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Essay / Research Paper Abstract
A 7 page discussion of the educational discipline which would become known as the Montessori method. This paper outlines the societal factors of the last half of the 1800s and the early 1900s which necessitated educational change. The Montessori method was designed to directly aid societally disadvantaged children of the time, a target group of which there were many representatives. The author ties the historical factors of the time into changes which are still being experienced to this day in our efforts to address the needs of the societally disadvantaged children in society. Bibliography lists 12 sources.
Page Count:
7 pages (~225 words per page)
File: AM2_PPedMont.rtf
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Unformatted sample text from the term paper:
The educational discipline which would become known as the Montessori method is attributed to Maria Montessori, one of the greatest contributors to early childhood education in the last half of
the 1800s and the early 1900s. The Montessori method was designed to directly aid societally disadvantaged children of the time, a target group of which there were many representatives.
The Montessori method would in effect enact societal changes which are still being experienced to this day in our efforts to address the needs of the societally disadvantaged children
in society. The educational environment which confronted educators of Maria Montessoris time was bleak to say the least. Children were essentially left
to roam the streets and not subjected to a great deal of rigidity in regard to attending school and standardized academic programs in general. Poverty itself was a formidable
enemy in that it left children undernourished and ill equipped to meet educational challenges. Parents found it easier to keep their children at home than to ensure that they
participated in formalized educational programs. While the specifics of the situation varied according to the place and specific time, there were
numerous commonalties in the educational situation of Maria Montessoris time. Inner city children were typically poor and deprived. In St. Louis, for example, students completed less than three
years of school prior to entering the work force at the young age of ten (Morgan, 1999). Composed to a great degree of a steady influx of poor whites
from Europe and blacks from the Souths plantations these children were in desperate need of societal aid (Morgan, 1999). Approximately nine
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