Religious Development Stages
Item 1: | Outline: Expectations and Challenges for RE Teachers | 20% |
Either: 1. Outline Religious Developmental Stages that are likely to be encountered in the Primary school (3-6 years; 6-9 years; 9-12 years). 2. Include some brief suggestions for suitable activities at each level.
To be handed in at the School of Education office by 4.00 p.m. on the due date. An electronic copy should also be sent to the unit coordinator, Gerard.O’Shea@nd.edu.au
Maria Montessori developed three developmental stages within the primary school setting. These stages serve as a guide and help teachers in considering the education approach they need to take. In order for children to achieve each of these stages they need to start with a foundation in order for teachers to reach higher ideals with their students (Gobbi, 1998, pg76). A child’s intelligence is continually increasing as they complete each developmental stage. Montessori states that these stages are also know as sensitive periods which will help guide the development and learning of the children. E.M Standing (1998, pg. 119) states describes the sensitive periods as “ with certain organisms there come periods of special sensibility.” Montessori states that once a period has passed, it never returns which therefore makes it harder to learn later in the child’s life (O’Shea, pg. 68).
It is important to build a foundation in order to construct a solid structure that will last in the child’s mind. Montessori’s first stage of children development is the period for language. Children at this stage have an absorbent mind and have become a data gatherer. Children between the age of three and six children are constantly absorbing knowledge and focus on ‘what’ rather than ‘why’ (Gobbi, 1998, pg72). Gobbi (1998) states that children use their senses to distinguish, classify, generalize, and eventually make abstractions about the objects in the environment. At this stage children readily become more
Either: 1. Outline Religious Developmental Stages that are likely to be encountered in the Primary school (3-6 years; 6-9 years; 9-12 years). 2. Include some brief suggestions for suitable activities at each level.
To be handed in at the School of Education office by 4.00 p.m. on the due date. An electronic copy should also be sent to the unit coordinator, Gerard.O’Shea@nd.edu.au
Maria Montessori developed three developmental stages within the primary school setting. These stages serve as a guide and help teachers in considering the education approach they need to take. In order for children to achieve each of these stages they need to start with a foundation in order for teachers to reach higher ideals with their students (Gobbi, 1998, pg76). A child’s intelligence is continually increasing as they complete each developmental stage. Montessori states that these stages are also know as sensitive periods which will help guide the development and learning of the children. E.M Standing (1998, pg. 119) states describes the sensitive periods as “ with certain organisms there come periods of special sensibility.” Montessori states that once a period has passed, it never returns which therefore makes it harder to learn later in the child’s life (O’Shea, pg. 68).
It is important to build a foundation in order to construct a solid structure that will last in the child’s mind. Montessori’s first stage of children development is the period for language. Children at this stage have an absorbent mind and have become a data gatherer. Children between the age of three and six children are constantly absorbing knowledge and focus on ‘what’ rather than ‘why’ (Gobbi, 1998, pg72). Gobbi (1998) states that children use their senses to distinguish, classify, generalize, and eventually make abstractions about the objects in the environment. At this stage children readily become more