Normalization

How does mindfulness and Montessori Philosophy compliment each other?

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Mindfulness is a practice of being present in the moment. Some accomplish this through meditation. Others focus on their breathing. One could also observe every sensation their body experiences or the natural environment around them. When I think of mindfulness and Montessori, I reflect on how one does “a work”. There is such intentionality in every movement and focused concentration of the exercise at hand.

During my own Montessori training, I discovered a new way of being. Instead of moving through the world in a daze, I learned to slow down and to pay attention. During my training, I was a single parent with two young children. I was recovering from trauma, so a lot was plowing through my cluttered brain. Because the lessons I was learning to teach required focus and concentration, the activities cleared my mind. All there is is the work. Children see the teacher’s deliberate, careful movements, and when it is their turn, they can also become mindful and focused. This is an important part of the Montessori normalization process of the child.

“The child who has become normalized is truly a worker-a child who, with deep joy, is absorbed in his work, and whose personality is calm, attentive, and respectful” – Maria Montessori

I think back to Karate Kid, when Mr. Miyagi teaches Daniel to focus on activities like “wax on, wax off” or catching a fly with chopsticks. All of these exercises taught movement, focus, and concentration. Like Montessori lessons, martial arts benefits from mindfulness.

“Your mind is like water. When it’s turbulent, it’s difficult to see. But if you become calm, you can see your reflection.” – Mr. Miyagi

Mindfulness and Montessori Philosophy goes beyond the classroom lessons. It spills out into a way of life. In this new way of being, one is self-aware and can regulate emotions. Other benefits can include enhanced relationships where empathy and understanding abound and a sense of peace. When you are present there is more purpose because you are living a life of intention.

Montessori Fundamentals: aesthetics, activity, control of error and limits

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“The training and sharpening of the senses has the obvious advantage of enlarging the field of perception and of offering an ever more solid foundation for intellectual growth.” (p.99, para. 2)

Thoughts after reading: 6. The Material for Development

The classroom itself is organized and aesthetically pleasing to the child. Having a beautiful environment for the child calls the child to work or activity. It also helps them develop a sense of care and concern for their environment. They water the plants, dust the shelves, sweep the floor, straighten books, and place objects where they belong. They feel that their classroom is their own and they are proud of the care that they give to the classroom. Children want a sense of belonging.

Montessori materials help prepare a young mind for science. The materials teach the child about order and categorization. Each sensorial material isolates a single focus for the child such as weight, size, length or color. If a child is using a material in which color is the focus contained needs to be the same. Everything else about the items in the exercise must be the same. Touch pads look the same, but have different textures. Color spools are all identical, but have different colors. Bells are the same, but have different sounds. After the child does the work, they must be able to self correct, using their own reasoning to identify their own mistakes and make their own corrections.

Limitation is key in the Montessori classroom. Not every student can do the same activity, but choose for themselves work that is available. If another student is using what they want they have the choice to observe, wait or select another activity.

Montessori, M. (1972). The Material for Development. In The discovery of the child (pp. 99-105) New York: Ballantine

Hope for the Future

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“Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.” (p. 208, para.3)

Thoughts after reading Part III: 29. The Child as a Teacher
Children are the most important thing that we have to offer our future. It is in our best interest to allow children to develop and grow into “normal humans.” Normal to Maria, is perhaps different than what many of us think. Maria views the normal child as one who is “precociously intelligent, who has learned to overcome himself and to live in peace, and who prefers disciplined task to futile idleness.” (p. 148, para. 1)

This is also the true nature she believes to be inside all men, but can be hidden by deviations and struggles that disrupted the man’s normal development as a child. Often men create wondrous technologies and inventions that seek to make life better and the same technology is used for atrocities. What is meant for good is made into evil. Maria says that we need a higher form of civilization in order to have hope for our world and this can be achieved through the child. The child is our hope for a future in which society can triumph. We wish for children that become virtuous adults, looking beyond acquiring things, fulfilling their spirit through making the world a better place.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 207-208). New York: Ballantine Books. (Original work published 1966)

Children and mealtime issues

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“When the time came to eat, tiny children would occupy their time with properly arranging their napkins, with looking at their knives, forks, and spoons in an effort to remember the exact way to hold and use them, or in assisting a companion smaller than themselves.” (p.178, para. 2)

Thoughts after reading Part II: Repercussions on Physical Health

Maria reminds us that animals know when to eat and even an infant has their own rhythm and pace when eating. Over-eating may be caused by psychic issues, “The child is attracted by the sight of food, which is judged only by the external sense of taste. The instinct of self-deprivation, the vital exterior force is weakened or disappears.” (p. 178, para. 2) The child who become part of the food preparation process and focus on the proper use of utensils or setting place settings has increased their interest in eating beyond the flavor of food.

Another issue that arises is the child that refuse to eat. We want to feed and take care of children and if our child does not want what we make for them, we may get upset or disappointed. We tell our children not to waste food or encourage them eat faster. In response, children put up self-defense mechanism regarding mealtime they may include extremely slow eating or even refusal to eat at all. If other areas of their life are under extreme adult dictatorship, they may be more apt to punish the adult through their mealtime actions.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (177-181). New York: Ballantine Books. (Original work published 1966)

 

Deviating off the path of development

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“Experience has shown that normalization causes the disappearance of many childish traits, not only those which are considered to be defects but also others which are generally thought to be virtues. Among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also so-called “creative imagination,” delight in stories, attachment to individuals, play, submissiveness, and so forth.” (p. 154, para. 1)

Maria lists deviations which cause a child to depart from their “primitive plan of development.” A deviation is something has pulled the child off the path of development which they would naturally be drawn to follow. In these instances it is in response to the adults in the child’s lives influence, which is often not purposeful. Understanding these deviations can help us assist the child to return to his intended path.

Fugues: Fantasy play is often encouraged by adults. We relish the fantasies of children. Places like Disneyland are magical places to escape the realities of our own world. For some children the fantasy world becomes a huge distraction of activities that lack a purpose and does not develop concentration except by the way of fantasy. Santa Claus, Easter Bunny’s and Tooth Fairies are fun for the parents, but don’t ground our children in reality.   I have always been honest with my children about what is real and not real. Now that they are older, they appreciate having been told the truth.

Barriers: There are many adults that still carry barriers from childhood caused from childhood experiences relating to education. I hear adults say things like “I’ve never been a good speller” “I’m terrible at math,” or “I can’t draw.” Regardless of their intelligence, they have managed to build barriers in response to a teacher’s judgment of their capacities.

Attachment: Children need to be able to develop a sense of self instead of learned helplessness. When a child attaches themselves to close to an adult, they seek to have the adult direct them and help them in everything. This is also hard for the adult because they become like a slave to the child.

Possessiveness: Maria says that if children have not developed a natural attraction to their environment to develop their senses they are attracted instead to things, trading in love for possession. Some children are collectors, taking and storing things, even if they have no use or value. It is important for the child to reach a higher regard for nonmaterial things and to respect other’s property.

Desire for power: The manipulative child will use adults to get what they want, until the adult has nothing left to give. The child sees the adult as a source of fulfilling their wants and desires. The adult, again like a slave to child, gives and gives until they realize that their child has become spoiled and it is nearly impossible to correct. As difficult as it is, the adult should not start this unhealthy path by submitting to the child’s every whim.

Inferiority complex: The child may develop inferiority complex should he be constantly interrupted or not allowed the opportunity to complete a task. Children develop confidence through completing activities. When children are placed below adults in their ability to do or face constant correction, they feel as though they can’t do it. The child does not want the humiliation with constant correction and would rather refuse to perform an activity requested.

Fear: We want to protect our children from any harm or danger. Although our own fear is understandable, do we want to instill fear into our child? In a Montessori classroom, you will see children using knives to cut as part of a practical life exercise. The child should develop prudence, to know how to avoid danger without holding them back from developing life skills. Instead of being told not to touch the knife because it is dangerous, the children are shown how to use the knife in a safe manner.

Lies: Lies are often told as a camouflage for something else. A child may say something that they really believe is true, they also say something because they want it true. Children also tell untruths in order to defend themselves in a reflexive nature. Adults should not shame children who lie, but try to understand why the child is lying. If they are trying to defend themselves from us, we should try to create an environment where the truth is okay.

As a parent or teacher, we should recognize these deviations if they manifest in a child.  We should examine the way we interact with the child and see what we can do to help him find the way back to his natural developmental path.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 154-176). New York: Ballantine Books. (Original work published 1966)

 

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)

In the beginning, there were fifty children

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“I had nothing more than fifty extremely poor, ragged, obviously timid children,  many of whom where weeping….  A room had been set aside in the apartment house which these children lived, and I was invited to take care of this place of refuge, so the children would not be left abandoned on the stairs, where they would dirty up the walls and be a source of annoyance.” (p.113, para.4-5)

Thoughts after reading The Secret of Childhood, Part II: 18. The Education of the Child

The beginning of Montessori’s work began really like a science experiment. She had very little to offer the 50 children.  Since she had done work with mentally disabled youth, Maria had some tools available to her to try with her disadvantaged 3-6 year olds. Her students surprised her with their use of materials and their ability to concentrate. The children seemed rested and content when given the opportunity to engage in such concentration and focused activity.

In today’s world many children are over stimulated. Too much stimulation can be exhausting for a child. Maria’s classroom was not immersed with toys to tire a child, but meaningful and purposeful activities that helped the child feel good about themselves. Maria was amazed at the child’s mental state upon completing activities. She said the children’s minds were healthier and stronger after engagement.

What stands in the way of a child’s learning? Sometimes it is an adult that does for a child what they can do for themselves. Sometimes it is an environmental factor that stresses a child. Or it could be a nutritional or health issue holding the child back. removing distractions opens up the child’s minds for learning and  to listen to their inner yearning to develop physically and emotionally. As parents and educators we should be observant enough to recognize these obstacles and help break down the barriers in order to free the child’s spirit.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 109-118). New York: Ballantine Books. (Original work published 1966)

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.