child

For a child, love is simple

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“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)

Forced napping, an obstacle to growth

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 71-75). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 10. Obstacles to Growth, Sleep

“(I)f a child is so alert and so quick to observe, he is not a “sleeper” by his very nature. He has need of, and certainly should get, a normal amount of sleep, but it is necessary to distinguish between what is suitable and what is artificially induced.” (p. 73, para 3)

I have worked at schools, where the success of the nap-room teacher was dependent on getting ALL students to sleep. At these schools, the teacher could tire themselves by singing, rubbing backs, hushing and so on. Yet, undoubtedly there are some students that are not tired. Perhaps they go to bed earlier at home or maybe they just don’t need the nap. So why do we force them to sleep? Ratios of sleeping children are higher.

I am so glad that when I am asked about naptime routines at our Montessori school, I can say that napping depends on the child and the parental preference. At our school we do not force sleeping; however, children of a certain age are asked if they would like to rest. It is amazing to peer into the classrooms and see children sleeping, while the rest of the class is working quietly around them.

Maria Montessori warns parents and caretakers about making our children sleep more than they should. Yes, of course children should sleep but should not be forced to sleep when they are not tired. We should help the child recognize when they are tired and provide them with sleeping areas that are easily accessible to them and comfortable. Nap-time should not be enforced merely as a convenience to the adult.