Briefly describe the essence of the Montessori method, then it is to stimulate the child to self-education, self-education, self-development. The task of an adult is to help him organize his activities, go his own unique way, realize his nature. In this article you will learn:

She became the head of the kindergarten, equipping it with such so that it would be cozy and comfortable for children of different ages. She orders sensorimotor material and watches how the children practice with pleasure and great concentration. She noticed that during these activities, children, being in a friendly atmosphere, develop positive social behavior, demonstrating a keen interest in things around them. Since 1909, the Montessori method has been actively introduced into life. Opening courses on Montessori - pedagogy. Teachers from London, Barcelona, ​​Paris come to Mary.

In those years, our compatriot Yulia Fausek met with Maria Montessori, who was the first in Russia to open a Montessori kindergarten.

In 1929, together with her son, Maria Montessori organized the International Montessori Association (AMI), which is still active today. Montessori movement arises and unfolds in many countries of the world.

"The development of the creative abilities of a person and his happiness!". Montessori pedagogy has been moving in this direction for more than 100 years!

Montessori took up the study of pedagogy and developmental psychology healthy child and tried to create their own methods of development and education of children.

As a result, a pedagogical system was created, which Maria Montessori first used in the "House of the Child", opened by her on January 6, 1907 in Rome. By observing the work of children, through trial and error, she gradually developed sensory materials that arouse and stimulate children's interest in knowledge.

Since 1909, Montessori pedagogy began to spread in many countries of the world. In 1913, she appeared in Russia. And since 1914. Montessori kindergartens were opened in many Russian cities. But 10 years later, the Bolsheviks closed kindergartens. Only in 1992 did the Montessori system return to Russia.

Maria Montessori system

To date, the pedagogy of Maria Montessori - Obottom of the most popular methods of child development , which combines the seemingly incompatible: freedom and discipline, an exciting game and serious work.

Maria Montessori called her pedagogical system system of independent development of the child in a didactically prepared environment . Montessori system more 100 years. But for a very long time her methods were not available in our country, while in other countries they are widespread. Montessori pedagogy began to revive in our country only in the 90s. At present, many different centers and kindergartens have been opened in Russia that teach children according to the Montessori system.

Basically, the system covers the age from 0 to 3 years and from 3 to 6 years.

The essence of the method

The main principle of the Montessori system - "Help me do it myself!" This means that an adult must understand what the child is interested in at the moment, create an optimal environment for him to practice and unobtrusively teach him how to use this environment. Thus, an adult helps each child to find his own individual path of development and discover the natural abilities inherent in it. Children who study according to the M. Montessori system grow inquisitive and open to obtaining deep and versatile knowledge. Already in childhood, kids show themselves as free, independent individuals who know how to find their place in society.

The main ideas of the M. Montessori system

The system is based on the following provisions:

• The child is active. The role of the adult directly in the action of learning is secondary. He is a helper, not a mentor.
• The child is his own teacher. He has complete freedom of choice and action.
• Children teach children. Since children of different ages are engaged in groups, the older children "become" teachers, while learning to take care of others, and the younger ones are drawn to the older ones.
• Children make their own decisions.
• Classes are held in a specially prepared environment.
• The child needs to be interested, and he will develop himself.
• Full self-development, as a result of freedom in actions, thinking, feelings.
• The child becomes himself when we follow the directions of nature, and do not go against them.
• Respect for children - the absence of prohibitions, criticism and instructions.
• The child has the right to make mistakes and reach everything on his own.

Thus, everything and everyone in the system stimulates the child to self-education, self-education, self-development of the potential inherent in it.

The task of the educator- help him organize his activities to master his own unique path, help him realize his potential. The adult offers only as much help as the child needs in order to arouse interest.

The role of an adult

The main task of an adult in relation to the child directly in the process of classes - not to interfere with him to master the world around him, not to transfer his knowledge, but to help collect, analyze and systematize his own. An adult observes the actions of the child, determines his inclinations and provides the child with simpler or more complex tasks with the selected didactic material.

Even the position in space is not left without attention. To be level with the child, the adult must squat or sit on the floor

First, the teacher carefully observes each child, what material he chooses for himself. If the baby turned to the selected benefit for the first time, then the adult tries to interest the child in it. He shows the kid how to cope with the task. At the same time, the adult is not verbose and speaks only to the point. Further, the child already works independently, but not only as he was shown, but by trial and error he comes up with new ways to use the material. In the course of such creative activity, a great discovery is made! In this case, the most important thing is for an adult to be able to give the child the opportunity to create on his own! After all, even a small remark can confuse a child, prevent him from taking a step in the right direction.

Development environment

Development environment is an essential element of Montessori pedagogy. Without it, it cannot function as a system. A prepared environment gives the child the opportunity to develop step by step without the care of an adult and become independent. Children have a huge inner need to learn and learn about the world around them. Each child has a natural desire to feel, smell, taste everything, since the path to the child's intellect leads not through abstraction, but through his senses (sight, hearing, smell, taste, etc.).

Due to this the environment must meet the needs of the child . As Maria Montessori herself noted, one should not accelerate the development of children, but it is also important not to miss the right moment so that the child does not lose interest in the “missed” lesson.

Environment has precise build logic . It should be noted that in a specially prepared environment, absolutely everything is a learning tool.

By the location of the shelves, the environment is divided into 5 zones:

1. Exercise zone in everyday life - materials with the help of which the child learns to take care of himself and his things, i.e. what you need in everyday life (wash hands, wash napkins, clean shoes, tie shoelaces, fasten zippers, iron, set the table, wash dishes, sweep the floor, etc.).
2. The zone of sensory education is intended for the development and refinement of the perception of the senses, the study of magnitudes, sizes, shapes, etc.
3. Mathematical zone - for understanding ordinal counting, numbers, composition of numbers, addition, subtraction, multiplication, division.
4. Russian language zone - to expand vocabulary, get acquainted with letters, phonetics, understand the composition of words and their spelling.
5. Space zone - to get acquainted with the surrounding world and the importance of the role of man in it, to master the basics of botany, zoology, anatomy, geography, physics, astronomy.

Feature classes in which classes are held - the absence of desks that limit children. There are only small tables and chairs that can be rearranged as you wish. And rugs that children spread on the floor wherever they feel comfortable.

Didactic material

Maria Montessori very carefully developed manuals that would carry a teaching task and help children develop in various directions. Each of these materials has great potential and great creative possibilities.

Any exercise with Montessori didactic material has two goals- direct and indirect. The first contributes to the actual movement of the child (unfastening and fastening buttons, finding the same sounding cylinders, etc.), and the second is aimed at the future (development of independence, coordination of movements, refinement of hearing, etc.).

To minimize the intervention of adults in the development of the child, Montessori materials are designed in such a way that the child can see his own mistake and eliminate it, following the logic and order of the selected material. Thus, the child learns not only to eliminate, but also to prevent mistakes.

In addition to the above, the very situation and the availability of absolutely all benefits encourage children to look for the key to the world around them.

Basic rules for using Montessori materials:

• The material is freely available, at the level of the child's eyes (no higher than 1 m from the floor). This is a call to action for the child.
• Treating materials with care and working with them only after their use is understood.
• Compliance 5 stages when working with the material :

1. material selection
2. preparation of material and workplace
3. performing actions
4. error control
5. completion of work, the location of the material in its original place

• The child brings the selected material and carefully lays it out on a rug or table in a certain order.
• In group classes, you can not pass the material and hand to hand.
• When working with the material, the child can act not only as the teacher showed, but also applying the accumulated knowledge.
• Work with materials should occur with a gradual complication in design and use.
• When the exercise is completed by the child, the materials must be returned to their place, and only after that take the next manual.
• One material - one child to be able to concentrate. If the material chosen by the child is now occupied, he waits, watching the work of another child (observation is one of the most important ways of learning), or chooses some other material

All these rules do not apply to collective games based on communication and the ability to cooperate.

WHAT RESULTS DO WE ACHIEVE?

Early childhood development is becoming more and more popular. One of the most popular systems of early development is the Montessori method. This technique was developed by Dr. Maria Montessori and named after her. For the first time the technique was put into practice in 1906 and after that every year it is increasingly used in kindergartens and schools around the world.

The essence and principles of the methodology of M. Montessori

M. Montessori's methodology is based on the deepest respect for the child and the realization that each child is unique and requires an individual approach in its development from the very first days of life in order to reveal all the potential inherent in it.

The main goal of M. Montessori's technique is to encourage the child to self-learning in an environment specially prepared with the help of didactic materials. The main principles of the methodology are intended to contribute to this:

• Individual training program;
• Maximum freedom of the child;
• Minimal interference with the child's activities

To implement the M. Montessori method, it is necessary to organize the space in such a way that, getting into it, the child begins to learn independently.

Montessori materials:

To create a learning environment, M. Montessori, in the process of working with children, constantly created and tested special educational materials, selecting the most effective and interesting for children. The importance of Montessori materials is enormous, while studying with them, the child learns without noticing it, learns easily by playing. With the help of Montessori materials, the child learns the world, develops logical and spatial thinking, fine motor skills, coordination of movements, and acquires practical self-service skills. In addition, in the process of mastering the materials, the child:

• Learn to set goals and achieve them;
• Acquires practical skills in solving various problems;
• It works by trial and error, which develops the ability to find one's own mistakes and correct them.

Montessori educator

"Help me do it myself"

According to M. Montessori, every child needs an individual development program adapted exclusively for him. This principle is implemented by Montessori educators, who are called upon to create conditions for effective classes and ensure maximum freedom of the child. And also to promote the manifestation and support of the baby's interest in the world around him and active activities.

Each child decides what is best for him to do: reading, drawing, geography or modeling, and masters it at an individual pace. At the same time, the teacher acts as an observer and does not interfere in the actions of children, but only creates conditions for them to study. The Montessori teacher has the right to intervene and help the child only if the child cannot choose the material for himself or does not know what to do with it. And even in this case, the teacher does not do anything for the child, he only explains the essence and makes a mini presentation.

Montessori class

A Montessori classroom is a room divided into thematic areas and filled with a variety of didactic materials. Properly organized Montessori class workspace helps the baby develop intensively.

The division of the Montessori class into thematic zones helps the child to better navigate the variety of didactic materials, structure the information received, and maintain order.

Initially, M. Montessori suggested dividing the class space into 5 thematic zones:

• Zone of real (practical) life
• Sensory Development Zone
• Math Zone
• Language zone
• space zone

But the number of thematic zones can be much larger and more diverse (musical, artistic, sports, etc.). And now let's talk in more detail about each zone in the Montessori class:

1. Zone of real (practical) life.

This area contains materials that help children acquire self-care skills. The kid learns to wash and iron things, clean and cut vegetables, sweep, handle a dustpan and a brush, clean shoes, tie and untie shoelaces, fasten and unfasten various types of fasteners and locks. And, to do it all for real.

2. Zone of sensory development.

This zone contains materials that will help the baby learn to distinguish between the characteristics of objects: size, color, shape, weight. They will also contribute to the development of vision, hearing, smell, attention, memory and fine motor skills.

3. Mathematics zone.

In this zone there are materials that contribute to the acquaintance and development of the concept of quantity. In addition, being engaged in the zone of mathematics, the baby develops spatial and logical thinking, attention, memory, perseverance.

4. Language zone.

The materials of this zone will help the baby learn the alphabet, syllables, as well as learn to read and write.

5. Space zone.

This zone acquaints the child with the surrounding world, with processes and phenomena, with the habits and traditions of other peoples.

The M. Montessori method has been very successful and popular from its inception to the present day. This technique has many followers who introduce their additional elements in accordance with the basic principles of the technique. The number of materials is constantly increasing, and new thematic zones appear in the Montessori class, designed for a more versatile development of the baby. For example, movement, music, arts and many others. You can also create similar zones for the development of your baby at home in accordance with your abilities and the interests of the baby.

Create with your children and for children!

The optimal age for learning according to the method of M. Montessori

Classes according to the method of M. Montessori are never too early to start. From the age of 1, it will be interesting for a child to be in a Montessori class and get acquainted with Montessori materials.

In M. Montessori centers, it is customary to divide children by age into 2 groups from 1 year to 6 years and from 7 to 12 years. Such a division of children by age is also a feature of the Montessori methodology and has the following advantages:

• Older children learn to care for and help the younger ones.
• Younger children get the opportunity to learn from older children, because children speak the same language and, therefore, understand each other better.

About pedagogical Montessori system heard by many. What it is and how it is used in kindergarten, we will tell in this article.

The Italian physician and educator Maria Montessori (1870-1952) first applied her system to mentally retarded preschool children in 1907. She managed to create a unique developmental environment in which even children with problems easily acquired knowledge and skills of such a level that they were not inferior, and sometimes even surpassed their trouble-free peers in development.

“What should be done with normal children so that they become weaker than my unfortunate ones?” - Maria Montessori was amazed and decided that her training system could be useful for ordinary children. Now this pedagogical system is one of the most popular in many countries of the world. Many kindergartens, development centers and even schools work on it, including in Russia. Why is this method so attractive to teachers and parents?

The principle of the Montessori system

Here is the most important principle of the Maria Montessori system: each child develops according to his own, absolutely individual plan in a specially prepared environment. The full method of benefits that groups are equipped with takes more than a dozen sheets. The task of the educator is to help the child organize his activities so that his creative potential is maximally developed.

Most materials and tasks contain the principle of self-correction: the child himself sees his mistakes, and does not receive a bad assessment from an adult. "Help me do it myself" - this is the principle of the Montessori system. At the same time, the learning space consists of five main zones, which we will discuss in more detail.

Personal space

In the preparatory environment, the child gets acquainted with such important "adult" concepts as. For example, the category of space. And this happens not only due to the realization that each material in the group has its place. It's just that when a baby rolls out a rug for work, he acquires his own personal space, which cannot be violated without the permission of its owner.

Indeed, in Montessori groups, children do not sit at their desks, looking at the proudly reciting teacher. Here everyone is busy with their work, sitting on a rug or at a small table.

If two children need material, each of which has only one copy in the environment, then, naturally, it becomes necessary to agree on the order of use or on joint work. And in this case, children receive invaluable communication skills in society, the ability to negotiate and listen to each other.

The goal of acquiring social communication skills is also served by the principle of recruiting groups of different ages, where the elders help the younger ones, which in turn fosters a caring attitude towards loved ones and brings the climate in the group closer to family. For a baby, Montessori materials are the key to the world, thanks to which he will streamline his chaotic ideas about the world. In a special preparatory environment, he exercises all physical and spiritual functions and develops comprehensively.

Differences of the Montessori system

As you can see, the Montessori system differs significantly from traditional pedagogy. Firstly, it concerns the attitude to the child as a unique, inimitable personality, with its own development plan, methods and terms of mastering the world around.

The second is the role of the teacher. The main place in the Montessori system - space belongs to the child, and the teacher is only an assistant, whose task is to teach how to work with the material correctly, as well as to observe the achievements of the child. And this shows the freedom of choice of the baby: he is free to move at his own pace. Independence is the key to a successful and happy life.

life practice

First of all, these are exercises from the field of life practice that help the child take care of himself, teaching him to fasten buttons correctly, lace up his shoes, peel and cut vegetables, set the table, and much more that mom usually does not allow to do at home.

And in Montessori groups, children hear: “You are already an adult and you can handle this task yourself.” The teacher only shows how to handle the material correctly. The exercises also include materials related to pouring, pouring, carrying and sorting objects - all that develops hand movements and prepares for the development of writing, reading and mathematical abstractions.

All items must be real, because in Montessori groups children live not for fun, but in earnest. If a baby’s jug falls on the floor and water spills over the floor, the result is obvious to him: another principle of pedagogy works - automatic error control.

Sensory development according to the Montessori system

In the field of sensory development, your baby can get all those sensations that he, for one reason or another, so lacks in real modern life: with the help of materials located in this zone, he perfectly develops his sight, touch, taste, smell, hearing, and also has a great opportunity to train in distinguishing temperatures, to feel the difference in the weight and shape of objects, and of course to develop muscle memory.

Working with special materials in the sensory zone is an important preparatory stage before the baby enters the field of mathematical development - having worked with sensory material, having learned to think logically and accurately, the child easily translates already well-known concepts into mathematical terms.

Mathematical development according to the Montessori system

Learning mathematics also takes place as naturally as possible: the baby simply lives in a prepared environment, thoroughly saturated with mathematics. The zone of mathematical development contains all the necessary materials for the child to quickly and effectively learn the operations of addition, subtraction, multiplication, division, master the ordinal count - all that is considered an important criterion for the child's readiness to enter school.

Area of ​​language development

A child, as a native speaker, naturally also needs an area of ​​language development, without which full-fledged intellectual growth is impossible. Here the baby gets a chance to expand his vocabulary, get to know the letters by tracing rough letters with his finger or drawing on semolina, and also learn how to form words using the movable alphabet. By the way, you can easily make such rough letters and alphabet at home.

Space education according to the Montessori system

It is also obvious that a full-fledged personal development cannot take place without a complete picture of the world being formed in the child - and this task is solved by the field of cosmic education. In an accessible form, the kid gets acquainted with the most complex theories about the structure of man, geography, history, plants and animals. A general picture of the world unfolds before the child, and he learns to be aware of its integrity and to perceive himself as a particle of this diverse space.

Much can be said about the positive aspects of the Maria Montessori methodology, and a variety of special sites are devoted to this. And now we want to look at the other side of this medal. Education according to the Montessori method, unfortunately, has its drawbacks, which are much less talked about.

Main disadvantage of the original classical Montessori system is an almost complete disregard for the creative abilities of the child. Exercises and didactic materials are aimed at developing analytical thinking, logic, motor activity, but creativity remains behind the scenes. But contemporary bands Montessori devote a lot of time to the development of creative abilities - there are creative zones in groups, and the basics of artistic expression are introduced in the circle.

Creation

In Montessori pedagogy, for some reason, it is believed that creativity hinders the mental development of the child, although the entire psychology of the last century proves that everything is quite the opposite. Games and creativity are necessary for the stable emotional and mental development of children. And although they are not forbidden to play in a group, children who are constantly busy with useful benefits have little time left for this. However, we should not forget that children do not spend all their time in the garden. In addition, in specialized Montessori gardens there is always a play area or a room with “ordinary”, non-methodical toys.

It seems to be the same with reading. Children are taught the technique of reading - and it should be noted, they are taught at a fairly early age. It is believed that a child should do what is useful in practical life, but the world is not only facts, but also feelings. Therefore, modern teachers consider it necessary to develop the emotional sphere as well; discussion of books and experiences is an integral part of circles.

It should also be noted that classical Montessori pedagogy, in principle, is not suitable for all children. With all the individual approach, some features of the character and inclinations of children are simply not taken into account in it.

But in general, the method of Maria Montessori has consistently confirmed its effectiveness for more than a century. The main lesson that a great teacher gives both adults and children is freedom, independence and independence of the individual. And although her methodology was created primarily for working in a group with a teacher, many of its elements can be implemented at home. And most importantly, try to see your child the way Maria Montessori teaches - as a unique, talented and amazing being who has every right to be himself under the unobtrusive supervision of his loving parents.

Another critique of the Montessori method:

One of the disadvantages of the Montessori system is the predominant development of analytical abilities, logic, fine motor skills, there is no development of the child's creative perception of the world.

There are no spontaneous creative role-playing games in the Montessori system, they are considered useless, hindering the intellectual development of children, only developing intellectual games are provided.

The Montessori system does not provide for the development of children's artistic creativity, considering it a deviation in the development of the child and his departure from existing problems to a fictional world.

The role of books in the development of the child is not given any importance, they are not forbidden, of course. but are not considered necessary. Can you imagine a child who did not like reading, or at least was not used to reading? What will he be like at school? What huge part of the literary world does he not know?

The method of Maria Montessori, of course, helps to develop attention, creative and logical thinking, memory, imagination, fine motor skills. And yet, remember that this method, like many others, specially created "for development" methods, is primarily aimed at working with children with disabilities.
Maria Montessori worked mainly with mentally retarded children. Agree that the developmental paths of a normal child and a “special” child are significantly different.

So, the Montessori system is not at all suitable for closed children. The child will not approach the teacher himself, and according to the rules of the system, until the child asks for help, they do not pay attention to him. And what will such a kid do in the classroom? Sit in a corner and watch?

At the same time, modern Montessori development centers often try to adapt the methodology to the needs of ordinary children. The most interesting elements are selected from the system, taking into account its essence - to give children space for development.

And this is the opinion of a Montessori teacher who worked personally with Maria Montessori and wrote a book about her unique method:

"It should be noted that I found one flaw in my notes about Montessori - that she does not underestimate, in my opinion, physical hugs, tenderness and homely maternal care, which are very important for a child. This, I would like to believe, helps the child grow self-confident and independent.This is probably very personal, and was due to the fact that her illegitimate son was not with her and was placed in foster care, and they were reunited when he grew up.It must have been hard for her to see how other mothers caress their babies."
Phyllis Welbank "The Montessori System: Yesterday, Today, Tomorrow"

More on the disadvantages:

However, this system contains a number of limitations and contradictions. Thus, the declared thesis of granting the child complete freedom is in clear contradiction with the strict regulation of educational influences. The child's choice of actions is strictly limited by the available didactic material and rigidly prescribed actions. The thesis about the self-education of the child and the non-interference of the adult in his activities also seems doubtful. And the didactic material itself, and the ways of working with it, and special exercises for developing obedience - everything was developed and proposed by the educator. So the influence and intervention of the educator is unconditional and undeniable.

Another contradiction of this system is related to its tasks. Highlighting the task of mental and cognitive development, M. Montessori limits the upbringing of children to work with sensory material. The exercises of the sense organs carried out with children ensure the development of sensory differentiations, but little develop the child's thinking. The development of thinking and consciousness of a child is impossible without the acquisition of language and mastery of speech. Ignoring the role of speech in the mental development of the child is a serious limitation of this system.

The system also neutralizes the importance of such an important form of activity at preschool age as a free plot-role-playing game, in which the child's creativity and many of the most important qualities of his personality are developed. In addition, serious criticism is caused by the purely individual nature of the activities of children within the framework of this system. Each child works independently, independently of others and is responsible only for himself. All this leads to the emergence of individualistic character traits and does not contribute to the development of children's relationships. Perhaps in this regard, the Montessori system is becoming popular and in demand in those societies where individualism, the ability to be autonomous, independent and responsible are generally recognized values. In the group, everyone has their own rigid social status, which cannot be changed. Kindergartens do not have a "continuation", but for ordinary schools, such graduates often lack perseverance, the ability to work together with a teacher.

INTRODUCTION ................................................ ................................................. .......... 3

1. The main ideas of Montessori pedagogy .............................................. ........5

2. Ideas of M. Montessori in kindergarten .............................................. .................9

3. Features of the development of Montessori ideas in Belarus and their influence

for public preschool education .................................................................. ..12

CONCLUSION………………………………………………………………….15

REFERENCES………………………………………………………….16

Introduction

Preschool education lays the foundation of personality, contributes to the disclosure of the child's abilities throughout his subsequent life. The system of preschool education solves the problems of teaching the child to live in society, getting to know the basic laws of life and nature, and preparing him for school.

Harmoniously arranged education and life of a child in kindergarten will allow him to realize his inherent potential, starting from an early age.

Therefore, teachers of preschool education strive to use in their practice the systems most naturally suitable for children, taking into account their age characteristics, curiosity and desire to study the world around them in all its diversity.

Maria Montessori's well-known pedagogical system underlies many existing systems for raising young children. It is based on an individual approach to the child: the kid himself chooses the didactic material and the duration of the lessons, develops at his own pace.

For almost a hundred years, the name of Maria Montessori has attracted the unrelenting attention of educators and scientists in more than eighty countries around the world. Known as an outstanding scientist and humanist, she created a system that has not been and is not equal in world experience. Europe, America, India, China, Japan - thousands of Montessori schools are open all over the world.

Purpose of the study– to consider the essence of the Montessori pedagogical system and the possibility of its practical application in preschool education in Belarus.

Object of study: pedagogical system M. Montessori.

Subject of study: features of the development of M. Montessori's ideas in Belarus.

To achieve the goal of the study, the following tasks are solved in the work: tasks:

1. Learn the basics of the Montessori pedagogical system.

2. Consider the process of implementing the ideas of M. Montessori in kindergarten.

3. To analyze the features of the development of Montessori ideas in Belarus and their impact on public preschool education.

1. The main ideas of Montessori pedagogy

Let's start with a little historical background about the founder of pedagogy, who has become famous in many countries. Maria Montessori was born on August 31, 1870 in Italy and died in 1952 in Holland. She was the first female doctor in Italy, worked as an assistant in a psychiatric clinic, taught at the University of Rome, and, having only received her Ph.

It was about this “House of the Child” that she later wrote a unique work “The House of the Child. The method of scientific pedagogy.

M. Montessori called her pedagogical system the system of self-development of the child in a didactically prepared environment. The study of the life path of a child passing in close proximity to adults, it was study, and not interference with her educational methods and principles, that she put at the basis of pedagogical anthropology.

M. Montessori believed that any practical actions, theories and models can only be based on fundamental knowledge about a developing person. Scientific observations of the state and behavior of children helped her to discover the “phenomenon of polarization of attention”, from which, in fact, she draws conclusions about the free self-development of the child and about the ways of organizing his work in a specially equipped environment.

One of the significant works of Maria Montessori is called “Children are different”. Already in the title of the book, her fundamental view of the picture of a child's life is visible. It lies in the fact that the psyche and the very essence of the child is arranged differently than in adults.

If adults acquire knowledge through analysis and synthesis of what is happening, then the child simply absorbs life as a whole. A small child has no memory; first he has to build it. A child experiences time differently than adults. The natural rhythm of his life is much slower. He lives by what happens to him at a particular moment, while adults are constantly planning their lives, highlighting the most urgent and necessary things.

Young children learn primarily through their own actions. Adults can learn about the world by reading, observing, perceiving information by ear. But every adult feels the difference between the story of an event and direct participation in it. Toddlers learn the world through the prism of their own feelings lived in action.

The child constantly imitates adults who are close to him, but at the same time, the desire to be independent is one of the strongest feelings of childhood. Unlike an adult, it is not the result that causes interest and a sense of real satisfaction in the child, but the process of independent implementation of purposeful actions.

“One of the important anthropological observations of Maria Montessori was the definition in the mental life of a child of special periods of the most intense susceptibility to certain manifestations of life.” In relation to animals, similar periods at the end of the 19th century were tried to be determined by the English geneticist Arnold Gisl and the Dutch biologist Hugo de Vries. They proved that the maturation of the functions of the human psyche can occur only through the assimilation of the external world, which proceeds differently at different stages of development, because in the process of growth, the child's vital forces ("orme") change their structure. Scientists call these periods of intensive maturation of the psyche the sensitive phases of development.

Montessori observed similar phases in young children. “On the basis of this receptivity, the child is able to create a particularly intense relationship between himself and the outside world, and from this point of view everything becomes easy, inspiring, alive for him. Each effort turns into an increase in strength .... As soon as one of these spiritual attachments subsides, another flame is kindled, and so the child moves from one victory to another, in the unceasing vibration of the life force that we know and which we call "the joy and happiness of childhood."

It is clear that it is possible to achieve results in the development of a child without paying attention to the sensitive periods of his growth, but this will require a lot of willpower, work and effort from an adult. At the same time, at the moment of the sensitive phase, a spontaneous learning process is initiated, that is, the environment itself makes it possible for the child's creative potentials to act and acquire life experience. There is a kind of game in exchange: biological maturity comes on the one hand through the environment, and on the other - through the continuous forward movement of consciousness.

Maria Montessori identified several such sensitive phases.

Montessori defines the first stage of a child's development (up to 3 years) as teaching basic sensory skills - walking, the basics of moving in space, and communication skills.

The second stage - from 3 to 6 years. “This is a period of “absorbent consciousness”, language, sensory development.”

Montessori also identified a sensitive phase of order in children, which, according to Montessori's observations, lasts in children from birth to about 4 years. The highest point is observed at 2 - 2.5 years (the child requires an external order in his environment, puts objects in their place, performs actions almost ritually). During this period, his life is subject to a certain external and internal rhythm. Montessori writes that in early childhood the human soul recognizes its environment, first orienting itself by the elements, and then conquers this environment only as needed. That is why it is important not to miss the period of order in the development of the child.

To other phases of children's susceptibility, Maria Montessori attributed the phase of development of movements, language, feelings, social skills, interest in small things.

A feature of learning according to the Montessori system is the direct interaction of the child with the teaching material (see Fig. 1).

Choreographer" href="/text/category/horeograf/" rel="bookmark">choreography, music, exercise therapy, drawing, English)

16.30 – 17.30 - Walk

17.30 – 18.00 – Outdoor games, reading books

This is the usual routine for a Montessori kindergarten. Educators, at the request of parents and children, can make their own changes to this routine. But in general, it is the immutability of this routine that makes it valuable from the point of view of the Montessori system itself, in which one of the main postulates is the child’s inner desire for order.

3. Features of the development of Montessori ideas in Belarus and their impact on public preschool education

In Belarus, Montessori pedagogy began to develop actively since 1991. One of the first in Belarus in the early 90s, Montessori methods began to be used in the Brest kindergarten No. 40 and Minsk No. 000. In 2000, the Maria Montessori system was introduced in Belarus as a republican experiment, then as an innovative platform in the regions. Since 2000, Minsk Kindergarten No. 000 has become the basic urban experimental site for the introduction of the pedagogical system of Maria Montessori

Montessori groups today work in Gomel, Mozyr, Zhlobin, Mogilev, Minsk, Rechitsa, Dobrush, Zhitkovichi and Vetka.

In Svetlogorsk, once a year, a seminar "Implementation of the ideas of the pedagogical system of Maria Montessori in a modern preschool institution" is held for teachers-educators of preschool institutions in the Gomel region, working according to the system of Maria Montessori. The venue for the event of the regional seminar is Kindergarten No. 4 "Teremok" - the only preschool institution in the region that has three Montessori groups at once.

The participants of the seminar get acquainted with the history of the creation of Montessori groups in Svetlogorsk, study in practice the complex lesson “On the Circle”, the work of children with Montessori materials.

Teachers believe that the Montessori system successfully implements the republican program of preschool education by its own means.

“By popularizing the experience of one preschool institution, one can hope that the elements that educators introduce here will develop into a deep and lasting assimilation of technology in the region.”

At the moment, several gardens operate in Minsk according to the Montessori system. Here, for example, is how the work of the Minsk kindergarten No. 000 is arranged.

The practical life zone is equipped with fairly simple and at the same time useful materials for work.

Frames with a kind of “fragment” of a shirt with buttons and other types of fasteners, a “methodical” shoe for learning to tie shoelaces, a real kitchen sink where real dishes can be washed with real soap. An ordinary electric stove on which children themselves can bake pancakes - of course, under the guidance of a teacher, but with their own hands.

Sensory development zone, where the child learns to determine the height, length, weight, color, sound, smell, temperature of objects. There are linguistic, mathematical, geographical, natural science zones. There are no classes as such: each child can choose a business to his liking, and the task of the educator is to coordinate these classes.

Groups in Belarusian kindergartens, as a rule, are of different ages, as provided for by the Montessori system (from 3 to 6 years old), and the younger children quickly and willingly learn from the older ones, the older ones feel responsible for the younger ones.

Each group has a "quiet corner": a curtained-off place with a cozy sofa, TV, turntable and records, bookshelf and diascope. If the child suddenly felt sad or wanted to be alone, he can retire in this corner.
There are also kindergartens that use the Montessori system very successfully in working with children with mental disabilities and cerebral palsy, for example, Minsk kindergarten No. 000.

The main problems faced by kindergartens wishing to work according to the Montessori system are funding problems. Methodological materials for this system are quite expensive. In addition, the full implementation of the Montessori program requires not only the purchase of materials, but also special furniture for groups. In this regard, almost all working groups work with the support of parents or on a commercial basis.

Also, the problem of introducing Montessori ideas was the existing prejudice that children brought up according to the Montessori method in kindergartens have problems in a regular school. To some extent, such a position has a right to exist. The fact is that Montessori children are more independent, and the habit of learning everything on their own and relying on their own strength, instilled in the kindergarten, can cause them some discomfort. As, however, the need to listen to the teacher for a whole lesson (as mentioned above, classes in Montessori groups last only a few minutes). However, it all depends on the individual child and his character.

Conclusion

The key feature of the Montessori methodology is the creation of a special developmental environment in which the child can and wants to show their individual abilities. Montessori lessons are not like a traditional lesson. Montessori materials allow the child to see and correct their own mistakes. The role of the Montessori teacher is not to teach, but to guide the independent activities of the child.

The Montessori technique helps to develop attention, creative and logical thinking, memory, speech, imagination, motor skills. The Montessori method pays special attention to collective games and tasks that help to master communication skills, as well as the development of household activities, which contributes to the development of independence.

In the methodology, exercises used in practical life are common, some of which come from everyday household chores. Adults supervise the activities of the child. In the future, he develops a sense of dignity and independence, since now a vital activity can be performed by him completely independently. Materials for exercises in everyday practical life should meet children's needs in color, shape, size, convenience and attractiveness.

In Belarus, Montessori ideas are quite widespread in the system of preschool education. There are no budgetary kindergartens that fully work according to Montessori methods. However, in some preschool institutions there are groups that use Montessori methods. There are more of them every year, but demand exceeds supply by several times. Also, some kindergartens use elements of the Montessori methodology.

BIBLIOGRAPHY

1. Harmonic Montessori atmosphere. // Preschool education. 2000. - No. 11. - P. 47.

2. Minina V. // http://www. /plus/viewrp. php? id=1951

3. Montessori M. "Help me do it myself"// Compilers, (a collection of fragments from translated books by M. Montessori and articles by Russian authors about the pedagogy of M. Montessori). Publishing House "Karapuz". M. 2000. - S. 84.

4. Montessori M. Children are different. Publishing House "Karapuz". M. 2004.

5. Montessori. M // Compiler, (collection of published fragments of books by M. Montessori) 1999.: Shalva Aminashvili Publishing House - 224 p.

6. Montessori M. On the principles of my school. Per. from English. V. Zlatopolsky// Teacher's newspaper of August. - C.4.

7. Montessori M. The method of scientific pedagogy applied to children's education in children's homes. - M.: Type. Gossnab, 19c.

8. Montessori M. Development of human potential. Per. from English. D. Smolyakova. // Bulletin MAMA No. 2, 3.5. 1993.

9. Sergeiko reformist pedagogy. Grodno. 2001. - 284 p.

10. Fausek Y. "Pedagogics of Maria Montessori". M.: 2007. - 203 p.

Montessori, M. Children - others / M. Montessori. - M.: Publishing House "Karapuz", 2004. - 336 p.

Lyubina, G. Montessori Harmonic Atmosphere / G. Lyubina // Preschool education. 2000. - No. 11. - P.47-52.

Montessori, M. “Help me do it myself” / M. Montessori // Comp. , (a collection of fragments from translated books by M. Montessori and articles by Russian authors on the pedagogy of M. Montessori). - M.: ID "Karapuz", 2000. - 272 p., p.84.

Sergeyko, reformist pedagogy / . - Grodno: GrGU, 2001. - 306 p., p.177.

Romantsov, V. Elite pedagogy - in Svetlogorsk / V. Romantsov // http://www. /plus/viewrp. php? id=1951