Awakening the Unique Potential in Each Child
By Danella M. Shea
In 1906 Dr. Maria Montessori developed a philosophy and method of early childhood education which continues to be practiced today in thousands of schools on six continents. Recognizing that each child has a unique potential which awakens their natural ability to learn and to teach themselves Maria Montessori’s goal was to help children grow in independence, self-discipline, con-centration, motivation, and sensitivity to things around them.
Born in rural Italy in 1870, Maria Montessori was herself a unique and remarkable person who challenged the medical and educational establishment, and in 1896 was the first woman to become a doctor in Italy. Her early work was with mentally retarded children, and she championed the causes of working women and children while researching mental development and education. In 1904 she became Chair of Anthropology at the University of Rome which led to her developing the methods of observation and teaching that became the foundation of her philosophy.
In 1907, Dr. Montessori was invited to direct what was essentially a daycare program for fifty poor, malnourished children in a tenement house in Rome. Using materials she had developed in her studies, and a few untrained assistants, she began her work. Here, in the first Casa de Bambini, or Children’s House, she discovered what she later called the “secret of childhood.” She found in the children a spontaneous drive to choose the materials that seemed to best meet their needs, and an unanticipated ability to concentrate on and repeat their chores. She discovered they had a wellspring of internal discipline and self-motivation, an innate sense of order, and spontaneous interest in writing, reading, mathematics and other academic subjects. So remarkable were the changes in these children that she herself did not at first believe it; but soon it was impossible to deny, and the world took notice.
People wonder how a program developed so many years ago could be applicable with today’s children, yet it is exactly what they need in our often times over-stimulating culture. When children become calm and more focused they can discover peaceful places within themselves where they can find self-fulfillment in the things they can accomplish, and where they can strive for the best within themselves instead of seeking to have all their needs met outside of themselves. This not only builds a confident, independent and responsible child but is also the greatest gift we can give to give our children.
There are several components to the Montessori Program and one of the most important is called “Sensitive Periods of Learning.” Through Maria Montessori’s extensive observation of children she came to realize that a child will go through a specific block of time when they are drawn to a particular subject or developmental period. For instance, the period for language—which is very easily recognized—is when a child will explode in his/her knowledge of speaking the language they are exposed to. This phenomenon occurs in every culture around the world. The child absorbs what the adults are saying and then—boom—one day they start talking, quickly moving to sentences.
Recognizing these sensitive periods for learning and following the child’s lead is one of the main responsibilities of parents and teachers in the Montessori method. It is during these sensitive periods that the child does not see learning as a chore but as a delightful experience which gives them such joy that they want to learn more, and is much the same as when they explode in language. These sensitive periods start as early as birth and continue through the age of six and sometimes even longer, although at the age before language they are not as noticeable.
Montessori in the Home
There are many things done in a Montessori classroom that every parent can do at home to help children become independent, confident, self-disciplined. One idea is to give each child a mat that is considered their space where they can work alone or with a friend. This empowers a child—sharing is important, but so is the choice to work alone. They learn very fast that choice is a good thing, and with that in mind we create more ways for the child to have choices. It is not about being in control, it is about leading the child into learning that responsibilities come with choice, which further enables them to establish a self-discipline mode.
One thing I do when teaching is share the rules I too am required to follow—like rules for driving a car—and how rules can sometimes be a bit hard to follow all the time, and that even adults make mistakes. A simple conversation like this, letting the children know they are not the only ones that have rules to follow, can make a difference with children at any age.
Parents can help fulfill their children’s needs during sensitive periods of learning by remembering that children learn by observing. By setting up a child-sized environment your child can do simple things in the kitchen with you while you are doing what you need to do. Most children love to do what they see the adults around them doing, so let them experiment with pouring water with a small pitcher or using a measuring cup with a spout. You can put a black line about 1 inch from the top of the cup they are pouring into so that they know to stop at the line—by the time the message of stopping gets to the brain their arm will have stopped in time. They are imprinting a new thought pattern associated with movement which needs to be practiced over and over, and eventually they will not need the black line as a guide. Another great activity is using a turkey baster with colored water to move from one glass to another. Show the child how to squeeze the ball on top, then place it in the water and let go, then move it to the next glass and squeeze once again. Each activity must be demonstrated to the child—these simple actions are automatic for adults, but children will be learning control of new movements in many of these activities.
Your child is exploring with all of his/her senses and the best way to help the child is by using concrete objects so that you can touch all parts of the mind in learning through sound, sight and touch. Blocks and shapes are wonderful and allow the child to be creative. First show them one pattern and then allow them to develop their creativity to create other patterns. Using a small cloth bag place three sets of two of the same items in the bag—things the child knows the names for such as jacks, clothespins, marbles, popsicle sticks, crayons etc—then have them reach into the bag and name the object before they pull it out. Once it is out, their goal it to find the matching object left in the bag.
Use all the senses you can to teach your child. Fill up a bowl of water and gather items around the house that will sink and float, the children will work with water over and over, they really love it. You need only introduce the activity, allow the child to explore in their own way, let them do the work while you step away and observe, giving them the opportunity to work alone. Once a child explores an area of learning they will build confidence and self-esteem which can lead them into going a bit further, and testing their own abilities.
Teaching a child numbers is challenging all on its own, but associating a quantity makes it become a huge concept for a child to assimilate. Patience is required here. Use concrete objects when counting with your child and only begin this with the numbers one, two, and three initially, adding more numbers when your child is ready. Counting on their own can be done in increments of one to twenty first—adding ten each time you increase it emphasizes the sets of tens (10, 20, 30 etc). When associating quantity with numerals use only the numbers one thru nine. The concept of ten is a huge step in learning place value and it should be presented in a special way.
In language there are many pre-reading activities, such as matching object to object or picture to picture—like things you find at a park or beach, in the bedroom, bathroom or kitchen. Learning the names of classifications of animals, insects, flowers, trees, leaves can help lead children into reading. When teaching your child letters use lowercase letters because when reading books you will not find all of the words in uppercase and this can really be confusing. Also, teach them the sounds of each letter to start rather than the names of the letter. This will help them begin to sound out words they see. Start with three letters at a time. Sound out the letters and try to put ones that do not sound alike together—for instance the name of the letter “c” sounds like the letter “s.” Introduce vowels one at a time, then continue with consonants, adding a vowel every six sounds or so. Continue with the association of the sound with an object or word that begins with that particular sound—the sound “m” will have pictures or objects associated with it, like milk, mat, mom, mop. Your child will let you know when they are ready to learn more.
One word of caution: Please do not push your child into learning language or math using these techniques unless they are ready. If a child is not in the sensitive period for what you would like to teach, it can set the child back in their natural love for learning. Please do not push any learning—it will come in it’s own time.
These are just a few ideas on how to help your child become more confident, independent, and self disciplined. The children are our future, they are smarter then we give them credit for and if we give them a safe, comfortable, beautiful, trusting environment to explore their own capacity they will flourish into more than we can even imagine.
Some good resources for materials, ideas and other Montessori Parents are www.montessorimaterials.org, which will allow you to print materials to use with your child; and www.montessoriconnections.com, which will lead you to many other sites. A couple of sites that are not Montessori based but which are wonderful are www.teachervision.fen.com; www.enchantedlearning.com/home.html andwww.coreknowledge.com.
Danella M.
Shea is the director and co-owner of Great Mystery Montessori in Medford,
Oregon. Contact her at (541) 857-8888 or visit www.gm-montessori.com.
February/March 2006
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Another
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The
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Awakening
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Books in Brief
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Cosmic
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