{"id":88,"date":"2020-05-30T15:59:15","date_gmt":"2020-05-30T13:59:15","guid":{"rendered":"https:\/\/www.montessoridetom.sk\/?page_id=88"},"modified":"2020-08-31T23:18:07","modified_gmt":"2020-08-31T21:18:07","slug":"pre-rodicov","status":"publish","type":"page","link":"https:\/\/www.montessoridetom.sk\/?page_id=88","title":{"rendered":"O met\u00f3de"},"content":{"rendered":"\n
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Kto je M\u00e1ria Montessori<\/h1>\n
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\nM\u00e1ria Montessori bola pedagogi\u010dkou, antropologi\u010dkou a lek\u00e1rkou. Vy\u0161tudovala matematiku, fyziku, pr\u00edrodn\u00e9 vedy a medic\u00ednu. Bola expertkou na detsk\u00e9 nervov\u00e9 choroby, doktorkou psychiatrie. Pracovala s de\u0165mi s r\u00f4znym postihnut\u00edm a dok\u00e1zala, \u017ee s\u00fa vzdel\u00e1vate\u013en\u00e9, ak sa k nim pristupuje in\u00fdm sp\u00f4sobom… V\u00fdsledky dosiahnut\u00e9 v \u010dinnosti so zdrav\u00fdmi de\u0165mi boli pozoruhodn\u00e9, vyvolali ve\u013ek\u00fd ohlas a priniesli MM celosvetov\u00e9 uznanie a sl\u00e1vu. Zaoberala sa ot\u00e1zkou, \u010do v skuto\u010dnosti deti potrebuj\u00fa, \u010do im deformuje charakter a tie\u017e my\u0161lienkou hodnotenia det\u00ed, \u010do svojim sp\u00f4sobom pova\u017eovala za trest…
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\nl\u00e1ska , v\u013e\u00fadnos\u0165, prijatie = z\u00e1klad, aby deti prospievali<\/b>
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\nZa celo\u017eivotn\u00fa humanisticky orientovan\u00fa pr\u00e1cu bola trikr\u00e1t nominovan\u00e1 na Nobelovu cenu mieru. Pre\u017eila dve svetov\u00e9 vojny a jej odkaz je:
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\n“Pros\u00edm, mil\u00e9 deti, vy v\u0161etky, ktor\u00e9 m\u00f4\u017eete, budujte so mnou mier medzi \u013eu\u010fmi na celom svete.”<\/i>
\nM\u00e1ria Montessori
\n
\nM\u00e1ria Montessori bola pokrokov\u00e1, duchovne zalo\u017een\u00e1 \u017eena, oddan\u00e1 de\u0165om. Najprv zalo\u017eila \u0161koly pre postihnut\u00e9 alebo znev\u00fdhodnen\u00e9 deti. Venovala sa aj “privilegovan\u00fdm” de\u0165om, ktor\u00e9 tie\u017e potrebovali pom\u00f4c\u0165, aby mohli by\u0165 samy sebou. Rozhodne neuzn\u00e1vala \u0161koly len pre bohat\u00fdch a nadan\u00fdch, napriek podobn\u00fdm myln\u00fdm predstav\u00e1m. Jej pedagogika podporuje osobn\u00fd rast jednotlivcov a v\u00fdchovu k mieru. Je pre v\u0161etk\u00fdch a ako mo\u017eno pozorova\u0165, existuje v mnoh\u00fdch krajin\u00e1ch sveta. K jej v\u00fdvoju doch\u00e1dza aj na Slovensku, a to v s\u00fakromn\u00fdch aj \u0161t\u00e1tnych \u0161kol\u00e1ch, \u010di \u0161kolsk\u00fdch zariadeniach. Jednou z nich je aj na\u0161a matersk\u00e1 \u0161kola.
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\n“Prv\u00e1 cesta, ktor\u00fa mus\u00ed die\u0165a n\u00e1js\u0165, je cesta k s\u00fastredeniu.”\n<\/div>\n<\/div>\n\n\n\n
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\u010co je Montessori met\u00f3da<\/h1>\n
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\nJe to predov\u0161etk\u00fdm sp\u00f4sob myslenia, ktor\u00fd pova\u017euje die\u0165a za najd\u00f4le\u017eitej\u0161\u00ed \u010dl\u00e1nok v\u00fdu\u010dby a nazer\u00e1 na\u0148 s najv\u00e4\u010d\u0161\u00edm mo\u017en\u00fdm re\u0161pektom v r\u00e1mci jeho celistvosti a osobnosti. T\u00e1to met\u00f3da umo\u017e\u0148uje die\u0165a\u0165u, aby samo pracovalo v d\u00f4vernom prostred\u00ed a pri l\u00e1skavom doh\u013eade dospel\u00e9ho, ktor\u00fd ho sprev\u00e1dza. Je to pr\u00edstup rozv\u00edjaj\u00faci l\u00e1sku. Die\u0165a m\u00e1 v sebe prirodzen\u00fa t\u00fa\u017ebu u\u010di\u0165 sa a r\u00e1s\u0165. Ke\u010f pre\u0148 priprav\u00edme prostredie, v ktorom m\u00f4\u017ee uspokoji\u0165 t\u00fato t\u00fa\u017ebu v spr\u00e1vnom \u010dase, bude to ten najlep\u0161\u00ed dar, \u010do mu m\u00f4\u017eeme da\u0165, dar vn\u00fatornej slobody a mieru, in\u00fdmi slovami dar \u0161\u0165astia! Met\u00f3da Montessori podporuje sebad\u00f4veru a samostatnos\u0165, pon\u00faka die\u0165a\u0165u mo\u017enos\u0165 postupova\u0165 svojim vlastn\u00fdm tempom a vybera\u0165 si aktivity. U\u010denie die\u0165a\u0165a prebieha pri nejakej \u010dinnosti, ktor\u00fa si vyber\u00e1 samo na z\u00e1klade jeho potreby objavova\u0165. Die\u0165a \u010dasto opakuje nejak\u00fa \u010dinnos\u0165 dovtedy, k\u00fdm sa v nej nezdokonal\u00ed, neosvoj\u00ed si pohyb alebo nez\u00edska zru\u010dnos\u0165, a to s rados\u0165ou. Ke\u010f sa die\u0165a s\u00fastred\u00ed, s\u00fa\u010dasne sa vyv\u00edja, je pokojn\u00e9 a tich\u00e9, jeho t\u00fa\u017eba po poznan\u00ed je uspokojen\u00e1. A \u010d\u00edm viac sa u\u010d\u00ed, t\u00fdm viac sa mu u\u010denie p\u00e1\u010di.
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\nMet\u00f3da vznikla na z\u00e1klade dlhodob\u00e9ho pozorovania det\u00ed v rannom veku. Pod\u013ea M\u00e1rie Montessori ka\u017ed\u00e9 die\u0165a prech\u00e1dza cestou prirodzen\u00e9ho v\u00fdvinu, ktor\u00fd sa plynule prejavuje i bez z\u00e1sahu n\u00e1s dospel\u00fdch. To tie\u017e znamen\u00e1, \u017ee dospel\u00fd m\u00f4\u017ee svojim postojom a t\u00fdm, \u010do pon\u00faka, zjednodu\u0161i\u0165 alebo zabrzdi\u0165, \u010di obmedzi\u0165 v\u00fdvin die\u0165a\u0165a k samostatnej a tvorivej aktivite.
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\nVzdel\u00e1vanie je umenie sprev\u00e1dzan\u00e9 pomocou spr\u00e1vnych ot\u00e1zok, ch\u00e1pan\u00e9 ako postupn\u00e9 uvo\u013e\u0148ovanie vedomost\u00ed, pri\u010dom si treba uvedomi\u0165, \u017ee die\u0165a, ktor\u00e9 sa p\u00fdta si m\u00f4\u017ee n\u00e1js\u0165 spr\u00e1vne odpovede samo v sebe a by\u0165 tvorcom svojho vlastn\u00e9ho \u00faspechu. Met\u00f3da Montessori ch\u00e1pe vzdel\u00e1vanie ako podporu pre \u017eivot, ako sprev\u00e1dzanie na osobnej ceste k naplneniu.<\/div>\n<\/div>\n<\/div>\n\n\n\n
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\n“Ticho vych\u00e1dza zo s\u00fastredenia.”\n<\/div>\n<\/div>\n\n\n\n
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V\u00fdvin die\u0165a\u0165a<\/h1>\n
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\nM\u00e1ria Montessori hovor\u00ed, \u017ee ni\u010d sa nedeje n\u00e1hodou, \u017ee v\u0161etko na svete m\u00e1 svoje miesto, pln\u00ed svoju funkciu a smeruje k nejak\u00e9mu cie\u013eu. Ka\u017ed\u00fd z n\u00e1s m\u00e1 svoju \u00falohu a nikto nepln\u00ed d\u00f4le\u017eitej\u0161iu \u00falohu ne\u017e ostatn\u00ed. Hovor\u00ed o poslan\u00ed, o “povinnosti dosiahnu\u0165 harm\u00f3niu s celkom a by\u0165 zodpovedn\u00fd za svoje konanie”. V \u017eivote rob\u00ed ka\u017ed\u00fd nevedomky nie\u010do pre celok a umo\u017e\u0148uje tak ka\u017ed\u00e9mu \u017ei\u0165 svoj \u017eivot. V\u0161etci sme od seba vz\u00e1jomne z\u00e1visl\u00ed a je d\u00f4le\u017eit\u00e9, aby sme si boli toho v\u0161etci \u00faplne vedom\u00ed, a to v \u010do najrannej\u0161om veku.
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\nKa\u017ed\u00e9 die\u0165a, ktor\u00e9 sa narod\u00ed, predstavuje nov\u00fa n\u00e1dej pre svet, nov\u00fd sp\u00f4sob \u017eivota, nov\u00e9 spr\u00e1vanie, nov\u00e9 vedomie. Die\u0165a je odrazom \u017eivotnej sily, ktor\u00e1 ho presahuje a ktorej je s\u00fa\u010das\u0165ou. Podie\u013ea sa na d\u00f4le\u017eitom v\u00fdvoji \u013eudstva. \u0160\u0165astn\u00fd je teda ten, kto zist\u00ed, pre\u010do je tu, pre \u010do bol stvoren\u00fd, a ide za t\u00fdm. Stane sa t\u00fdm, k\u00fdm je.
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\nAbsorbuj\u00faca myse\u013e<\/b><\/span>
\nAbsorbuj\u00faca myse\u013e je z\u00e1kladnou charakteristickou \u010drtou die\u0165a\u0165a, ktor\u00e9 je v\u010faka nej schopn\u00e9 absorbova\u0165 prirodzene a postupne v\u0161etko, \u010do ju obklopuje. “Deti s\u00fa ako \u0161pongie.” Absorbuj\u00fa v\u0161etko, \u010do im okolit\u00e9 prostredie pon\u00faka a ich osobn\u00fd rozvoj je t\u00fdmto prostred\u00edm ovplyvnen\u00fd. Die\u0165a pre\u017e\u00edva sk\u00fasenosti, ktor\u00e9 v \u0148om vyvol\u00e1vaj\u00fa dojmy, pocity a tie triedi a usporad\u00fava vo svojom vn\u00edman\u00ed v z\u00e1vislosti od stavu mysle. Tento absorbuj\u00faci stav mysle funguje od narodenia do 3 rokov na nevedomej \u00farovni. Medzi 3. a 6. rokom sa postupne st\u00e1va vedom\u00fdm. Sk\u00fasenosti, ktor\u00e9 die\u0165a postupne z\u00edskava, s\u00fa z\u00e1kladom pre du\u0161evn\u00fa zrelos\u0165. Ide o prepojenie sk\u00fasenost\u00ed tela (fyzick\u00e9) a pr\u00e1ce mysle (du\u0161evn\u00e9). Sk\u00fasenosti sa st\u00e1vaj\u00fa jeho s\u00fa\u010das\u0165ou, a to mu umo\u017e\u0148uje jednak rozv\u00edja\u0165 jeho osobnos\u0165, spolo\u010densk\u00fa identitu a jednak sa sta\u0165 “s\u00fa\u010dasn\u00fdm \u010dlovekom”, schopn\u00fdm prisp\u00f4sobi\u0165 sa svojej kult\u00fare, svojej dobe a miestu, v ktorom vyrast\u00e1.
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\nSenzit\u00edvne obdobia alebo obdobia zv\u00fd\u0161enej vn\u00edmavosti<\/b><\/span>
\nSenzit\u00edvne obdobia s\u00fa vroden\u00e9 predispoz\u00edcie, in\u0161tinkty, ktor\u00e9 ved\u00fa die\u0165a k tomu, aby venovalo svoju pozornos\u0165 tej oblasti vo svojom prostred\u00ed, ktor\u00e1 je pr\u00e1ve v tom danom okamihu d\u00f4le\u017eit\u00e1 pre jeho rozvoj a zodpoved\u00e1 jeho v\u00fdvinov\u00e9mu \u0161t\u00e1diu. To znamen\u00e1, \u017ee die\u0165a si vo svojom prostred\u00ed vyber\u00e1 to, \u010do sa potrebuje nau\u010di\u0165. Na niektor\u00e9 aktivity reaguje ve\u013emi vn\u00edmavo, zatia\u013e \u010do k in\u00fdm je \u013eahostajn\u00e9. Na to, \u010do die\u0165a zauj\u00edma sa dok\u00e1\u017ee pozorne s\u00fastredi\u0165 a u\u010d\u00ed sa prirodzene, s rados\u0165ou bez n\u00e1mahy. Napr\u00edklad, ke\u010f sa die\u0165a nach\u00e1dza vo vn\u00edmavom obdob\u00ed pre pohyb, jeho pozornos\u0165 pri\u0165ahuje v\u0161etko, \u010do mu umo\u017e\u0148uje koordinova\u0165 jeho pohyby. M\u00e1ria Montessori opisuje \u0161es\u0165 vn\u00edmav\u00fdch obdob\u00ed:
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\n\u2022 vn\u00edmav\u00e9 obdobie pre poriadok (od 0 do 6 rokov)
\n\u2022 vn\u00edmav\u00e9 obdobie pre pohyb (od 0 do 5 – 6 rokov)
\n\u2022 vn\u00edmav\u00e9 obdobie pre jazyk (od 0 do 7 rokov)
\n\u2022 vn\u00edmav\u00e9 obdobie pre zmyslov\u00fd rozvoj (od 0 do 6 rokov)
\n\u2022 vn\u00edmav\u00e9 obdobie pre mal\u00e9 predmety (od 1 do 6-7 rokov)
\n\u2022 vn\u00edmav\u00e9 obdobie pre soci\u00e1lny v\u00fdvin (od vn\u00fatromaternicov\u00e9ho \u017eivota a\u017e do veku okolo 6 rokov)
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\nKe\u010f si die\u0165a osvoj\u00ed zru\u010dnosti s\u00favisiace s jednotliv\u00fdm obdob\u00edm, vn\u00edmav\u00e9 obdobie je ukon\u010den\u00e9 a die\u0165a sa za\u010d\u00edna zauj\u00edma\u0165 o nie\u010do in\u00e9. Preto je d\u00f4le\u017eit\u00e9 pripravi\u0165 prostredie potreb\u00e1m die\u0165a\u0165a. Prostredie mu mus\u00ed pon\u00faknu\u0165 to, \u010do je pr\u00e1ve v tej spr\u00e1vnej chv\u00edli potrebn\u00e9. Je d\u00f4le\u017eit\u00e9 pozna\u0165 uveden\u00e9 vn\u00edmav\u00e9 obdobia, aby sme tak dok\u00e1zali rozpozna\u0165, kedy nimi die\u0165a prech\u00e1dza a mohli tak podpori\u0165 jeho nad\u0161enie. Dbajme na to, aby sme die\u0165a nemotivovali pr\u00edli\u0161, preto\u017ee to by ho mohlo zahlti\u0165. Bu\u010fme trpezliv\u00ed a pr\u00edtomn\u00ed. Rados\u0165 z u\u010denia, veden\u00e1 t\u00fa\u017ebou a pote\u0161en\u00edm objavova\u0165, je nevyhnutn\u00e1 pre du\u0161evn\u00fd rozvoj, rovnako ako d\u00fdchanie pre \u017eivot.
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\nV\u00fdvinov\u00e9 f\u00e1zy<\/b><\/span>
\nV\u00fdvin die\u0165a\u0165a prebieha v skokoch. M\u00e1ria Montessori rozli\u0161ovala 4 rastov\u00e9\/v\u00fdvinov\u00e9 f\u00e1zy:
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\n\u2022 Rann\u00e9 detstvo (0 – 6 rokov)<\/b>\nJe to vek utv\u00e1rania seba sam\u00e9ho. Die\u0165a je “zmyslov\u00fd prieskumn\u00edk” a v\u00e1\u0161niv\u00fd pozorovate\u013e, ktor\u00fd sa sna\u017e\u00ed n\u00e1js\u0165 odpovede na ot\u00e1zky “\u010co je to?” a “Ako to urobi\u0165?” Akoby n\u00e1m die\u0165a hovorilo:
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\n“Pom\u00f4\u017e mi, aby som bol s\u00e1m sebou.” (0 – 3 roky)
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\n“Pom\u00f4\u017e mi, aby som to urobil s\u00e1m.” (3 – 6 rokov)<\/i>
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\nRann\u00e9 detstvo je obdobie z\u00edskavania \u013eudsk\u00fdch vlastnost\u00ed a utv\u00e1rania osobnosti.
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\n\u2022 Detstvo (6 – 12 rokov)<\/b>
\nIde o pokojnej\u0161ie obdobie z h\u013eadiska fyzickej aj psychickej str\u00e1nky. Die\u0165a v tomto veku odkl\u00e1\u0148a svoju pozornos\u0165 od seba a zauj\u00edma sa o cel\u00fd svet. V popred\u00ed je rozvoj:
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\n– soci\u00e1lneho vedomia (potreba \u017ei\u0165 v skupine),
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\n– mor\u00e1lneho vedomia (zmysel pre spravodlivos\u0165),
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\n– predstavivosti (schopnos\u0165 predstavi\u0165 si, \u010do nevid\u00edme),
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\n– abstrakcie,
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\n– uva\u017eovania,
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\n– \u010doraz podrobnej\u0161ieho presk\u00famavania sveta.<\/i>
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\nDie\u0165a je “kult\u00farny prieskumn\u00edk”, ktor\u00fd sa sna\u017e\u00ed n\u00e1js\u0165 odpovede na ot\u00e1zky “Pre\u010do?” a “Ako?”
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\nAkoby n\u00e1m die\u0165a hovorilo:
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\n“Pom\u00f4\u017e mi, aby som prem\u00fd\u0161\u013eal s\u00e1m.” (6-12)<\/i>
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\n\u2022 Dospievanie (12 – 18 rokov)<\/b>
\nDospievanie je obdob\u00edm v\u00fdrazn\u00fdch fyzick\u00fdch, ale i psychick\u00fdch zmien. Dospievaj\u00faci u\u017e nie je die\u0165a, ale e\u0161te nie je dospel\u00fd. H\u013ead\u00e1 svoju nov\u00fa identitu. Je to “humanistick\u00fd a soci\u00e1lny prieskumn\u00edk”, ktor\u00fd h\u013ead\u00e1 odpove\u010f na ot\u00e1zku: “Kto som?”
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\n“Pom\u00f4\u017e mi, aby som dok\u00e1zal \u017ei\u0165 s ostatn\u00fdmi.”<\/i>
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\n\u2022 Dospelos\u0165<\/b>
\nMlad\u00fd dospel\u00fd \u010dlovek si je vedom\u00fd svojej osobnosti a spolo\u010dnosti. Je samostatn\u00fd a schopn\u00fd nies\u0165 zodpovednos\u0165. No dospelos\u0165 prich\u00e1dza bezpochyby r\u00f4zne, no \u010dasto nesk\u00f4r. Preto vyjdime v \u00fastrety psychick\u00fdm potreb\u00e1m vyv\u00edjaj\u00faceho sa die\u0165a\u0165a.<\/div>\n<\/div>\n<\/div>\n\n\n\n
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\n“Die\u0165a nie je n\u00e1doba, ktor\u00e1 sa m\u00e1 naplni\u0165, ale prame\u0148, ktor\u00fd sa m\u00e1 necha\u0165 vytryskn\u00fa\u0165.”\n<\/div>\n<\/div>\n\n\n\n
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Princ\u00edpy pedagogiky Montessori<\/h1>\n
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\nZnamen\u00e1 to, ak\u00fdm sp\u00f4sobom pristupujeme k de\u0165om. Jeho hlavn\u00fdm mot\u00edvom je d\u00f4vera.
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\nPrinc\u00edpy pre vek 3 – 6 rokov:
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\nSloboda<\/b> (podporuje precvi\u010dovanie v\u00f4le)
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\nslobodn\u00e1 vo\u013eba \u010dinnosti a d\u013a\u017eka jej trvania
\nsloboda komunik\u00e1cie
\nsloboda pohybu
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\nSebadiscipl\u00edna<\/b> (posil\u0148uje vn\u00fatorn\u00fa slobodu)
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\nDr\u017ea\u0165 sa bokom<\/b> (kona\u0165 rad\u0161ej v pozad\u00ed, ne\u017e aby sme priamo ovplyv\u0148ovali die\u0165a)
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\nRe\u0161pektova\u0165 tempo ka\u017ed\u00e9ho die\u0165a\u0165a<\/b>
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\nU\u010denie sa prostredn\u00edctvom sk\u00fasenost\u00ed<\/b> (z\u00e1ujem vedie k pozornosti a s\u00fastredeniu)
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\nIndividu\u00e1lna \u010dinnos\u0165<\/b> (vo veku 3 – 6 rokov sa deti u\u010dia lep\u0161ie prostredn\u00edctvom individu\u00e1lnej sk\u00fasenosti)
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\nVzdelanie<\/b> – ch\u00e1pme ako pomoc pre \u017eivot.
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\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Kto je M\u00e1ria Montessori M\u00e1ria Montessori bola pedagogi\u010dkou, antropologi\u010dkou a lek\u00e1rkou. Vy\u0161tudovala matematiku, fyziku, pr\u00edrodn\u00e9 vedy a medic\u00ednu. Bola expertkou na detsk\u00e9 nervov\u00e9 choroby, doktorkou psychiatrie. Pracovala s de\u0165mi s r\u00f4znym postihnut\u00edm a dok\u00e1zala, \u017ee s\u00fa vzdel\u00e1vate\u013en\u00e9, ak sa k […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-templates\/page_fullwidth.php","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-88","page","type-page","status-publish","hentry","clearfix"],"yoast_head":"\nO met\u00f3de - Matersk\u00e1 \u0161kola Senick\u00e1 cesta - Montessori De\u0165om<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.montessoridetom.sk\/?page_id=88\" \/>\n<meta property=\"og:locale\" content=\"sk_SK\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"O met\u00f3de - Matersk\u00e1 \u0161kola Senick\u00e1 cesta - Montessori De\u0165om\" \/>\n<meta property=\"og:description\" content=\"Kto je M\u00e1ria Montessori M\u00e1ria Montessori bola pedagogi\u010dkou, antropologi\u010dkou a lek\u00e1rkou. Vy\u0161tudovala matematiku, fyziku, pr\u00edrodn\u00e9 vedy a medic\u00ednu. Bola expertkou na detsk\u00e9 nervov\u00e9 choroby, doktorkou psychiatrie. 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