ERIC Number: ED271217
Record Type: Non-Journal
Publication Date: 1985
Montessori and Brain Research.
Hranitz, John R.
Researchers in medicine, education, and related fields continue to make new discoveries about how the brain functions or malfunctions. The implications of studies of how young children learn compare favorably with those of educators such as Maria Montessori, Jerome Bruner, and Jean Piaget. These researchers saw growth and development as a series of stages related to inherited potential, maturation, and experiences. Brain research has concluded that (1) no single area of the brain can function alone, (2) individuals generate and associate different meanings to similar experiences, (3) the brain grows in spurts, (4) the brain responds to the environment surrounding it, (5) the brain can easily establish elaborate abstract coding and decoding systems, and (6) the brain deals with the world systematically. The role of the Montessori teacher--making the children the center of learning, encouraging children to use the freedom provided for them, observing children in order to prepare the best possible environment, recognizing sensitive periods, and diverting unacceptable behavior into meaningful tasks--supports the implications of this research. (HOD)
Descriptors: Brain, Brain Hemisphere Functions, Classroom Environment, Concept Formation, Early Childhood Education, Educational Research, Educational Theories, Learning Processes, Learning Theories, Neurological Organization, Perceptual Development
Dr. John R. Hranitz, Department of Curriculum and Foundations, Bloomsburg University of Pennsylvania, Bloomsburg, PA 17815 (no charge for first copy).
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Bloomsburg Univ., PA.