concentration

Touch and Movement

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“Little children, in fact, touch everything they see, thus obtaining a double image (visual and muscular) of the countless different objects they encounter in their environment.” (p.116, para 2)

When a teacher presents the sounds of the alphabet to the child, she does so by saying the sound and tracing the shape of the sound with her finger.  She then invites the child to do the same.  The presentation of the lesson incorporates auditory, visual, and touch.  The movement of the tracing develops muscle memory and connects their movement to the image they see.  When children begin writing their muscles will remember the movements they traced when introduced to the letter.

Students grade, sort and match sensorial objects isolating the skills associated with differentiating objects using the senses.  They work towards mastery and in some cases enjoy doing the matching using a blindfold.  They enjoy developing the ability to see with their hands!

Montessori, M. (1972). The Exercises. In The discovery of the child (pp. 116-120) New York: Ballantine.

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)

 

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.