teachers and parentsare the key 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 qualified 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 additional team members observing in the classroom and talking with teachers and parents, we can tease out of the special area of concentration trouble.Montessori education encourages both parents and teachers to implement the following measures that can help a child concentrate better, the measures are Attend to their physiological needs 9 hours of good sleep with reduced sugar intake, also increase protein levels. Removing distractions at home preventing noise, fighting and un-necessary people. Creating a mood Calming background music, placing a fish store in a place of work and removal of distracting lights (neon/ fluorescent) Introduce sequencing and organization activitiesFigure out activities that a child focuses on best some kids concentrate better when they are invo lved in active activities, while others focus better when there are plenty of visual cues to help them. Making it self-movingMontessori education system strives to improve concentration in children and make it automatic. Anyone who has learned to drive a car will 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 colligate 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 freedom and joy with little sense of purpose or a goal. Montessorians consider that thisdemonstration of freedom and joy is just as evident whether a newfangled 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 serious 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 cooking and real cooking and we soon see the true nature of childhood revealed to us. Equally, all children will engage in family role-play, and gain enormous expiation 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 Observation entirely Montessorians appreciate 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 Effective Early Learning realize (Pascal and Bertram, 1997) we can really appreciate the true value of spontaneous learning available to children in Montessori settings and how it contributes to keep up 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. Pick up a cup and point to it. Then point to the milk carton and say, Milk? At a Montessori schoo l 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 weak in the visual area. aspect for an area of strength to aid in mastering the individual childs developmental is the crowning(prenominal) 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 above discussed methods have been devised over a course of time, Montessorians absorb and implement these methods to help children build their concentration and in turn sharpen their social skills. Developing 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 certain way which is acceptable by the society and the world roughly 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, around 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. elaboration in activitiesThe activities available to the children in a Montessori classroom 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. Sociable ClassroomIn the social life of a Montessori classroom, children come to prefer one anothers company to dolls, and they prefer real utensils to toys. While 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 EtiquettesAlong 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 call 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 comply to himself the same forms of behavior that others formerly practiced with respect to him Internet Solitary BehaviorA casual ob server might not notice the brilliance 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 unendingly solitary, even in the midst 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 natural developmental propensities. With a active environment and freedom to act within it according to their inner needs, individual rhythm and tempo, children exhibit characteristics not generally attributed to them. It is different from the discipline of a soldier, with his forced obedience, whe n 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 years 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, Knowledg e, 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 growth of his psychic development. He is responsible for his own self-construction.BIBLOGRAPHYS.NO.AUTHORBOOKPUBLICATION1Grose, MichaelINSIGHTS, Journal20092Greenspan, Stanley I.Early Childhood today, SCHOLASTIC3Montessori, MariaThe Child, Society and the World4Montessori, MariaThe Absorbent Mind20105Vygotsky, Lev SemyonovichJournal