Montessori

Desire for work

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“A child’s desire to work represents a vital instinct since he cannot organize his personality without working: a man builds himself through working. There can be no substitute for work, neither affection nor physical well-being can replace it.” (p.186, para. 1)

In a Montessori environment the child develops internal motivation that leads to pursuit of occupations that they enjoy. Although the child is performing educational and developmental tasks, we should acknowledge that this is their work. The child’s occupation is to develop and the materials in the classroom environment are designed to give the children the freedom to work.   A Montessori child may become an adult driven towards selecting occupations that they enjoy because they have had the opportunity to explore a multitude of disciplines, self selecting areas in which they desire to know more about.

As adults, when we do what we love it does not feel like work. As a society we have attached negative feelings towards work as if it is some kind of drudgery; like a child, we should have a natural desire for work  and working should give us a  source of satisfaction.  Working because our work is enjoyable leads to a happier life.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-189). New York: Ballantine Books. (Original work published 1966)

Deviating off the path of development

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“Experience has shown that normalization causes the disappearance of many childish traits, not only those which are considered to be defects but also others which are generally thought to be virtues. Among the traits that disappear are not only untidiness, disobedience, sloth, greed, egoism, quarrelsomeness, and instability, but also so-called “creative imagination,” delight in stories, attachment to individuals, play, submissiveness, and so forth.” (p. 154, para. 1)

Maria lists deviations which cause a child to depart from their “primitive plan of development.” A deviation is something has pulled the child off the path of development which they would naturally be drawn to follow. In these instances it is in response to the adults in the child’s lives influence, which is often not purposeful. Understanding these deviations can help us assist the child to return to his intended path.

Fugues: Fantasy play is often encouraged by adults. We relish the fantasies of children. Places like Disneyland are magical places to escape the realities of our own world. For some children the fantasy world becomes a huge distraction of activities that lack a purpose and does not develop concentration except by the way of fantasy. Santa Claus, Easter Bunny’s and Tooth Fairies are fun for the parents, but don’t ground our children in reality.   I have always been honest with my children about what is real and not real. Now that they are older, they appreciate having been told the truth.

Barriers: There are many adults that still carry barriers from childhood caused from childhood experiences relating to education. I hear adults say things like “I’ve never been a good speller” “I’m terrible at math,” or “I can’t draw.” Regardless of their intelligence, they have managed to build barriers in response to a teacher’s judgment of their capacities.

Attachment: Children need to be able to develop a sense of self instead of learned helplessness. When a child attaches themselves to close to an adult, they seek to have the adult direct them and help them in everything. This is also hard for the adult because they become like a slave to the child.

Possessiveness: Maria says that if children have not developed a natural attraction to their environment to develop their senses they are attracted instead to things, trading in love for possession. Some children are collectors, taking and storing things, even if they have no use or value. It is important for the child to reach a higher regard for nonmaterial things and to respect other’s property.

Desire for power: The manipulative child will use adults to get what they want, until the adult has nothing left to give. The child sees the adult as a source of fulfilling their wants and desires. The adult, again like a slave to child, gives and gives until they realize that their child has become spoiled and it is nearly impossible to correct. As difficult as it is, the adult should not start this unhealthy path by submitting to the child’s every whim.

Inferiority complex: The child may develop inferiority complex should he be constantly interrupted or not allowed the opportunity to complete a task. Children develop confidence through completing activities. When children are placed below adults in their ability to do or face constant correction, they feel as though they can’t do it. The child does not want the humiliation with constant correction and would rather refuse to perform an activity requested.

Fear: We want to protect our children from any harm or danger. Although our own fear is understandable, do we want to instill fear into our child? In a Montessori classroom, you will see children using knives to cut as part of a practical life exercise. The child should develop prudence, to know how to avoid danger without holding them back from developing life skills. Instead of being told not to touch the knife because it is dangerous, the children are shown how to use the knife in a safe manner.

Lies: Lies are often told as a camouflage for something else. A child may say something that they really believe is true, they also say something because they want it true. Children also tell untruths in order to defend themselves in a reflexive nature. Adults should not shame children who lie, but try to understand why the child is lying. If they are trying to defend themselves from us, we should try to create an environment where the truth is okay.

As a parent or teacher, we should recognize these deviations if they manifest in a child.  We should examine the way we interact with the child and see what we can do to help him find the way back to his natural developmental path.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 154-176). New York: Ballantine Books. (Original work published 1966)

 

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)

 

Freeing the child from external pressure

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“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)

 

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)

Mastery of movement

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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.

Allowing a child his own rhythm

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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

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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.

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.

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.