Thoughts continued …

In a world of a technological way of living, where Internet shopping is the most convenient in our fast living world, I see it as our responsibility, the responsibility of the adults/teachers that we protect and preserve the true essence of education,… reading and learning through experiences and the exchange of thoughts and ideas.

One needs to be careful to forelive this attitude to the children that will be our future leaders.

How can we accept, that knowledge starts to sit exclusively within machines that show us the way, in physical direction or mental self-understanding?

How can we accept that children are classified according to the ability of learning?

We need to stop, to let other people tell us what a child needs, when often the one element that is needed is ‘giving the time’ and that is neglected and seen as non-existing?

How can that be?

I think and believe that all children have the same ability to learn. Everyone is different and according to that, time, environment and approach needs to be adapted, prepared and respected. If we allow ourselves to respect and cherish these three factors, that are omni-present, globally existing for everyone, and most of all for free, would change a fair amount of fore-said, decision-made, prejudices and pre-conceived ideas.

Places like little book shops, offering additional writing and reading sessions are getting lost hence to big corporate companies, that give you all the happiness you need for the price of stripping your personality with or better for them.

My book shop goes against this way of living. My team and I know the people, we share a moment together through the process of making the decision, choosing the book that one wants. It is important to have the personal contact. That needs to be and is forelived in this environment. Children see and hear these conversations, wonder and ask questions.

Once again it is the environment that sets the mood and openness of oneself. It is the prepared environment that gives a sense of security and compactness.

Dr. Montessori said: Education is a natural process carried out by the human individual, and is acquired not by listening to words, but by experiences in the environment. The teacher’s first duty is to watch over the environment, and this takes precedence over all the rest.

Chris

The Fourth Plane 18 – 24 – ‘Maturity’

MATURITY (18 – 24)
Providing that all has gone well before, this becomes the time when the individual develops the spiritual strength and independence for his or her personal mission in life.

This individual becomes a human being who has attained a high level of moral conscience and responsibility, and can work for the good of humanity.

Thus the developmental life of a human being is a sequence of births.

An earlier plane always prepares the one that follows, forms its basis, and nurtures the energies, which urge the individual towards the succeeding period of life. If the child is allowed to unfold according to its natural development, and is provided with the right environment, he/she can offer his/her gifts to the rest of humanity

The Four Planes of Development II

THE FOUR PLANES OF DEVELOPMENT

The four Planes (or phases) of development is an overall vision of Montessori’s
developmental psychology from infancy to adulthood. Her vision of the whole of
development and growth was not her own. It provides a holistic view of the developing human being and explains the constant Montessori idea of the importance of education as a “help to life”. `

The four Planes of development define the stages of human growth from birth to biological maturity. Each stage lasts approximately six years and a different set of psychological characteristics can be observed in each stage.

Human tendencies manifest according to these characteristics. Sensitive periods guide each stage of development and are most pronounced in the first stage.

Infancy 0 – 6 years

During birth to age six the child develops his psyche and makes great physical changes.

6 – 12 years
Adolescence 12 – 18 yearsAges twelve to eighteen are a period of intense physical and psychic change. During this period the construction of the individual in relation to society occurs.
Twelve years of age is a line of demarcation. What happens before is considered to be the age of childhood and what happens after is preparation of adulthood. This is when the youth accomplishes the transformation into the adult member of the species and creates a social self who will assume the role of contributor to society itself.

12 – 18 years

https://educationaljournal.wordpress.com/2009/03/29/the-four-planes-of-development-12-18-adolesence-turmoil/

Maturity 18-24 years

https://educationaljournal.wordpress.com/2009/04/19/the-fourth-plane-18-24-maturity/

The Four Planes of Development

Dr. Montessori said,

“Trust the spontaneous, organizing power of the human intellect”.

“The human mind works by itself, moved by a power within.”

Each plane displays different characteristics and needs to be treated accordingly.

The first and the secound plane are the stage of childhood, the third and the fourth plane the stage of adult hood. There are parallels between the first and the third periods. They are the periods of greatest physical growth and transformation. The second and the fourth peiod have the parallels of great internal growth and development.

The greatest change occurs during the first three years in both planes (0-3)(12-15). The secound three years strengthen and customize, perfect and stabilize then growth and tranformation that took place during the first three years.