She came to believe that with special educational treatment, their condition could be improved. Inspired by this new idea of pedagogy, she devoted herself to the teaching of defective children. Gradually, she began to realise that the methods she was using had nothing in them peculiarly limited to the instruction of the retarded. On the contrary, they contained educational principles more rational than those generally in use. She says, “This feeling, so deep as to be of the nature of an intuition, became my controlling idea. I became convinced that similar methods applied to normal children would develop and set free their personality in a marvellous and superior way.” Thus developed the Montessori Method, the educational system devised by Madame Montessori and which has undergone a process of birth, death and re-birth. In the last few years, innumerable books, magazines and newspaper articles have appeared in many parts of the world, singing the praises of Madame Montessori. As a matter of fsct, a whole ‘Montessori Mystique’ has come into being.
New theories have developed leading to new methods for pre-school education in different parts of the world. However, they are either adaptations of the Montessori Method, or deviations in some respect, yet, rooted somewhere in the Montessori Method. One such scheme operating in U.K. is the Early Years Foundation Stage (EYFS).
Theory and principles: Montessori was not a theoretician in the true sense. Montessori education is based on an empirical experiment with children in concrete life situations. Madame Montessori was so struck by what she observed that she never felt the need to build up an abstract theoretical system. More important to her were not the theories but the child itself and the revelations of its spontaneous behaviour which touched her so profoundly that she devoted the rest of her life to provide him such conditions ...
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A Critical Analysis of the Early Years Foundation Stage (EYFS) Introduction Children are the most vulnerable people who have innate potentials yearning to be unleashed. It is in their early childhood when they begin to manifest such potentials and since they have yet to develop physically, cognitively and socio-emotionally, they would need supportive adults to guide them towards the right path in optimizing their potentials.
Introduction The early year foundation stage (EYFS) is an imperative time for the emotional, cognitive, social and physical development of children. This is a learning period targeting children below five years of age. The curriculum is designed in a way that it ensures holistic development of children.
Early educational programs, which are followed in day care centers, Montessori and pre-kindergarten centers, play a vital role in developing the overall skills of the children. Hence the teachers and instructors who are part of such centers have been entrusted with the most influential role as it is through them that the children first learn to observe, analyze, learn, read, and speak apart from encouraging their creativity, imagination and motor skills.
The sensory functions on the other hand enable the child to receive sensations coming from his or her environment. The child then lays foundations of her or his intelligence by the continuous exercise of making observations, making comparisons and judgments.
It is basically the study of human behavior regarding different situations, i.e., how a person or a group of person react while facing a particular kind of situation. By studying the behaviorism, human psychology can be well understood effectively. Hence by studying a variety of cases, psychologists become able to drive a generality about human behavior & find the ways of treatment of different psychological problems.
Early Years Foundation Stage (EYFS) Setting Introduction This paper summarizes facts about the processes that are involved in the implementation of Early Years Foundation Stage (EYFS) and assess the extent to which the early years curriculum it proposes has been implemented.
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