2. Montessori has a deep knowledge of mathematical area, cubes, four operations and so on. How to explain to parents that learning these things by such a young child will not affect his future study of mathematics?

3. What's the difference between Montessori's work and play?

As for your question, let me ask you to think about three questions first: what is the level of each of your students and what is their previous experience? How long have you been working, and have you updated the material/play regularly? What do you think is the difference between Montessori's work and play?

On the second question, I usually answer my parents like this. The age characteristics of preschool children determine that their learning styles and behaviors are different from those of primary school, such as learning in games, learning through exploration and sensory learning. The more difficult it seems to everyone, in fact, it is a step-by-step operation and exploration. To put it another way, many abilities in mathematics, such as logical thinking ability, spatial ability, sense of orientation and so on. In fact, they are all exercised and practiced in Montessori's works, in order to help children develop good math study habits and prepare for future math study, and also to help children better stimulate their interest in learning math. Interest is the best teacher. Of course, if you are obsessed with these names, we can put it another way.

I wonder if you are satisfied? Looking forward to your reply.

* * Replies received * * * *

First, children have never been exposed to Montessori mathematics before. Without any Montessori work experience.

Second, the working hours are one and a half hours in the morning, and the teaching AIDS will be updated frequently in the daily living area. The frequency is about one and a half months to replace two new teaching AIDS. The material in other areas is less updated, but the gameplay has been extended and changed a little.

third

The first difference is that the objects are different. Montessori's works are more personalized, quiet and focused.

If you play games, sometimes it is a child, but more often it is two people or even more children together. Active atmosphere (because of discussion and consultation, etc.). )

One more thing,

Teaching is regular and operating rules, and children can't freely combine various materials to exert their imagination like playing with toys.

So, sometimes I am also very entangled. What is the standard for children to operate teaching AIDS? If children play with teaching AIDS as toys, should they wait and see or stop them in time?

Reply as follows

1. It is understandable if they frequently change jobs in their daily work area, because they have mastered it and find it simple, so they can increase the difficulty appropriately.

2. It is not recommended to put toys, but toys can be combined with work. At work, you still emphasize that you can work alone or cooperate, but it is agreed in advance that whoever takes the job first will live. Please send it back after the game. Later collaborators should respect the working children. If they play with their own works, don't destroy yours, and don't wander around disturbing other children. It is allowed in my class. But every job operation has some precautions. Tell the children when you show them in groups. For example, the red and blue sticks are too long, so take them at both ends and in the middle. You can't pinch the colored place in the middle of the color swatch.

It is worth noting that if there is a new student, in the initial guidance, you can let a well-behaved child take him, let him get familiar with the environment as soon as possible, and tell him that this job is for us to play.