The Secret of Childhood Chapter Discussion

Transformation of a child

/ Cosmicnissa / Leave a comment

IMG_7727[1]

“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)

 

Freeing the child from external pressure

/ Cosmicnissa / Leave a comment

IMG_7721[1]

“Their parents were illiterate, and their teacher an ordinary working woman, without ambition and without preconceptions. This led to a kind of intellectual calm.” (p.137, para. 2)

Thoughts after reading Part II: 20. The “Method”

Teachers are under pressure to have their students perform well on tests. Placing expectations on what the student’s potential should be may limit or discourage the child. When a child puts their heart and soul into an assignment and gets negative feedback  their confidence can be shattered.

Montessori noticed that one of the key ingredients in the Children’s Home success was that the teacher did not have personal ambition attached to the child’s performance. Regardless of what the children accomplished, the teacher would not feel worried or concerned.  Freedom from expectations, allows one to be free from external pressures. The goal of a Montessori education is to help the child develop his own potential.  Freeing him from the expectations, allows him to set his own goals and aspirations.

Montessorians want students to experience self-accomplishment, developing intrinsic motivation which refines self-discipline. Every year in our Lower Elementary Program for 1st -3rd grade, our students create a Passion Project.  This is a report about a topic the student is passionate about.   I observed the students sharing information from their projects with each other and I saw each child gaining credibility with their peers and self-confidence. Free from external expectations, the child experiences their own success and sense of accomplishment.

 

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (p. 136-142). New York: Ballantine Books. (Original work published 1966)

 

Discovering the child

/ Cosmicnissa / Leave a comment

2014-01-12 07.07.00

“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

/ Cosmicnissa / Leave a comment

rose bud (1 of 1)

“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)

For a child, love is simple

/ Cosmicnissa / 2 Comments

white purple yellow (1 of 1)

 

 

“A child’s love is by nature simple. He loves in order that he may receive impressions which will furnish him with means of growth.” (p.103-104, para. 6)

Thoughts after reading PART 1: 17. The Intelligence of Love

When you love someone or something, you pay particular attention to the details. Your child pays a lot of attention to you and notices everything.  When they go to bed at night they want you to linger with them, they will miss you if you are not there.  When you are working, they want to be with you.  When you run an errand, they want to come with.  They love you and want to be with you.  It really is a simple truth.  As a parent you are your child’s love.  In this context, how can a parent not relish the opportunity to spend time with their child.  As they grow older they will find new loves.  Perhaps music, sports, or science will attract them in such a way that they will want to spend their time caught up with a new attraction.

In an inspiring environment, such as a Montessori classroom, a child is attracted to the many activities and discoveries that await them.  The teacher will introduce them to work, that will invoke a new love. As a Montessori teacher, I sought to spark a child’s curiosity and give him tools that he needed to find the answers to his curiosity.  I wanted to child to discover a love for learning.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 103-107). New York: Ballantine Books. (Original work published 1966)

The importance of developing senses

/ Cosmicnissa / Leave a comment

 

SAMSUNG

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

/ Cosmicnissa / Leave a comment

IMG_7356[1]

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

/ Cosmicnissa / Leave a comment

IMG_7353[1]

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

/ Cosmicnissa / Leave a comment

IMG_7351[1]

 

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

/ Cosmicnissa / Leave a comment

 IMG_7355[1]

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.