Child Development

Transformation of a child

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“Actually the normal child is one who is precociously intelligent, who has learned to overcome himself and to life in peace, and who prefers a disciplined task to futile idleness…..Man’s true nature lies hidden within himself. And this nature, which was given him at conception, must be recognized and allowed to grow.” (p. 148, para. 1)

Thoughts after reading Part II: 21. The pampered child

It is amazing to watch a classroom transform and become normalized. The first day of school may seem a bit chaotic as new children are added into the mix without previous Montessori experience; however, they will see the actions of the children who are used to the Montessori environment. The teacher will start introducing materials to the student, hoping with each lesson that the child will become interested and begin the transformation.

The normalization process is not just for a certain type of child. Each child has their own developmental obstacles. For a child the normalization process is easier without the distractions. Today’s children may be too involved video games, computer apps or other electronic devices. Some children may seem to fancy elaborate toys or fantasy play. Yet, the Montessori classroom is organized with materials that aid in a child’s self development. Lessons are meaningful and help the child build their own imagination with real knowledge as a foundation.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 143-148). New York: Ballantine Books. (Original work published 1966)

 

Discovering the child

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“Because a child is constantly passing from a lower to higher state, his every passing minute is precious…. (H)e is fascinated by everything that contributes to his development and becomes indifferent to idle occupations. ” (p. 122, para. 4)

Thoughts after reading Part II: 19. Observations and Discoveries

Repetition of exercise, free choice, absence of toys, no rewards or punishments, silence activities, the dignity and self discipline of the child and early reading and writing are all mysteries encapsulated within the Montessori Method. When observers come into a Montessori classroom they are surprised by the order and the disciplined way that children carry out their task. Some ask “Where are the toys?” or “Why aren’t the children playing?”

In Maria’s classroom toys were available, but so were developmental materials. The toys were neglected and left un-chosen by the children in her classroom. Instead the children would seek activities that helped them grow and develop physically and mentally. Perhaps as adults we tend to put on children our own expectations of what activities children should enjoy. Given free choice to select what they want to do in a Montessori Classroom, allows the teacher to observe what the individual child is working on developmentally. These cues can give the teacher knowledge about the individual child to help guide them through their developmental journey.

The Montessori environment affected more than just the children. The dignity of the children transformed their families and homes. Children want to be part of the family, helping in the home. Their contributions help them feel valued and part of a community. The children from Maria’s Children’s House transformed their community. In spite of their poverty, “(b)roken pots began to disappear from the window sills. Window panes began to sparkle and geraniums began to blossom in the windows facing the courtyard (p. 129, para. 3).”

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 119-135). New York: Ballantine Books. (Original work published 1966)

The importance of developing senses

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 100-102). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 16. Lack of Comprehension

“The soul is constantly being nourished with the sight of natural beauties like the rising of the sun, or the delightful vision of a work of art, or with the sound of melodious voices or instruments….  If there were no ego to take delight in these various sights and sounds, what good would there be in these elaborate organs of sense?” (p.102, para. 1-2)

Part of the Early Childhood curriculum in a Montessori Classroom includes sensorial exercises.  Building sensorial skills brings concrete meaning to ideas that without experience are abstract. Sensorial activities help the child differentiate, categorize and grade smells, sounds, flavors, colors, sizes and textures.  Through his senses, the child learns to understanding the world around them and developing meaningful vocabulary, helping him to express himself and connect to his environment.  When a child feels a rough material, he connects the feeling with the meaning of the word, gaining understanding beyond basic comprehension.

Mastery of movement

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 96-99). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 15. Movement

“A child has a natural desire to master the voluntary use of his organs of movement. If he fails to do so, he cannot externalize the fruit of his intelligence.” (p. 99, para. 1)

Every purposeful movement we make is connected to our mind. Our thoughts align with our movements. A child is working to master this connection between their mind and body. Maria emphasizes the importance of movement in the development of intelligence and reasoning abilities.

It is one thing to know how to do something, but quite another to have mastered the physical ability to perform the task. Some activities require a great deal of practice or even special muscle development. One may understand the mechanics behind performing a front flip; however, it is quite a different skill to perform the gymnastic feat.

In a Montessori classroom, children learn through movement. Many children have learn to care for their environment. Various lessons include the gathering of materials from the shelf to a work area. Many classrooms have a line for children to practice balancing on. In addition to gross motor movement, many of the classroom’s practical life exercises involve very precise movements developing fine motor skills, including the pincer grip in preparation for writing. When learning the sounds of the letters, children touch and trace each sound practicing the muscle movement associated with writing the letter.

The will of a child

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 91-95). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 14. The Substitution of the Personality

“The ability to move about under the guidance of reason and not simply in response to the sensible stimuli leads to concentration, and this fixation of the mind and activity upon a single object is a phenomenon of inner origin.” (p. 95, para. 2)

Children want to do what the adult is doing. They copy and imitate, even if they do not understand what they are imitating. Maria suggests that adults can impose their will on the child, acting through the child to accomplish tasks in the way the adult would want them accomplished. The better approach is to allow the child to develop their own will through inspiring them, instead of directing them.

If you have ever witnessed a Montessori teacher give a lesson, you will notice that she is very calm in her presentation and performs each motion in a purposeful manner at a pace that a child can easily begin practicing. Every little detail is shown to the child, from the grasp of a spoon to transferring the very last piece of grain. The goal of the teacher is to inspire the child to seek his own mastery of the skill, concentration, and self-discipline.

Many would expect that children are normally rambunctious and energetic; Montessori philosophy offers a different perspective. In Montessori classrooms, normalization of children comes about as a response to the classroom environment. Observers are often surprised at how quiet and serious the children seem when they are concentrating in the classroom. The normalized child is acting with their own will and self-driven inner discipline.

 

Allowing a child his own rhythm

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social-Problem. The secret of childhood (pp. 88-90). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 13. Rhythm

“We take pleasure in associating with others whose rhythmical movements are like our own but are pained when we are forced to adapt ourselves to other rhythms.” (p. 89, para 2)

The rhythm in which Montessori is referring to is the cadence of performing activities or tasks.  She discusses the misalignment between the rhythm of the adult and the rhythm of the child.    She compares it to how one may interact with someone with a disability that moves at a slower pace.  We are often compelled to help them, even though they may be comfortable and content with their own effort.  Jumping in to help a child may not be as generous as the notion may seem at first glance.  This interruption may create a developmental obstacle for the child.

In a Montessori Classroom, you will notice that the teachers are not quick to jump in and assist a child with their work.  They observe from the sidelines and take note of their progress; much like a scientist observes an experiment.  When a child asks for help, the teacher is careful not to take over and often models the action involved, encouraging the child to do the task for themselves. The teacher is patient and kind in their methods. Although, the final result may not be perfect, the process of performing the action and the practice of the motions required from the work are valued.  The result is a confident child who will continue to develop his independence.

Purposeful hands

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social-Problem. The secret of childhood (pp. 80-87). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 12. The Hand

“Sometimes very small children in a proper environment develop a skill and exactness in their work that can only surprise us.” (p. 87, para 2)

Children want to touch things. Use of their hands is an important development, essential for human life. Maria reminds us how we use hands to express ourselves, ceremoniously, and for essential human activity. In spite of their importance, many children are told repetitively not to touch certain items and to keep their hands to themselves.

Children are interested in doing what they see the adults doing. They want to be part of their family and participate as others do. Work that may seem mundane to an adult, can be very meaningful to child. Sometimes as parents it is so easy to jump in and do a task quickly, even though the child wants to help. Allowing them the opportunity to carry, to pour, to fold, to wash, or to sweep gives them purpose.

A Montessori classroom provides an environment for which controlled movements can be perfected. You will find that many Montessori students love to help in the kitchen, as they have practiced pouring and cutting exercises at school. A parent may look at a Montessori classroom and ask where the toys are; however, one may not understand that the child finds joy in an environment that they can take care of and which allows them to practice activities they want to do.

Walking in the child’s shoes

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 76-79). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 11. Obstacles to Growth, Walking

“An adult walks to reach some external goal and he consequently heads straight for it…. An infant, on the other hand, walks to perfect his own proper functions, and consequently his goal is something creative within himself.” (p. 78, para 2)

Children need to be able to walk on their own at their own pace, practicing and perfecting their newly learned skill and developing balance.  As a adults, it is easy to make accommodations to insure that our child can keep up with our pace.  Although this is more convenient, the child could achieve so much more if we would allow them the opportunity to walk at their own pace, resting when they need to rest and exploring as they desire.  Caging up our children or securing them in strollers may protect them; however, they need to be able to develop.

Both of my children were early walkers.  At 9 months old, my children were already breaking free from limited movement and searching to explore their surroundings by foot.  This can be a scary time for parents, it was for me!  The child can reach more things, get into more things and move faster than a crawl!  As they improve their skill they get harder to keep up with!  Still they are still light enough to swoop into your protective arms and easy to fit into a stroller. We want so much for them to be safe from danger.

We don’t want to teach our children to be helpless, when they need to be developing muscle movement and balance.  Every day our Toddlers in our Toddler program go for a walk with their teachers.  The walk is not at the teacher’s pace, but at children’s pace.  They get to pause and look at the ducks in the creek.  If they see something interesting they can show their teacher and friends.  The goal is not to get from point A to point B, it is for the child to practice movement, balance and enjoy the journey.  As a parent, you can look at the walk through your own child’s eyes.  Slow down, enjoy the journey.  These precious moments go by so quickly and you can see wondrous things if you take the time to follow the child.

A reflection on the treatment of newborns

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 21-25). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART I: 4. The Newborn

“A newborn child should not  simply be shielded from harm, but measures should also be taken to provide for psychic adjustment to the world about it.” (p. 23, para. 4)

As parents we do what we have learned from our own parents and our cultural surrounding.  Although we are rooted in expectations of our communities and families, should we at least consider whether or not our actions truly benefit the child?  At a minimum we should at least entertain the notion that although we try our best and may be doing what society deems as the best for our child, there may be a better way.

Montessori makes a great point when comparing the treatment of the mother, who has given birth, with the treatment of the baby.  The infant has just gone through a tremendous journey, entering an entirely new environment.  It is true the mother has endured a tremendous ordeal; however, it is incomparable in many respects.  Montessori reminds how animals warm their babies with their own bodies, giving of their own heat to the child instead of wrapping them in clothing which can be restrictive and unnatural compared to the womb-like environment from which they came.  The process of using a midwife for my second child was a much different experience and I believe that both of us benefited from a more natural approach to childbirth.

The miracle of existence

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp.17-20). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART I: 3. Biological Interlude

“(T)he psychic life of a child needs to be protected and to be surrounded by an environment that could be compared with the wrappings placed by nature about the physical embryo.” (p. 20, para. 2)

It is amazing to ponder the miracle of human development.  When I found out I was pregnant with my first daughter, I was able to view a very early ultrasound where the only thing I could really see was the heart beat, witnessing the beginning of existence and development. The second ultrasound, I could see her features so clearly and could actually see her licking her umbilical cord, already curious about her surroundings. When I finally met her in person, I was amazed by her beauty and perfection!

Up until the point of her birth, she was developing independently within the safety of my womb. How can we continue to provide the environment that would best continue this development in the real world?  A prepared environment, like a womb, can create a nurturing place in which the child can explore and grow within the safety of boundaries.