Posebnosti metoda poticanja čitanja i pisanja u Montessori pedagogiji

Montessori sustav razlikuje se od tradicionalnog odgojno-obrazovnog sustava i sadrži jedinstven pristup djetetu i njegovim potrebama. U središtu je dijete kojega se poštuje u njegovoj cjelovitosti. Pedagogija Marije Montessori obilježena je izrazom Pomozi mi da to učinim sam i omogućava nam da djetetu pružimo podršku za njegov vlastiti samoodgoj. Montessori pedagogija slijedi temeljna Montessori načela koja su univerzalna na svim kontinentima te potiče spoznajni, društveni, osjećajni i tjelesni rast i razvoj. Djeca se slobodno igraju i rade, kreću, brinu o okolini, te stječu niz vještina u pet osnovnih područja rada: samostalnost u svakodnevnom životu, poticanje osjetilnosti, govor i jezik, matematika te kozmički odgoj. Posebnost Montessori metoda u poticanju čitanja i pisanja je u tome što se djeca kroz niz aktivnosti i vježbi, polazeći od konkretnog k apstraktnom, posebno načinjenim priborom i u pripremljenoj okolini uče sama, a uloga učitelja je pripremiti niz motiva koji će inspirirati dijete za razvoj te ga indirektno voditi prema njegovoj neovisnosti kako u svim područjima tako i u području čitanja i pisanja.The Montessori system differs from the traditional educational system and contains a unique approach to the child and his needs. In the centre is the child who is respected in its entirety. Maria Montessori pedagogy is characterized by the expression "Help me, to do it by myself" and allows us to provide child support for self-education. Montessori pedagogy follows the basic Montessori principles that are universal to all continents and promotes cognitive, social, emotional and physical growth and development. Children are free to play and work, caring for the environment and acquire a range of skills in five key areas: independence in everyday life, encouraging sensation, using language, mathematics and cosmic education. The specificity of the Montessori method in encouraging reading and writing is that the children throughout a series of activities and exercises, starting from the concrete to the abstract with a specially-made accessories in a prepared environment, are encouraged to learn by themselves and the teacher's role is to prepare a series of motifs that will inspire children to develop and will indirectly lead them to their independence in all areas and in the area of reading and writing