“Even the littlest children are anxious to do something and are more anxious to exert themselves than those who are older. A good teacher will therefore look for some way in which even the tiniest child can be of help.” (p. 84, para. 2)

Thoughts after reading: 5. Education in Movement

Every child seeks to be useful and part of the community. The youngest ones are the most eager to help. We should not discourage their interest in helping us. Their desire can prove more useful than we can imagine and the benefit to their soul is tremendous. Given tasks of importance makes them work very hard to perform to perfection. The trick is to not guide them so directly that their independence is replaced with puppet strings. The other thing to remember is that a little task can mean a lot to a child. Tasks in which they can gain that internal reward of accomplishment are very important.

“Of itself movement is something unrefined, but its value increases when one attempts to perfect it…. When children experience pleasure not only from an activity leading towards a special goal but also in carrying it out exactly in all its details, they open up a whole new area of education for themselves.” (p. 85, para. 3)

I am in awe of my own children’s organization skills. Perhaps their own time spent amongst Montessori materials organizing and sorting succeeded in perfecting their own sense of order.

My youngest daughter put together packets of information for me at work. She organized each part of the packet, counted their parts to insure the right amount, and created a process of assembling. Even at the age of 10, she was excited and enthusiastic about helping. I allowed her to create her own process and allowed her to accomplish it on her own. I believe this contributed to her own feeling of success.

After the first day of school, my eight grade daughter came home and made a plan regarding what she we would need for each class and how many trips she would need to go to her locker. She plans ahead for assignment and sets goals for herself beyond what the assignment calls for. I never have to worry about her not finishing her work. Although I watch her progress, I can see that she does not need me to assist with her planning and her results of success are indeed her own and not mine.

Montessori, M. (1972). Education in Movement. In The discovery of the child (pp. 76-88) New York: Ballantine