children’s house

Discovering the child

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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

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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)