Introduction to Geography-Montessori Essay

1314 Words Jan 9th, 2012 6 Pages
Introduction to Geography

The world is getting smaller, we now live in a global village due to our enlarged technical skills. It is today as easy to fly from eg. Dublin to Rome as it was to travel from Dublin to Cork 150 years ago, Not to mention flights to the moon & back. Geography has turned out to be the study of man in space. Between mass media and frequent travel the child is bombarded with impressions about the planet he lives on. In today’s world the child hears random words, names of countries with upheavels and wars & they get scared. They really need to know where they are, even on a larger scale. It is better to understand that a lot of things happen far away and not in my neighbourhood. This will give them some sense of
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This globe is followed by the coloured globe. It is similar in size and shape to the first globe but here the different continents are coloured in various colours- here we give the language of continent & ocean.

2. Puzzle maps The child will get to know their world. The eastern and western hemisphere allows the child to see the whole world at once, but flattened. The puzzle activity enhances the sensory perception of the continents-initially purely sensorial but when the child himself begins to ask for names they are given by a 3-period lesson. Maps of each continent is then given-they show the political partitions of the continents into countries.
We always begin with the child’s own continent and then proceed by following the child, usually doing one hemisphere at a time. To be mentioned is that the knobs of the puzzle maps are placed where one finds the capital of each country- this is an indirect preparation for later work. The knobs also serve as an indirect preparation for writing, as with the geometrical forms earlier.

3. Naming
At the sensorial level names are given after the forms of the puzzles are learned. However it’s not uncommon for the child in Montessori schools to know the names of all the countries and counties of the child’s own country/continent.

At a later stage the child can also do a matching activity with flags ,and later (at reading stage) maps are provided with the names of the countries

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