Montessori Education
Starting school is a major change in a young person's life. Some children adjust more easily than others.
It seems that children who need Montessori the least are the ones who enjoy it most initially. An eager, alert, independent child, comes into the classroom and immediately begins taking advantage of the materials offered. Dependent children who are encouraged in the classroom to go about on their own, need time to adjust and to become independent. A child who has been the centre of attention at home, and suddenly becomes one of a group, needs time to discover his own abilities and the satisfaction that comes from individual accomplishments.
The parent's attitude towards school is of great importance during the first weeks. If you ask your child "Do you want to go to school?", you are implying that perhaps there is some reason he should not like school or want to go to school. He will be sure to tell you if his feelings are negative, but let it be his own idea, and not yours. If for some reason you are concerned, show only a positive attitude to your child and please contact your child's Directress and discuss the situation with her.
If your child enjoys himself and does well at school, you should not be too concerned if he is reluctant to go into school in the mornings. Sometimes separation problems are caused by parent-child or sibling relationships and have nothing to do with school itself.
These situations are not prevalent, but if it happens to be your child who is left crying at school the first few days, perhaps it will reassure you to know the staff has had sufficient experience to know that as soon as a child becomes interested in the materials and equipment available for him, the problem is solved.
A special Orientation Morning is scheduled at the beginning of each school year ( in September ) for children attending Tiny Home for the first time. This is usually two days before the first full day of school.
When a child first begins going to school, it is advisable that his parents alone bring him to school and pick him up until he feels comfortable and secure in his new surroundings. During his first week of school, he should arrive early, so to have time to settle in before the playground or classroom becomes busy with other children.
The way a child's morning starts has an important effect on the outcome for the day. It is essential that the child should arrive on time and begin his morning with the rest of the children. A good night's sleep, a nutritious breakfast, and plenty of time to dress at his own pace do much for a child's attitude through the day.
Main Differences Between Montessori & Traditional Methods of Education
Montessori children are unusually adaptable.They have learned to work independently and in groups.
Since they have been encouraged to make decisions from an early age, these children are problem-solvers who can make choices and manage their time well.
They have also been encouraged to exchange ideas and to discuss their work freely with others. Good communication skills ease the way in new settings.
Research has shown that the best predictor of future success is a sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop good self images and the confidence to face challenges and change with optimism.
| MONTESSORI | TRADITIONAL |
|---|---|
| Emphasis on cognitive and social development | Emphasis on Social development |
| Teacher has unobtrusive role in classroom | Teacher is centre of classroom as "controller" |
| Environment and method encourage self-discipline | Teacher acts as primary enforcer of discipline |
| Mainly individual instruction | Mainly group or class instruction |
| Mixed age grouping in class | Same age grouping in class |
| Grouping encourages children to teach and help each other | Most teaching done by teacher |
| Child chooses own work | Curriculum structured for child |
| Child discovers own concepts from self-teaching material | Child is guided to concepts by teacher |
| Child works as long as he wishes on chosen work | Child generally allotted specific time for work |
| Child sets own learning pace | Instruction pace usually set by group norm |
| Child spots own errors from feedback of material | If work is corrected, errors usually pointed out by teacher |
| Child reinforces own learning by repetition of work and internal feeling of success | Learning is reinforced externally by repetition, rewards and punishment |
| Multi-sensory materials for physical exploration | Fewer materials for sensory development |
| Organised program for learning care of self and environment | Less emphasis on self-care instruction |
| Child can work where he chooses, move around and talk at will ( yet not disturb work of others ) ; group work is voluntary | Child usually assigned own chair, encouraged to participate, and sit still and listen during group sessions |
| Organised program for parents to understand the Montessori philosophy and participate in the learning process | Voluntary parent involvement |
IF
A CHILD LIVES WITH TOLERANCE
HE LEARNS PATIENCE.
IF A CHILD LIVES WITH
ENCOURAGEMENT,
HE LEARNS CONFIDENCE.
IF A CHILD LIVES WITH PRAISE,
HE LEARNS TO APPRECIATE.
IF A CHILD LIVES WITH FAIRNESS,
HE LEARNS JUSTICE.
IF A CHILD LIVES WITH SECURITY,
HE LEARNS TO HAVE FAITH.
IF A CHILD LIVES WITH APPROVAL,
HE LEARNS TO LIKE HIMSELF.
IF A CHILD LIVES WITH ACCEPTANCE
AND FRIENDSHIP,
HE LEARNS TO FIND LOVE IN THE
WORLD.
The Rights and Responsibilities of the Child
in the Montessori Classroom:
RIGHT: The child is free to work with any material displayed
in the environment (provided it has been demonstrated for him by
the teacher or by another child who is familiar with it).
RESPONSIBILITY: He must use it respectfully: that is he must not
harm the material, himself or others. He may not use it in a way
that disturbs the activities of others in the classroom.
RIGHT: The child may work on a table or a rug, whichever is suitable to the work chosen.
RESPONSIBILITY: He may not work at, or on, a display shelf as his presence there would obstruct the other children's access to the materials.
RIGHT: The child has the freedom to use the room as his needs dictate in the above rights.
RESPONSIBILITY: The child restores the environment during and after an exercise. He is responsible for mopping his own spills, rolling his own mat, placing his chair under his spot at the table, and returning his work to the appropriate place on the shelf.
RIGHT: The child has the right to work undistracted by others. He may initiate, complete or repeat an exercise alone and without a break in his concentration cycle.
RESPONSIBILITY: No child touches the work of another without his invitation to do so. No child is allowed to interfere with another's learning cycle. (This provides security for the child involved in an exercise to continue it to its completion). If a child must leave his work temporarily, he can continue later, confident that it will be as he left it when he returns.
RIGHT: The child has a right not to join a group activity. He may continue working with the individual exercises during group activities, or he may stand apart as an observer without becoming an active participant.
RESPONSIBILITY: He is not allowed to interfere or disrupt an activity he has chosen not to join, this is his responsibility to the group.
RIGHT: The child has a right to work alone.
RESPONSIBILITY: A child is not forced or even encouraged to share work. Generosity develops from within as a child matures and gains self-security. With adequate materials and supportive ground rules, sharing comes naturally, in cases where sharing is appropriate or necessary.
RIGHT: The child has a right to do nothing if he desires. He may be learning by observing others, he may be thinking, or he may simply be relaxing.
RESPONSIBILITY: His idleness is not allowed to disturb or distract other activities.
I came again, when
days were passed,
That bit of clay was hard
at last,
The form I gave it, still
it bore,
And I could change that
form no more.
Then I took a piece
of living clay,
And gently formed it, day
by day,
And molded with my power
and art,
A young child's soft and
yielding heart.
I came again when
years were gone,
It was a man I looked
upon,
He still that early
impress bore,
And I could change it
nevermore.
The Montessori Parents as Primary Educators
No matter how you regard the school, you must realise as parents you have the greatest influence on your child's life because of your unique love. No one knows and cares for your child as well as you do. Educate means "to lead." As parents you have the special opportunity to lead the child into activities which are your hobbies, your chores, your spiritual and intellectual life, your appreciation for the environment. What you share with your own they remember with a special relish. You desire what is best for yours even though this involves sacrifice and renunciation. You want to give, but not indulge, serve but not over-serve, allow freedom but not license. The school will be a natural extension of your home and will help in establishing balance.
The directress certainly can work with the child uniquely in the prepared environment and in the context of other children, but your relationship is still the key. As your child starts out on this great adventure called Montessori, remember that you are the most important adult, and for your effort there is no substitute.
Collaboration: Parents and Teachers
Parents and teachers need to work together in order to support and follow the whole Montessori process. The school is not a drop-off place; effective use of the school comes best through communication. Children often confide in their parents, and it is important for the teacher to know how the child perceives the day. And of course, the teacher sees the child in a "scientific environment" and has a refined facility for serving children in the context of other children and materials. The parent and teacher each hold jigsaw pieces which when coming together generate a more complete picture.
The Montessori program also offers parents creative principles for redesigning aspects of their home, for approaching the child with new kinds of tasks and challenges, for discipline, and general understanding. Parent education gives parents another way of seeing which may enhance decisions related to child development. Thinking and talking about children along with other concerned adults offers heightened awareness and a better response to your child's needs.
Suggestions for Introducing a Montessori Approach at Home
It is very important that a child be allowed to participate in the everyday life of the family. It is through this participation that crucial aspects of his personality and intellect will develop. As a child becomes skillful at carrying out daily household tasks, he discovers the joy of learning and of purposeful activity. He feels he, too, has something useful to contribute to the family. Through working at and eventually mastering these tasks, he develops a sense of order or sequence: he grows in independence and self-control, and his sense of self-respect is strengthened.
Following are some simple everyday suggestions for Montessori in the home, encouraging independence, self-confidence, reasonable freedom of choice, orderliness, and responsibility.
BEDROOM - A low bed that the child can get in and out himself, a small table and chair. A closet in which the child can reach everything. Hooks on the wall or a low clothes horse. Create the possibility of order for toys and belongings. Have just enough available so that each item can have its own place on the shelf. Display only toys and materials the child can handle and work with successfully: scissors, old magazines, glue, paper, crayons, matching games, puzzles, books; a variety of toys adapted to the child's level.
BATHROOM - Arrange bathroom facilities for the child: a stool to stand on to reach the sink, water taps and soap. A mirror at the child's eye level, a towel, wash cloth and towel rack within reach. A hairbrush/comb, toothbrush and a small size tube of toothpaste. Toilet paper accessible to the child, clothes basket, etc., all in assigned places.
KITCHEN - A container of juice or water on a low shelf in the refrigerator, accessible cup or glass for all those, "I want a drink" requests. The parent can say, "You may get it." Sponges and towels at a child's level so he can wipe up his spills. A low drawer that contains any materials he needs for helping take care of the home. If the child eats with you, a chair that raises him to a comfortable level at the table, maybe a booster chair. If the child has meals at a different time, a low table and chair for him to eat on. Child sized cutlery for his small hands. A small pitcher or measuring cup at mealtime for the child to serve himself, and later others.
HELPING AROUND THE HOUSE - Invite the child to help you make his bed, dust, sweep, care for pets, sort laundry into dark and light for washing, etc. Show the child how to clean up after working with something and return it to its place. Be firm, see that this is done before other activities are begun.
IN THE GARDEN & OUTDOORS - Set aside an area of the garden where the child can really garden: hoe and rake, plant, water and weed. Let your child help you wash the car with his own small sponge and bucket of water.
YOUR CHILD'S CLOTHING - In order to foster the child's growing independence, buy clothing that is as easy to put on and take off as possible. Look for large buttons, front zippers, shoes with snap on buckles or velcro, and so forth. As far as possible, allow your child to have a choice of what to wear when dressing. Start with simple choices such as "Would you like to wear the red or the yellow shirt (shorts, socks, etc.)?". It is faster and easier for an adult to dress the child, but the child learns nothing from the experience. Allow the child plenty of time to dress himself. If he is rushed while dressing, it will turn into an ordeal for both the parent and child.
HOUSEHOLD RULES - Introduce the rules and limits of your household gradually. Make them possible for the child to adopt. Once you have made them, be consistent. Remember, your example is the best teacher. The child is observing you with his entire being. Extend limits as he becomes able to respond to further freedom, because of his own self-control and growing inner discipline. Reinstate limits if he is unable to cope with more freedom.
A TRIP TO THE SUPERMARKET - When your daily schedule allows for a non-rushed trip to the supermarket, your child can benefit from it. Let him walk instead of riding through the aisles with you. Point out, name, examine carefully, count, weigh, etc., - "We need six oranges -- 1,2,3,4,5,6." Allow him to choose fruit/cereal/cheese/meat etc. which is for his meal. If it is safe and he is familiar with the supermarket, ask him to go and find a particular item that you need.
A VISIT TO THE ZOO - During an excursion to the zoo, the entire zoo area need not be covered in one visit. Follow your child and occasionally give an example of what observing really is. Sit or stand and watch a particular cage for some time. Do not simply flit past everything with him in hand. Talk little and quietly, explain briefly.
Observe your child and watch for times when he is particularly interested in colour, shape, number, texture, etc. Use those periods of interest to play related games.
Whenever demonstrating a task to your child, first perform the actions very carefully and deliberately yourself. Show him step-by-step, using as few words as possible.
Respect and observe your child. An inner guide is directing him. Become sensitive to anticipate and aid him. The Montessori philosophy is valuable reading in this regard.
Respond to events with a positive phrase - "Close the door softly." Try not to start a sentence with "You." Instead say, "I would like to see you walk slowly." Direct your comments towards the object, not the child, "the door slammed," or "the water spilled."
When asking your child a question, structure it to avoid confrontation. Beware of questions like "Do you want to have your milk?" and "Do you want to put on your socks?" since they may set up a useless power play when the choice "No" is not acceptable. Instead give them choices like "Will you drink your milk in a glass or a cup?" or "Do you want the brown socks or the green socks?".
Reflect on a typical day - were the majority of your encounters with your child of a negative or a restraining nature? Build a positive relationship with your child.
On those days when you are too busy to spend much time with your child, give him your total attention, if only for a few minutes. This could be five minutes (or more) spent in a conversation with him, playing a game that he chooses, etc. NO phone calls, doing a quick errand, having a magazine open in front of you, having half your mind on the television, etc. Remember, total attention.
With a little thought, almost any household-maintenance job can be structured so that a child can carry it out or at least help with it. It is important to provide the child with small implements that he can easily manage. It is also important to take time to show him how to carry out the activity, using slow, precise movements so that he can follow you with ease. Maintain a friendly attitude and a sense of humour, even if at first the child's efforts seem to make more mess than there was before he began. Remember to praise him for what he does and for what he tries to do. Before long you will find that his help really is help, and that he really is competent in helping to take care of his home.
Suggested Books to read. - Parents of children at Tiny Home should familiarise themselves with the general Montessori philosophy in order to provide a total environment that corresponds with the natural development of their child. Following are some pertinent books about Montessori education.
A Parent's Guide to the Montessori Classroom - by Aline D. Wolf. This easy to read booklet describes the Montessori program for children under the age of six. It is designed to help parents understand the purpose of Montessori education and to give a detailed description of the equipment which the child will be using.
Montessori: Her Life and Work - by E.M. Standing. Montessori and her movement in historical detail. In this fascinating biography, written by her friend and disciple, Dr. Montessori emerges - in quotations from her letters and diaries that reveal her humility and delight with the success of her experiments - as an engagingly warm person. "A monumental synthesis of the ideas of a great woman - doctor, educator, and humanitarian."
Montessori - A Modern Approach - by Paula Pold Lillard. This has been called the single best book for anyone - educator, child care professional, and especially parent - seeking answers to the question: What is the Montessori method? Are its revolutionary ideas about early childhood relevant in today's world? And most important, especially for today's dual career couples, is Montessori education right for my child?