Essay on Montessori Creative Imagination

1279 Words Jul 24th, 2010 6 Pages
Montessori believed that the imagination be encouraged through real experiences and not fantasy. She felt very strong that this powerful force was not wasted on fantasy. It was important to allow a child to develop their imagination from real information and real experiences. Montessori believed that young children were attracted to reality; they learn to enjoy it and use their own imaginations to create new situations in their own lives. They were just excited about hearing a simple story of a man going to the shop and buying bread, then they would be of hearing a made up story.
She felt that once the child was fed with plenty of real life experiences the child can then develop their own imagination from reality.
“The young child
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And that imagination is the power behind these two parts of the mind. Imagination is a power that leads to creativity. Ideas are abstracted and converted into reality again, which emphasises the importance of feeding imagination with reality. She warns us against the dangers of cultivating the imagination in separation from the intelligence.
Montessori believed that the imagination needed a structure to work within and her plan for cosmic education includes these elements.
When teaching the cosmic plan we start with the whole and then move to details. It’s the details that provide a framework which the child can hold a clear view of the whole. Classification and other precise keys of study are the structures within which the imagination will thrive. The imagination working from a base of precision and order is able to take in the world of reality and abstract from it concepts and ideas.
She was quite specific about what she suggested as the means for keeping contact with reality and most importantly ensuring that reality never became boring.
In the younger child she encouraged the “practical life” exercises and emphasised the importance of making these new, exciting exercises when presenting to the child.
Later on for the older child, generally 6-12 years, it was a very important part of their education to make “day trips”, going outdoors and learning about the world around them, which was very exciting. She encouraged

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