observation

Letting the child do for himself

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“Our concept of the education of children thus differs not only from those who do everything for a child themselves but also from those who think they can leave the child in a purely passive environment. It is therefore not enough to prepare objects for children adapted in size shape to their needs: adults must also be trained to help them.” (p. 198, para. 3-4)

Thoughts after reading Part III: 26. The Instinct to Work

The Montessori teacher helps the child perform tasks alone and they are trained to observe the and guide the child based on their individual needs. It is a disservice to prevent a child’s natural growth and development. Children need to act for themselves in order become independent adults who can learn, think and act for themselves.  When the action is accomplished the child is elated and their confidence blossoms. When they are interrupted they may feel discouraged to try again or they may become too dependent on the adult to do for them.

Before jumping into assist the child, take a few minutes to watch. If the child is having difficulty and asks for help, try to model the action for them in distinct and easy to follow motions that they can copy on their own. Try to be patient and do not rush the child as they try to perform the task. If the child seems intent on their task, let them continue to work on it on their own. If they accomplish the task entirely on their own, they will experience intrinsic reward of accomplishment.

Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 185-198). New York: Ballantine Books. (Original work published 1966)

Solving a puzzle

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Montessori, M., & Costelloe, M. J. (1972). Introduction, Childhood: A Social -Problem. The secret of childhood (pp. 60-70). New York: Ballantine Books. (Original work published 1966)
Thoughts after reading PART I: 9. Intelligence

“We should try to understand there is an intelligent reason behind a child’s activities. He does nothing without reason, some motive.” (p. 68, para 2)

Montessori reminds adults that children are very intelligent and are working on developing their intellect in various ways depending on their age. As adults we are easily blinded by our own assumptions. We think we know what children want and often distract them from their own observations to point out obvious things to them and not considering the child’s own developmental needs.

Perhaps we should try to learn more from our children. Instead of placing our own opinions and ideas in their heads, we should seek to understand their ideas. Figuring out a child’s joy, frustration, curiosities, and interests is like solving a complex puzzle. You may be surprised to discover how great their intelligence is and amazed at how they assimilate information if they are allowed uninterrupted time to gather and organize their thoughts and ideas.

In the Montessori classroom work time for the child is sacred and uninterrupted. They are given a rich environment in which they can explore and gather knowledge and ideas. The teacher is a guide whom introduces children to the environment in a way that builds curiosity and invites children to discover and explore on their own.