Children have an innate curiosity about the world …



Ruth RansdellMONT 614Science Rationale“It is necessary to place the soul of the child in contact with creation, in order that he may lay up for himself treasure from the directly educating forces of living nature.”~Maria Montessori (The Montessori Method p155)Children have an innate curiosity about the world around them. They are natural observers and are fascinated by what they find in the world. They need to experience the physical world as well as the unseen forces: electricity, magnetism, and gravity in order to have a good foundation of knowledge to build on. Science is learning to discover. It is about questioning how things are created and continue to exist in the world. Science teaches the child to look for answers through research, observation, and experiments. This form of exploration appeals to the curiosity and imagination of a six to nine year old child. Maria Montessori pointed out that every element in our world has some important task to perform. This task will not only satisfy its own need but also contribute to the need of others in the process. This is one of the many facets of cosmic education. “Cosmic education is a way to show the child how everything in the universe is interrelated and interdependent, no matter whether it is the tiniest molecule or the largest organism ever created. Every single thing has a part to play, a contribution to make to the maintenance of harmony in the world. In understanding this network of relationships, the child finds that her or she is a part of the whole, and has a part to play, a contribution to make” (Lillard, 2005, p. 130). Physical science lessons in the six to nine classroom begin with the first of the Great Lessons. These inspired stories provide the foundation of the creation of the universe. Explorations of the concepts presented are encouraged through scientific thoughts: and so the child’s questions become his hypothesis and through the power of observation, he reaches his own conclusions about the laws of the universe. The introduction of the Creation of the Universe gives the child an overview upon which specifics are built.Science is an integral element of the Montessori curriculum. Science in the classroom is designed to cultivate the child's curiosity and determination to discover the truth for themselves. Children learn how to observe patiently, analyze, and work with materials both concrete and when appropriate, more abstract solving problems. Students participate in field trips and hands-on experiments and typically respond with enthusiasm to the process of carefully measuring, gathering data, classifying and predicting the outcome. One goal of Montessori science is to cultivate a lifelong interest in observing nature and discovering more about the world in which we live. Some science activities seen in a Montessori classroom are activities of magnetism, growing plants, classification of plants and animals. The activities strive to feed children's natural curiosity and can sometimes be cross-curricular. Topics that are studied include zoology, botany, biology, geology, physics and chemistry. An important aspect of teaching science in Montessori is to learn the nomenclature or vocabulary associated with each unit. “The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.” - Maria MontessoriScience concepts are introduced to even the very youngest students. All science exploration occurs within the natural environment and its application is fully developed within all areas of study. “With encouragement and a solid foundation, even the very young children are ready and anxious to investigate their world, to wonder at the interdependence of living things, to explore the ways in which the physical universe works, and to project how it may have come to be” (Seldin & Epstein, 2006, p 98).Beginning with zoology, the first unit of study in the early childhood Montessori science curriculum is "Living/Nonliving." Children learn the characteristics of living things, then how to categorize them by plants and animals. From there, they study the life cycles of different parts of the animal kingdom. Initial classification occurs during a unit called, "Fur, Feather, Scales." Then, they learn more about the characteristics of the vertebrates, including mammals, insects, amphibians, reptiles and birds. During the elementary years, they have deeper studies within the animal kingdom, including invertebrates, and learn how to classify animals, all the way down to the species. Classrooms often have multiple pets representing different parts of the animal kingdom. In botany, children begin by learning the names of different parts of trees and leaves, plants and flowers. They study the life cycles of each and examine samples both in and outside the classroom. They grow plants from seeds and cuttings and care for a garden. Later studies in botany get into more detail, such as the names of different leaf shapes. Many classrooms have a nature table, in which children can share their findings from the outdoors.Children in the 3-6 classroom start anatomical studies by learning the names of the parts of the body, both internal and external. They also start to learn ways of taking care of one's body, through nutrition and exercise. In the elementary years, students learn about the different body systems.Geology is the study of the earth. Children learn to identify different rocks and minerals, as well as the parts of the earth. They study basic land formations, which crosses over into geographical studies. Study of the earth also correlates to further study of the universe and astronomyPhysical science Montessori activities allow for fun experimentation with sink/float, simple machines, magnets, and more. In addition, children learn about weather and states of matter.Early childhood studies of chemistry in Montessori may introduce basic elements found on earth. Later studies in the elementary years work on the entire periodic table and some experiments.The subject of science is an integral part of the curriculum that supports the Montessori goal of fostering a child’s understanding and stewardship for the earth. Learning science has the potential to instill a lifelong interest in observing nature and discovering more about our connection to the world.Finally, the Montessori curriculum aims to fill a child with wonder at the complexity and grandeur of the universe, the simplicity of physical laws and the miracle of life in all of its forms. It encourages respect for the world that we have been given and an understanding of our place in the natural order of things. The ultimate goal is the development of an ecological view of life and a feeling of responsibility for the earth.ReferencesLillard, A. (2005). Montessori: The science behind the genius. New York, NY: Oxford University Press.Montessori, M. (1912). The Montessori method. New York, NY: Frederick A Stokes Company.Seldin, T. & Epstein, P. (2006). The Montessori way. Terra Ceia, FL: The Montessori Foundation. ................
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