The Cultural Montessori Materials: We Belong Here!

Montessori provides primary children with a sense of belonging in our world, our country, our state, our city and our school, our home, our family.  This sense of belonging increases the child’s sense of self-worth.  The child identifies himself as separate from others but still a part of the larger picture. 

It begins very simply with the child’s basic understanding of what they know from their environment each day.  Classroom Guides can begin with concrete materials by mapping the classroom, placing every piece of furniture in the room on a piece of paper in clay.  In a separate lesson  the child is given the opportunity to “map” his/her bedroom at home.  This is done in a either a concrete manner with the clay or  a more abstract way (2 dimensional) with paper and crayons depending on the needs of the individual.

lessons continue by exposing the children to the location of the child’s home and the school using a city map and pieces of clay.  Each child's home can be located on a map which can introduce the concept of the city.  This becomes  a natural progression of lessons that finally culminates with the introductory lesson of the Montessori planisphere and continent maps.

One suggestion is to take a ball of blue clay and create a sphere.  Label it as a globe (comparing it to the sandpaper and continent globes.   With an appropriate cutting tool slice the clay globe in half.   Then flatten each half flat and lay it on a yellow piece of construction paper.  Let them know that  this is how the Montessori maps can be viewed.   so Antarctica and China both have a small piece cut off and consequently both have a place on both sides of the map.  

The sand paper globe is introduced as a cultural lesson and illustrates the concept of land and water.  The second globe introduces the concepts that includes the continent names. 

The children learn to name the continents, and understand where they live  and belong in this world just as everyone else does also.  With this as the foundation of cultural learning the children branch out into wonderful lessons that cover geography, sociology, and the understanding that everyone has a place in our world and differences are valuable. (a) Gail Moore

Montessori and Mixed Age Classrooms

 

Montessori and Mixed Age Classrooms

By Gail Moore      April 2006

            When Maria Montessori first opened her Casa de Bambini over a hundred years ago, she was working with children in the poorest slums of Italy.  The parents of these children were working 12 hours or more a day, and the children were left alone without adult supervision.

            It was Dr. Montessori’s goal that her schools would give these children not only an education for the mind, but would also provide them with a place of safety, security and support.  Her classrooms were truly a home away from home.  Children of all ages came into her schools.  They learned to care for themselves, each other and their environment – emotionally, mentally, physically and academically. 

            Dr. Montessori observed the children interacting with each other as if in a family.  The oldest children helped the younger children.  The youngest children looked up to the older children to serve as role models for behavior and life as well as a source for academic lessons.  All Montessori classrooms today adhere to Dr. Montessori’s principle of mixing ages of children toddler, 3-6, 6-9, 9-12 and 12 to 18 years of age.  This principle is the very foundation of Montessori education.

Montessori Education views children as valuable, capable humans,  each one as a unique individual with their own special needs and abilities.  Each child deserves as many opportunities as possible to become a happy, fulfilled, independent, and successful human being.  In a classroom of mixed ages, a child has the opportunity to become part of a cooperative community.  He can learn from children older than he and offer assistance to those younger than he.  He can begin to see himself as a contributor to society always trying to make the highest choice for himself and others of the classroom, the family, and the community.  

            Our purpose as Montessori educators is to assist children to discover who they are as people, what their capabilities are so that when they become adults they will have the clarity and confidence to make great contributions to their families, their communities and to the world.  The mixed aged classroom experience gives young children and early awareness about the world and their place in it as valuable independent human beings, and as part of the greater community. The Montessori classroom is a microcosm of every greater community of which the child will become a part.  The Montessori environment offers each child the most elemental lessons he will need to be successful in his life.  Because of this it is our belief that the Montessori mixed age groupings provide each child with a most realistic and holistic approach to education

The typical American Montessori classroom in a school, which has been in existence a number of years, is a classroom of three to six year old children. Some of these children are in their second and third Montessori years with the same teacher.  Some of these classrooms had what seems to be a very large class sizes.  Maria Montessori believed that the more children in a class the more opportunities for learning are available for learning.  

Children who return each year to the same classroom serve as role models and peer guides for our newer students.  An example would be as follows:

•      In one of my first experiences as a Montessori Directress, I had a young 4-year-old girl who would not interact with others in a large public school Montessori classroom.  Getting this child to state her needs was a challenge.   Every day she would stand behind me watching, listening, clinging but rarely participating in the daily classroom activities.  I was puzzled and had many conferences with the parents who assured me she did not stop talking about it at home.   I continued to invite her to lessons.  She continued to watch.  This continued for most of the year.    At the beginning of the next year, her kindergarten year I hardly recognized her.   She walked into class, shook my hand and went to another child who was struggling with his backpack and helped him find his name and hang his backpack.   She worked independently all day.  It was obvious to me that she was reading.   When I asked the parents, they were thrilled at the discovery.  By the middle of the year, she was reading chapter  books and became a leader and role model in my class. 

To conclude, we invite you in to our classes.   Please observe how our children work together to problem solve, to create and to socialize.  It is a wonderful part of belonging when you can follow a friend as well as lead a friend to success.  Come in and see it for yourself.         

Guiding Your Child to Self Reliance

Guiding Your Child to Self Reliance

Have you ever noticed that your child cries if you act too quickly to do something for or to him/her?  Early in each child’s development the will begins to form and expresses itself.  When life becomes unexpected the will has little chance to prepare adequately.  Helping the child prepare for change helps the child feel ready and secure to learn new things.

Parents may realize that they are role models for their little ones because the child wants to do things just like mom and dad.  This very valuable sensitive period impacts the independence and motivational level of your child’s spirit and remains with them for the rest of their lives.  

The following suggestions are thoughts that explain some possible methods of increasing your child’s development of the will and motivations to be independent at home.

·  Encourage your child to try to do things themselves.   Show them the safe/best way first then stay close to observe their efforts.  Help out in minimal ways to ensure the child's success.  Gradually decrease your help till the child is working on their own.
· Avoid asking the question that ends” with OK”?.  This leads to the opportunity for the child to respond with “No!”. 

·  Role model the mannerisms, behaviors and language that you want your child to use.   Children want to do everything just like you.  So be aware of your own behavior in front of the children.  They watch, learn, and repeat real life experiences that they participate in.

·  If something needs carried have your little one take one corner of the item and demonstrate how it gets put away.
·  As you work on a specific task have your children watch what you are doing.  Observe your child as you show how to do an activity or task.  If they are avidly interested they will be watching every move you make.   If the child is not watching, be aware that they are probably not developmentally ready for the task at hand.

·  When you have a child who is just beginning to stand and move around, engage them in your work.  Talk about what you are doing and how it is done.  Use your best language skills.

·  When putting on a Toddler’s diaper or trousers have them stand, put their hand on your shoulder and have them help put their feet into the legs.  Take your time so that the child learns to control his/her balance.

This is just a few suggestions that might help your child work towards independence and self reliance.  When a child is able succeed at small tasks they gain confidence and learn to trust their own abilities.  Always remember that the safety of the child lies in the proximity and watchfulness of the adult. Thank you for everything you do that helps your child to grow and become.

Gail Moore

Frequently asked questions after Parent Classroom Observations:

This is a basic list of possible parent questions and my response.  Parent observations in the classroom can be a valuable tool in parent education. 

Frequently asked questions after Parent Classroom Observations:

Q:  Why was my child distracted by my visit?

A:   Children are dependent on a daily routine.  When they know what is happening next and feel safe, then they are able to maintain their focus and rise to the next level of learning.   At this level children become motivated to explore the environment and the work around them.   When a parent does something different for the day such as an observation visit any child can become unsure and worried.  Preparation before the parent arrives helps the child understand the expectation and can deal with the change positively.  As children adjust to having their parent in the environment they will settle into their work and show what they can do.

Q:  Are there designated times for group learning?  Is most of the day spent in independent work?

A:  Montessori is an individualized program.  This means that a majority of the learning takes place in one-on-one or small group of 2-4.   Whole group lessons come in the form of circle (community) time where the children can problem solve, learn a new procedure or system and/or make preparations for any change in daily routines.   Lessons given during this time usually consist of lessons based on the themes of the month or special outside presentations.

Q:  What does each Montessori Material Represent?

A:  The Montessori Materials are the foundational curriculum to the Montessori Method.   There are five focus areas of the classroom:  Practical Life, Sensorial, Mathematics, Cultural, and Language.   Within each of these areas there are specific materials that are sequenced in level of difficulty from left to right and top to bottom on the shelves.  Each Montessori Material has a direct academic aim that focuses on one aspect of the child’s academic development.  Most Montessori Materials have an indirect aim that usually involves the transfer of learning and or the use of a skill that was mastered earlier.  The Montessori Guides present each lesson based on the observations of the needs of the child and the communications  with the parentsd. 

Q:  Why do some children seem to walk around and distract others that are working?

A:  Each child in a Montessori environment is on his/her own path.  Some children are new to the philosophy of Montessori while others are still trying to master their basic social skills.  Montessori follows the needs of the children.  When one child is bothering another child the Montessori Guide presents a grace and courtesy lesson either in small group or in circle time.  Each child is taught to speak their truth with gentleness.  (example:  Learning to ask for "personal space" )  In the beginning the Montessori Guide intervenes and helps the children work through the conflict.  As each child’s confidence grows the children are able to work through it by themselves.   The Montessori Guide observes and waits to see if her assistance is needed in resolving any conflicts, concerns or issues.

Q:  Does the teacher work one-on-one with a child for long periods?

A:  Under normal circumstances the Montessori Guide (teacher) shares her time between many children.   A group of children will quickly learn that they need to wait their turn or possibly ask an older or more capable child for help.  These older children are usually 4 ½ -5 years old and love to be role models and helpers for the younger children.  In this manner they get to show what they know.   The Montessori Guide is always vigilant in her observations and makes sure that the older children are role modeling proper behaviors.

Q:  Work mats seem to be in the way of walking:

A:  Montessori is based on real life and natural logical consequences.   The Montessori Guide will try to help the child “look ahead” to see what is needed but occasionally the child makes a choice that impedes the progress of others, such as placing the mat in a walkway.   If it is a simple work the Montessori Guide will often request the students help in moving their rug over so that the walkway is open.  If the work is a complex activity such as the bead chains then the other children respect the work and are directed to walk around the rugs.

Q:  How do the Montessori guides determine the lessons that a student needs to meet academic goals? 

A:  Montessori Materials are the main curriculum of the class.   Each child is observed at work.  Skill levels are noted in observations made by the Montessori Guide.  Lessons based on the sequence of the Montessori Materials are individually planned based on the academic needs of that child.  If a child is invited to a lesson and they are unable to repeat the first presentation accurately the Montessori Guide will choose an activity that breaks down those skills into smaller lessons so that the child will work up to the more challenging work.    This takes time and often repeated invitations to work.

Q:  When is a child able to self-determine his tasks for the day and when does a Montessori guide make the choice for the child? 

A:  The Montessori Guide respects the needs of the student.  After lengthy observations of behaviors, work abilities, focus level, attempts at independent work then the Montessori Guide will decide to let the child continue to self direct.  If a child displays the need for external direction the Montessori Guide will give the child limited choice such as “You can do A or B.   What do you prefer?”   Often the children are given a moment to consider their preferences before they actually begin their work.   If a child is observed to have major difficulties with decision making and focusing on work the parent will be brought up to date and help from home or an outside resource will be requested.

Q:  How are children kept on task?

A:  Montessori Children are allowed to move about and socialize as they need.  Children who know how to work for long periods are considered “normalized” or adjusted to the Montessori routines.  Children who are new or just beginning to adjust have a tendency to need gentle reminders about returning to their work.  Some children work well with an older child as their helper.  Some children work well sitting close to the Montessori Guide.  Other children simply need the verbal reminder.  The most important part of keeping a child on task is to maintain their love of learning while helping them make academic progress.

Q:  When will my child visit the older class?

A:  Montessori believes that each child grows at their own pace.  Some children are developmentally ready for more challenging work sooner than others.  The classrooms are divided chronologically as follows:  Infants - 8 weeks to 18 months,  Toddlers - 18 months to 3 years,  and Primary – 3 years to five turning six.  When a child nears the chronological age the Montessori guides begin observing their readiness skills based on social interaction, academic ability and emotional readiness.   As a general rule a child will begin to make short visits to the next classroom a few months prior to the actual  transition.  Depending on the child’s willingness to work in the more challenging classroom and how secure they feel this can take a short time or a much longer time.  The goal is for your child to feel safe and ready to learn more.   If they don’t feel safe then they won’t be able to focus on any lessons.

Q:  It seemed that some children were not working on anything and needed to be directed to an activity so they could learn.

A:   Each child in a Montessori classroom participates in his/ or her own education.  There is one point during the morning work period called false fatigue.  During this time many children have the tendency to lose their focus and need to take a “coffee break”.   This generally lasts anywhere form 10 to 25 minutes before they settle back into work.   If a child is consistently choosing not to work the Montessori guides are observing and making notes so that this can be addressed with the parents during a face-to-face conference.  Every child is invited to participate in or observe as many lessons through out the 3 hour Montessori study period as possible. 

Three Hour Montessori Work Period

This was a short parent article to explain our work/study period.

Three Hour Montessori Work Period

Gail Moore

Montessori study periods are based on the three-hour work period.  During this three-hour work period, the children are allowed to focus on their passionate interest of the moment.  This means if a child chooses a large math work, they can work on that activity for the entire time if that is their choice.  It is normal for the children to need a “coffee break” sometime between 10:00 and 10:30 a.m. where they get up from their work and socialize, snack or observe others at work.  This break is called “false fatigue”.  After this break, the child can return to their work and focus for additional periods of time.  Others find new work to engage their interests.

Many classrooms depend on a circle time to set the ground rules for the work, discuss the day’s events, and give special presentations.    Children who participate in these circle times generally feel more grounded and secure during their work time.  Those who miss the circle time seem to have more difficulty settling into the Montessori work period.  Thank you for helping your child have the best Montessori experience possible by helping them arrive in time to feel like they belong in the class group.

Developing Inner Self Discipline Workshop Agenda

Developing Inner Self Discipline 

Workshop Agenda

The following information was the "bare bones" idea of a workshop I gave at the Boyd School on this topic. All ideas that help the children grow are worth sharing.  

I hope that you can use it and have it ripple through your community for the benefit of your children.  

If you do decide it has value and use any or all part of it please stick my name somewhere on the paperwork just to be remembered.     Except for the quotes at the end, this workshop is based on my years as an educator.   Contact me with any questions.  Gail Moore (gailmoore@gmail.com)  

I followed this sequence of events:

Action: Set up a question box/chart/basket prior to the meeting.

Have participants come up and post questions as they think about it. 

Read the Poem:  If you can remember…by Marti King for the Montessori Foundation:

If You Can Remember by Marti King

If you can remember that it takes three of my steps to equal one of yours;

If you understand that I must view life at an eye level three feet below yours;

If you can touch my life with your faith, without taking away my need for self-determination;

Then I can grow, learn, and become.

~ ~ ~

If you can remember that it takes time for me to gain the experience in living you have already had;

If you can understand that I can only relate to those things, which have meaning on my levels of maturity;

If you can let me take a step of independence when I can, instead of thrusting me out or pulling me back;

If you can touch my life with your hope, without destroying my sense of reality;

Then I can grow, learn and become.

~ ~ ~

If you can remember that it takes courage for me to try again after failure, just like you;

If you can let me find my own path when I want, instead of choosing for me the way you think I should go;

If you can touch my life with your love, without taking away the space I need to breathe;

Then I can grow, learn and become.

~ ~ ~

Marti King For The Montessori Foundation

   Welcome and Introduction: 

• This is a discussion not a lecture.
•  Write down your questions and put them into the question box.  We will answer as many as possible at the end. 
• We want to put together a “tool box”  of techniques for you to utilize as you need  them

First Tool:    Create Basic Ground Rules of Class - A tool that helps children to own the rules

·    Create the rules with the children present.  (Circle time is a great opportunity.  This investment of self helps the child understand and follow the rules

·    Rules are at a maximum of five simple statements or one word rules that are easy to explain and follow.

·      Too many rules then the children get confused.  Some simple ideas and suggestions might include words like:  

·      cooperate,

·      respect,

·      walk,

·      Whisper

                            ·      Etc.
·   Review these basic rules often to help the children remember their important task
·  Remember that some children need many reminders and suggestions.   

·    Adults who enter the classroom need to follow the same rules and model the expected behaviors.

·   Children watch adults closely and pattern the behaviors they see.  The  old adage ‘do as I say not as I do” really doesn’t work for children who want to do it just like you do.

        

Choose your Battles Wisely and Use Redirection whenever possible.

• Engage the child in meaningful work.  (follow the needs and interests of the child)
• Another old adage says, “Mischief makes work for idle hands"  The work has to be important to the child.
• A child who is focused and interested will want to work.
• Child who cannot focus will need redirection to find their own work.    Sometimes having the child be your friend and observing others at work will help them decide on their own.  

 Buzz Group:   5 - 10 minutes (set timer) 
connect with three people you don't know and ask for their ideas on a redirection statements that are positive and encouraging.  ( let me help you…, Can I show you again…, etc.)  Compile a list of those statements to share

Using Limited Choice:

• By making a quick assessment of what is happening can help an adult create options for the child before offering a limited choice:
• For example:   if a child is crying and won’t cooperate by putting on their shoes the limited choices might be:
·  Waiting until the child is ready to put them on, patience and consistent positive encouragement is needed for this to be effective
·   Putting them on for the child (which takes away the opportunity for the child to be independent and self sufficient)
·    Allowing the child to carry their shoes until they are ready to put them on (natural logical consequences)
·    Putting the shoes on together.  You put one on and the child puts the other on….team work or the child puts them on and you do the tying.
·   Discussing what the problem is with the shoes to see if it can be easily resolved by switching to a different pair of shoes.
·   Make the statement:  “you can either                          or                               .  What will you do?   I can make the choice for you but I would like for you to have the chance to decide for yourself.
• Make the choices small, real  and attainable to the child
• Help children decide what best option is.  
• Giving a limited choice teaches good decisions

Stay Calm and use Patience: 
Patience becomes a magic key to observing, analyzing and deciding what options are available.  
-Children need time to work through their issues.   Often time is difficult to provide due to circumstances at the moment.  
-It is important to let children process their own decisions because this is an important step toward self discipline. 
-Adults have the tendency to view children’s issues as small but to the individual child that issue is huge. 
-Give the child the gift of your patience and your time and  you will find that anything can be worked out together.    

Buzz Group:   5 - 10 minutes (set timer)   
Find a someone you haven’t met.  Discuss the things that you generally rush a child through.   What can you do differently or more slowly that will help a child by giving them more time to be successful?  Share responses

Discussion: Natural Logical Consequences:

• PLEASE NOTE:  the safety of the child is always ensured by the proximity and the attention of the adult.
• Definition  of Natural Logical Consequences:   Are those things that will happen naturally after any give action.  ex:  If you put your hand under water it gets wet or touching a hot stove burns the skin
• Humans learn a great deal from these types of life experiences.
• Mistakes are the result of Natural Logical Consequences with a certain course of action  resulting in a consequence.
• Those consequences can have a positive, neutral or negative  result for the child.
• Incorporating logical natural consequences into our limited choices for the child allows the child to benefit from the results even if the results are somewhat negative.
•   At school if one child hurts another we have them both go inside to care for the injured child.  We try to have the child who did the injury to help their friend feel better. 
• Adult attention is mostly centered on the injured child.
•  The natural logical consequence of the is if the child who was hurt has to miss playtime the child who did the hurting has to miss it as well until both can play again and be friends.
• I always ask a child (victim of aggression), Is it your body that hurts or your heart/feelings that hurts?  Once a response is given I have the child who was the aggressor ask the child who was hurt, "What can I do to help your feel better?"  It is amazing to me the different responses I have heard.

Work vs. Play:

A definition of work: 1:  an activity in which one exerts strength or faculties to do or perform something:  sustained physical or mental effort to overcome obstacles and achieve an objective or result. 

A definition of play:  play - play by children that is guided more by imagination than by fixed rules; "Freud believed in the utility of play to a small child play - utilization or exercise. 

• Children love to do real work.  The line becomes blurred between these two words as children begin their journey through their development.
• Playtime in the adult view is often the same as work time for the child.  Children want what they do to be important and meaningful. 
•  Maria Montessori believed that a child’s work is to build the best human being they can.  
•  Children develop their sense of focus and task completion as they work. 
• Not interrupting a child’s focus while at work helps  the development of inner self discipline
• Task completion also 

Communications:

·      Communications are core of every  human interaction

o   verbal, nonverbal interaction,         words,tone, facial expression,                   eye contact, physical positioning of the body. 

o   All of these factors are equally important in getting our ideas and thoughts across to each other.

o     Consistency is one of the important keys for communications being heard and understood  

§  Consistency of words and actions, tone of voice, facial expression and the words all have to be in place in order for understanding to happen.

Child communications:

·      Back talk – a control issue to get what they want

·      Stay calm, listen once make sure your voice is calm

·      Make a positive statement of acknowledgement

·      Let them k now that you will not argue w/them

·      what to do next

o   look at tone of voice,

o    the child’s level of upset,

o    the child’s ability to reason or rationalize,

o    parents level of emotional calmness while dealing with the event.

• Tone of voice can be a non-verbal communication tool that can aid or get in the way of positive interactions.
•  When a child is using argumentative or back talk techniques to communicate it is the adult’s responsibility to address the child in very quiet calm tones. 
•  remind the child of the ground rules of the classroom or the home.  
• Children have to learn that rules are not going to change at a moments notice just because they are arguing
• It is helpful to wait till both the child and the parents is calm before trying to talk or make decisions
• Let the child know that you as a (parent, teacher or adult) care that they feel badly and that they are upset but remind them that while they are (crying, in a tantrum, screaming, kicking) that they can’t hear you and you can’t hear them.
• you will wait for them to calm themselves before you can help them feel better. 
• Explosive child: try to isolate the child so that they have the privacy needed to gain control.  Time will always allow a child to reflect and let go of some of the feelings that might be causing the escalation of emotion.

Respect:

• Respect is an important part of communication.
•  It is something that all people of all ages need from each other. 
• Children have those needs just the same as adults.
• Feelings that are acknowledged by others help humans identify both problems and solutions.
•  When a child says no it is important that we respect their choice.
•   It is important to make statements when you definitely need a child to do an activity.
• It is important to ask a question when the child truly has a choice in the matter.

 

Routine:

o   Children need routine that they can count on. 

o   routine provides a child with a frame work to build their day on.   

o   worried or frightened about what is unexpected or unknown.

o   Children find security and peace in what is familiar and well known.

o    Maria Montessori said once, “The child’s work is to build the best human being they can be.”  Children build their strong foundations from a normal daily routine.  Changes in routine for children need to be handled carefully by letting the child know in advance what is going to happen.

External rewards and punishments vs. internal self control:

• Children need to take ownership for their actions.
• Adults need to help children take responsibility by allowing the child the dignity to make a mistake.
• Rewards and punishments are external controls. 
• These external controls generally teach the child to manipulate the situation so that they can receive the rewards. 
• Sometimes punishment is the reward that children look for because it reinforces their negative self-concept.
• If a child can lean the internal control and take ownership for their choices they become responsible, caring citizens who are capable of using freedom wisely. 
• A child with a sense of responsibility is the basis for inner discipline. 
• A child needs to feel safe in order for him/her to take full responsibility for what they have done.  
• Threats toward the child only teach the child how to use control and aggression against others.

• Children do not act out and try to do things to us personally.

• Children are responding to their own internal needs and past experiences.

• If adults take children’s actions personally and escalate the event it causes a reinforcement of the child’s behavior pattern, negative self perception or repetition of the behavior on a larger scale later. 

• When adults can model a different method of responding to behaviors by choosing to stay calm and centered, the child is allowed an opportunity to make a different and more positive choice.    

•  By not rewarding negative behaviors with lots of attention (either negative or positive) the child can not control situations.  Simple statements like: “I see you need time to think about me?” what you need now”.  “I can see you are angry.  Shall I sit with you until you can talk? Respect a child who says no to you.

• Don’t let your personal issues as a parent, teacher or assistant become part of the child’s problem.

•  Let the child work through his/her own problems whenever possible.

•   If other children are in danger simply give the angry child space for privacy and thinking time.  This removes attention from the child who is having difficulty. 

• Attention for negative behavior accentuates, multiplies or intensifies a problem or an issue. 

•  Acceptance of the dignity of the human soul even at its worst moment is a challenge for every child caregiver. 

• This kind of acceptance can change a child’s negative patterns of behaviors.  Consistency, respect, follow- through and understanding all will help a child to cope with the issues he/she faces.

We live very close together.  So our prime purpose in this life is to help others.  And if you can’t help them, at least don’t hurt them.

Dalai Lama

Kind words can be short and easy to speak but there echoes are truly endless

Mother Teresa

You can accomplish by kindness what you cannot by force.          Publilius Syrus

What you do not want done to yourself, do not do to others.

Confucius

Montessori Vocabulary**

Montessori Vocabulary**

**  Please note that the author of this is unknown to me.  I have valued this piece for describing basic information to a new parent who might ask me, "Can you tell me what Montessori is?"   Let me know if you recognize it please so I can give proper credit.  thanks, Gail

When Dr. Maria Montessori developed her theory and method of education, she included a ‘vocabulary’ to define her concepts. This vocabulary describes her understanding of children and their educational needs. The following explanations will be of help to you as you read her books and as you become more involved in her philosophy.

The Vocabulary for the Child

Unique individual:  Each child is his or her own person, intrinsically valuable in his/her own right.

Respect : Each child deserves respect and acknowledgment as a valuable person at each phase of his life.  As the child learns that he has the respect and trust of others, the child will learn how to give respect others.

Individual Rate of Progress: The Child’s right to learn according to their individual development and inner compass guided by the knowledge or skill being presented.

Sensitive Periods:  The time in the child’s development when

The child is especially ready to learn a specific skill.

Absorbent Mind:  The ability of the child to absorb knowledge (to learn consciously or unconsciously) from her environment; incidental learning.  

The Vocabulary for the Classroom 

Prepared Environment – A learning space established for children with special attention paid to beauty of arrangement, order of learning materials (left-right, simple-complex, concrete-abstract), and an atmosphere conducive to security, calmness and independent learning.

Ground Rules – The cornerstone of the classroom from which children gain an understanding of order, peace and calm, and mutual respect. In various forms, but always set in positive terms, they read:

1.)  We respect ourselves and each other.

2.)  We respect the materials and the classroom.

3.)  We will do what we can to help each other.

Liberty within Limits -- Once the child has learned to respect the people, the ground rules and the materials in her environment, she is free to move about the classroom and to work as independently as she sees fit. She has the security of knowing what is expected of her and what she can expect from others. This liberty

adds to the child’s positive self-image and confidence as a valued and respected person.

Didactic Materials – The specially-designed and prepared materials and learning activities to best teach the child the lessons he is ready to learn.

Learning Areas – The classroom is divided into 5 major areas of learning:

Sensorial – Development of sense awareness

Practical Life – Development of the skills needed for   

(Daily Living) – child to care for himself and his environment.

Math – Development of the skills and understanding

of number concepts and operations.

Language – Development of the skills and understanding

needed for reading, writing and other communication skills.

Cultural - Development of an awareness and appreciation for art,              music, geography, history and science

The Vocabulary for Lessons

Each Montessori material and learning activity has certain characteristics inherent in it to insure the child’s success in completing a lesson.

         Control of Error – The material or activity is constructed so that any mistake a child may make is readily apparent to her. Once she discovers her mistake, she may correct it with ease. The success and ability to master a task leads to the development of self-confidence.

Cycle of Activity – Each exercise involves the process of:

1.)Choosing the activity,

2.)Doing the work,

3.)Returning the material to its proper place in the classroom. 

This process leads to the child’s sense of order and security.

        

Points of interest – The ‘built-in’ aspects of an activity or piece of material which capture the child’s interest and imagination and encourages him to work with the exercise until he learns the intended lesson.

Direct Aim—Each material, exercise, activity and lesson has specific and intended skills for the child to learn.

Indirect Aim – Along with the intended and obvious skills presented to the child, there are some indirect lessons available to the child:

1.)  Concentration,

2.)  Eye-Hand Coordination,

3.)  Independence,

4.)  Order,

5.)  Awareness of self and the environment and how the two interact.

“The freedom that is given to the child is not liberation from parents and teachers; it is not freedom from the laws of Nature or of the state or of society, but the utmost freedom for self-development and self-realization compatible with service to society. “

                                                        

                                                         Maria Montessori, 1948