education

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.

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)

Walking in the child’s shoes

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 76-79). New York: Ballantine Books. (Original work published 1966)

Thoughts after reading PART 1: 11. Obstacles to Growth, Walking

“An adult walks to reach some external goal and he consequently heads straight for it…. An infant, on the other hand, walks to perfect his own proper functions, and consequently his goal is something creative within himself.” (p. 78, para 2)

Children need to be able to walk on their own at their own pace, practicing and perfecting their newly learned skill and developing balance.  As a adults, it is easy to make accommodations to insure that our child can keep up with our pace.  Although this is more convenient, the child could achieve so much more if we would allow them the opportunity to walk at their own pace, resting when they need to rest and exploring as they desire.  Caging up our children or securing them in strollers may protect them; however, they need to be able to develop.

Both of my children were early walkers.  At 9 months old, my children were already breaking free from limited movement and searching to explore their surroundings by foot.  This can be a scary time for parents, it was for me!  The child can reach more things, get into more things and move faster than a crawl!  As they improve their skill they get harder to keep up with!  Still they are still light enough to swoop into your protective arms and easy to fit into a stroller. We want so much for them to be safe from danger.

We don’t want to teach our children to be helpless, when they need to be developing muscle movement and balance.  Every day our Toddlers in our Toddler program go for a walk with their teachers.  The walk is not at the teacher’s pace, but at children’s pace.  They get to pause and look at the ducks in the creek.  If they see something interesting they can show their teacher and friends.  The goal is not to get from point A to point B, it is for the child to practice movement, balance and enjoy the journey.  As a parent, you can look at the walk through your own child’s eyes.  Slow down, enjoy the journey.  These precious moments go by so quickly and you can see wondrous things if you take the time to follow the child.