Social Development: Humans need other humans to survive and to interact successfully within a soc...

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Social Development: Humans need other humans to survive and to interact successfully within a society the child begins from infancy to construct their social development through the two powers of the Absorbent Mind (self-construction and adaptation) by Mind Map: Social Development: Humans need other humans to survive and to interact successfully within a society the child begins from infancy to construct their social development through the two powers of the Absorbent Mind (self-construction and adaptation)

1. The Education of Character

1.1. We have always recognized the need to bring up the next generation

1.1.1. Religion: morals and norms

1.1.2. Family and local community

2. Conventional/Dr. Montessori Perspective of Character Development

2.1. Conventional thinking adheres to the belief that we must compel the child into good behavior

2.2. Dr.Montessori’s perspective was that the support of the Prepared Environment provided the child with the opportunity to develop their individual and social self

2.2.1. Normalization

2.2.1.1. “An individual achievement with social results”

2.2.1.2. “The most important single result of our whole work”(Montessori, The Absorbent Mind,1967,p.204)

2.2.1.2.1. Recipe: piece of work, freely chosen, done by the hands, with real objects, accompanied by mental concentration (Montessori, 1967, p.204)

2.2.1.3. Concentration

2.2.1.4. Education took over in the colonial US teaching students right from wrong

2.2.1.5. Social Discipline

2.2.1.5.1. 1. Willingness to help others

2.2.1.5.2. 2. Controlled and purposeful interactions with others

2.2.1.5.3. 3. Mutual feelings of respect, benelovence, empathy and compassion

2.2.1.5.4. 4. Joy in another’s achievements, a non-competitive attitude, satisfaction with one’s own accomplishments

3. Society by Cohesion

3.1. A term Dr. Montessori came up with to identify the phenomena that occurred in the children of the first Casa

3.1.1. Different than adult society. It is embryonic

3.1.2. The children are total individuals coming together for the first time to interact and care for a society

4. Favorable Conditions for the Development of Social Cohesion

4.1. Freedom to Socialize

4.1.1. Liberty to practice socializing in a proper group not disciplined into doing the exact same thing at the same time

4.2. Composition of the Group

4.2.1. Mixed-age group allows for more harmonious interactions than typical with child-adult relations

4.2.1.1. Deep love and empathy amongst children experiencing this type of social blending

4.2.2. 30-40 is the ideal number of children in the group (<8 is difficult to obtain good results)

4.2.2.1. Increased diversity of personalities

4.2.2.2. Increased independence as the adult is rarely available to help every child that wants it in the moment and a peer will be much more likely to provide assistance

4.2.2.2.1. Children are wonderful at providing just the right amount of assistance needed

4.2.2.3. Fellow children have great compassion for children having a difficult time and reach out to support whereas the adult tends to scold

4.3. The Trained Adult

4.3.1. “Connect the child to the work and facilitate concentration so that Normalization may occur” (Becka, p.21)

4.3.2. Withdraw and OBSERVE

4.3.2.1. Intervene when safety is a concern either physically or psychologically

4.4. The Materials and Activities: when limited to one set that a child is free to work with as long as they wish provides profound opportunities to develop patience, delayed gratification, and problem solving

4.4.1. Specific Activities in Practical Life

4.4.1.1. Preliminary Activities are isolations of many different movements

4.4.1.1.1. Offered to all creating social norms of expected behaviors in the community

4.4.1.2. Grace and Courtesy

4.4.1.2.1. Clear and deliberate presentations of pro social interactions in the community

4.4.2. Control and Coordination of Movement

4.4.2.1. Walking on the Line and the Silence Game

4.4.2.1.1. Development of self-control and sublimation of self wants for the greater good of the whole

4.4.3. Opportunities for Cooperative Work

4.4.3.1. Carefully designed works provide a platform for cooperative collaboration between 2 or more students

4.4.4. The 2nd Psychological Stage

5. The Cloth on the Loom

5.1. 1. Gather the children in the Casa and allow the Prepared Environment to cleanse them of deviations such as the cotton gathered for cloth making

5.2. 2. Spin the cloth to make the yarn as the child forms their personality by actively participating in the activity and community of the Casa

5.3. 3. Put the yarn on the frame. The warp (the children who form the Society by Cohesion) and the frame is the limited world of the Prepared Environment

5.4. 4. The weaving of the cloth happens after the First Plane. The weft (the work of the leader) is passed through the warp and fixes the bits together to form the final cloth

6. Conclusion: A healthy society is made up of many healthy individuals. A functionally independent child that leaves the Casa well on their way to becoming a spiritually perfected individual will be able to offer a great deal to society