Interacting With Your Child in a Montessori Way – Part 4

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Today’s topic is Part 4 of our series on interacting with your child in a Montessori way, and it’s a foundational principle of building a great relationship – Mutual Respect.

 

Mutual Respect 

The most important part of discipline is respecting each other and each other’s opinions. As your child grows older, respect his decision-making ability. Children who feel respected are less likely to rebel.

So, here is your wonderful five-year-old little girl who has decided that she wants to wear a fireman’s hat with her favorite dress and cowboy boots out to dinner. Your first instinct may be to say, “You look ridiculous. Go change your clothes.” Your child then either refuses and melts down or does as you ask with a sense of sadness. Fast forward 12 years later and your daughter announces that she is going to her friend’s house, and they are going to the mall. Unbeknownst to you, she arrives at her friend’s house and changes into an outfit that is completely inappropriate. Her outfit receives unwanted attention, and she is not equipped to handle the situation. This example my seem extreme, but it does happen.

Set up the framework for trust. Discuss with your child the “why” behind their choices and pick your battles. Children are their own individuals who will make their own choices. You want to be their guides in life, and want them to respect and share with you. Respect who they are and the choices they make will create a fantastic relationship.

Join us next Monday as we explore our next opportunity to interact with your child in a Montessori way, through Logical Consequences.

 

The Importance of Practical Life

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In the Montessori primary classroom, the Practical Life area of the room is often the first choice for doing work, especially if a student is new to the room. The jobs in this area employ materials often found at home; such as beans, peas, cotton balls, spoons and small pitchers of water. From the untrained eye, the works seem very easy to do; and often they are. However, the underlying lessons being learned are foundational to the child’s Montessori experience. There is a process for taking the jobs to a work area, for accomplishing the task at hand and then for returning the work to its proper place on the shelf. Many steps in self control, concentration and coordination are engaged whenever a child uses the practical life materials.

Often a child is shown a work that they know they can do quickly, maybe grabbing two or three items at a time, and it is under the watchful eye of the teacher that the child is gently guided to “take one thing at a time.” It is in this slowing down that a child begins to see a pattern for doing work that is simple, clear and offers powerful results. Not only is the child setting a reliable pattern in their own mind for accomplishing the task successfully, there is a growing understanding that every task done with a “single eye” is much easier to do.

All areas of a Montessori classroom influence the habits of learning for a student; but the true foundation for learning begins in the Practical Life area. It is in this part of the classroom that the student practices their new found skills of grasping, tweezing, spooning, pouring and begins to feel at ease in doing those jobs. Not only is the child’s confidence increasing in their ability to accomplish the steps of the job, they are also being immersed in the fundamental process of looking from left to right, thus laying the pattern for pre-writing and pre-reading skills. The typical hand motion of the pincer grip used in the majority of practical life skills is a precursor for correctly holding a pencil and learning to write smoothly.

Dr. Montessori wrote in her book, The Absorbent Mind, “the first thing his education demands is the provision of an environment in which he can develop the powers given him by nature.” The Montessori classroom is a living laboratory for each student to exercise their observation skills, their ability to listen carefully to directions and most importantly to employ their own will and effort to explore the tasks at hand. She further comments, “Only through freedom and environmental experience is it practically possible for human development to occur.” The Practical Life area of the classroom is a key component for creating such an environment.

Interacting With Your Child in a Montessori Way – Part 3

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Today we continue exploring the benefits of interacting with your child in a Montessori way by looking at a seemingly contradictory but key principle: Freedom Within Limits.

 

Freedom Within Limits

According to Maria Montessori, “A child’s work is to create the person he will become.” Freedom within limits is a Montessori principle that is very important. Freedom allows children to follow their interest and become more independent. Limits give children the latitude to be creative while establishing boundaries. If you observe a Montessori morning, you will find a 2 – 3 hour uninterrupted world period. During this time, children are receiving individual or small group lessons. It is also during this time that students choose their own activities. A child may begin in any area of the classroom, reading a book, washing clothes, using golden bead materials; the choices are boundless. As long as the child is engaged in meaningful world, the teacher does not get involved. She will observe. This freedom is not unlimited – the teacher has constructed an environment and invisible structure that the child has internalized. Each child earns his independence over time. In that same observation, you may notice one child who is always sitting next to the teacher or next to another student watching him/her work. The teacher is providing opportunities for that child to see how an activity is started, worked with, and then restored. The child observes this over and over again and will then ask the teacher if he too may have a turn to do such work. The teacher will present a lesson and step back to see if the child can work independently. If he works successfully, he will be left alone. If he needs more guidance, the teacher will provide him more opportunities to observe.

At home, parents should provide activities that engage the child’s interest and opportunities for the child to play alone. Televisions are not interactive and should be used sparingly. Puzzles, blocks, dolls, and other activities that stimulate imagination are encouraged. Avoid interrupting your child as they play.

Do not worry that you need to entertain your child. A bored child is a child who is yet able to solve his/her own problems. Create a jar with suggested activities for your child and continue to add to it.

Suggestions are:

  • Create a book (or picture book for young children)
  • Build a fort
  • Ride your bike
  • Brush the dog or cat
  • Listen to music and dance
  • Clean out the area where you sit in the care
  • Create a treasure hunt with clues
  • Bounce a ball
  • Journal
  • Play with costumes

Join us next Monday as we explore our next opportunity to interact with your child in a Montessori way, through Mutual Respect.

 

Interacting With Your Child in a Montessori Way – Part 2

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Today, we continue exploring the benefits of interacting with your child in a Montessori way by examining two core values of a Montessori classroom: Structure and Stability.

 

Structure and Stability 

Every family has its own structure. In a Montessori classroom, there is a schedule or rhythm that helps children stay focused. Routines give children a sense of security and help them develop self-discipline. As humans we have many fears – one is fear of the unknown. Children are constantly confronted by change – change in themselves, the places they go, and the people they meet. With a predictable schedule, children feel safe to develop and master new techniques and adapt to adjust to a new babysitter; as the child matures, it may mean being prepared for a sleepover at a friend’s house. Constant, unpredictable changes erode the sense of safety for the child and lead to anxiety or an inability to adapt to change.

Structuring the child’s surroundings and developing a routine teaches children how to control themselves and their environments. Children not taught this skill at a young age may find it difficult to care for themselves as adults. Structure allows the child to internalize healthy habits.

 

Join us next Monday as we explore our next opportunity to interact with your child in a Montessori way, through Freedom Within Limits.

 

Interacting With Your Child in a Montessori Way – Part 1

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As discussed in previous posts, following Montessori principles lays much of the foundation for discipline. Using practical life activities helps children learn to care for themselves and their environment, and exhibit grace and courtesy to others. Children that are given opportunities to control their movements will automatically develop concentration and self-discipline. In the same way, foundations are laid for your child’s future development based upon your interaction with your child.

Today, we begin exploring the benefits of interacting with your child in a Montessori way by looking at a core activity we engage in as parents: Teaching Values.

 

Teaching Values

As parents, you are your child’s first teacher. From the moment you first met your child, you yearned to nurture your child’s sense of goodness for life. Sharing with your child what is truly amazing about your culture and others; that peace is attainable once fear is placed aside. As parents and educators we teach values, ethics, love, kindness, and confidence. We help children to see and respect the differences in people. We want to help them see they can be the change in the world; celebrating differences in each other. In order to celebrated differences, children need to establish and identity separate from their parents yet part of a larger community. Our obligation is to guide the child. We should show them through our actions our values and present the world and it’s problems honestly. Each child, equipped to make his or her own choices, will form opinions. We need to ensure that as they mature into adulthood, they are surrounded by trusted morally competent adults.

Join us next Monday as we explore our next opportunity to interact with your child in a Montessori way, through Structure and Stability.

Individual Ownership of Learning

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We are pulling from our archives today to see what Individual Ownership of Learning really means. 

When parents are choosing Montessori education for their child, they are trusting their child to take his learning into this own hands. The environment is designed to allow students to discover and learn on their own. The materials are self-correcting and are used until the child says, “I did it.”

This type of learning is very different from traditional learning. In a traditional learning environment, information is housed with the teacher. The teacher instructs the child in what is important to learn and through rote effort, the child memorizes information. To confirm that the student learned the information necessary, the student takes a written test. Weeks later, though, students have often forgotten or have a diminished memory of what they were taught.

In the Montessori environment children discover themselves so information and learning is housed within them. They may then draw connections between the newly learned information and other topics and events in their lives.

On the site mariamontessori.com, and article highlights one family’s experience with individual ownership of learning. In seeing their son, Wyatt’s, newly developed writing skills, his parents questions, “Who taught Wyatt how to write?” Wyatt’s response, “I did.”

Third Plane of Development

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Today we pull from our archives to continue in our series on the Montessori Planes of Development with a look at the third plane, spanning from age twelve to age fifteen – the middle school years. 

As Gretchen Hall, Director of Training at the Montessori Training Center of New England, notes in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMTA Journal, Vol. 36, No. 1, Winter 2011), the third plane child (ages 12-15 years) is focused on society, as the adolescent is searching to find a place in the world. Hall explains that adolescents need to experience the world through work, through purposeful movements, and by using their hands.

Maria Montessori believed the concentration at this plane of development should be centered on economic pursuits so children are equipped to become productive members of society. Hall notes that this economic activity allows adolescents to gradually come to understand the role of work in the greater society. Work becomes an agent for the adolescent’s self-esteem; the objective is to contribute to the world in some meaningful way. By contributing to the community, they are fulfilling a need for themselves and for others.

Hall reports that Montessori saw the third plane as a time of rebirth and referred to adolescents as “social newborns,” and asserts that the questions of the adolescent go beyond the “what” of the very young child and the “why” of the elementary child: The adolescent asks, how I can apply what I know? How does this work relate to my life, my world? How can I save the world with my knowledge of the natural laws and the formulas I studied?

Providing experiences such as internships allows opportunities to answer these reflective questions. Education focus during the third plane includes three categories: the opening up of ways of expression, fulfillment of fundamental needs, and the study of the earth and of living things.

Second Plane of Development

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Today we pull from our archives to continue our series on Montessori Planes of Development with a look at the second plane, spanning from age six to twelve – the elementary years. 

As a child moves into the second plane of development (ages 6-12 years) the focus is on “why” and “how”. The child seeks intellectual independence. Gretchen Hall, Director of Training at the Montessori Training Center of New England, notes in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMTA Journal, Vol. 36, No. 1, Winter 2011), that the attitude of the child from birth to age six – “let me do it myself” – is replaced in the second plane of development with “let me find out for myself.”

In her book, To Educate the Human Potential, Maria Montessori refers to the child’s mind as a fertile field, ready to receive what will germinate into culture. Reason and imagination are the keys to unlock learning during this phase. Logic and reasoning take hold, and a child is able to perceive complex concepts.

In addition, during this second plane of development, children have a fascination with the extraordinary. Due to this fascination, the subject of the universe appeals to the elementary child since it is vast, mysterious, and irresistible. For this reason, “cosmic education” along with the “great stories” becomes the main staple at the elementary level.

As Hall describes, the goal is to fan the flame of imagination and to inspire the child into new paths of exploration. Cosmic education can best be defined as stressing the interrelatedness of everything. Examples of cosmic tasks include: coral removing calcium from the ocean, plants absorbing poisonous carbon dioxide and using it to produce oxygen, and bees pollenating plats.

As Hall points out, Montessori believed that humans, as a part of the universe, also must have cosmic tasks. The elementary child discovers and understands these cosmic tasks through research.

First Plane of Development

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Today we’re pulling from our archives to continue our series on the Montessori Planes of Development with a look at the first plane, spanning from birth to age six.

The first plane can be best described as a time of exploration. As Gretchen Hall, Director of Training at the Montessori Training Center of New England, points out in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMTA Journal, Vol. 36, No. 1, Winter 2011), development psychologists have called the infant “the scientist in the crib. ” As a child comes closer to the primary level (2.5 – 6 years), the need for psychological clarity and order develops. Children at this age are natural explorers who enjoy learning what. Their primary focus is on developing and testing how the world works.

Hall notes that moderns science confirms what Montessori discovered over 100 years ago: the child from birth to six has extraordinary intellectual powers given to help in the task of creation. Montessori believed children have an absorbent mind and go through sensitive periods that are optimal times for learning. During the first plane, children hae a love for the natural world, refining their skills through coordination activities that aid in the development of concentration. Independence becomes a priority, and they develop a keen sense of order.

Montessori Planes of Development

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Today we’re pulling from our archives to start a short series on Montessori’s Planes of Development. 

Montessori education is based upon three planes of development: birth to age six to twelve, and age twelve to eighteen. As Gretchen Hall, Director of Training at the Montessori Training Center of New England, described in her 2011 article How Science Fits Into the Whole Montessori Curriculum (The NAMT Journal, Vol. 36, No. 1, Winter 2011) each plane is a distinctive psychological learning period characterized by the physical and psychological changes that take place during it’s span, as well as specific environmental needs to support development.

The Montessori Method considers the unique needs of each age group varying focus within each plane of development. In the first plane, the child focuses on the world and facts. In the second plane, the focuses on the universe and reason. In the third place, the adolescent focuses on how to transform society.

Join us over the next several posts as we discuss each Plane of Development and the importance of fostering the joy of learning.