There are many ways a teacher can bring an awareness of peace into the classroom. The teacher must decide what methods speak to her and that she is most comfortable with. Since art is my area of expertise I would implement a peace curriculum that revolves around art making. I believe that creating art is a very spiritual experience. I think that this method is effective because as Picasso said "All children are artists". I would design my curriculum on three different ways to bring out the artist’s spirit and learn about peace: Art Happenings, Art and Nature, Art and Culture. These approaches to art and peace could be introduced in any order.
A happening is a group experience in which the act of making art is emphasized not the end result. In a happening "whatever happens, happens, there are no mistakes" as my high school art teacher used to say. The children would experience one medium in each happening. For example, clay is a wonderful medium that really puts you in touch with your senses. The children would sit in a circle and be given a lump of clay each. I would narrate the experience, "Feel the clay’s texture, is it smooth or lumpy? Is it warm or cool? What does it smell like?…." Next we would mold the clay with our hands and join the clay together with the person’s clay on each side to create a circle. At the end all the clay is thrown back into a bucket together to be used again in the future. There are many happenings I have done with paper and pencil. A couple examples of this would be having the children sit in a circle, listen to a story and draw with their eyes closed or draw in response to different kinds of music. The drawings are not saved, as the point is the experience to put you in touch with your mind and soul not the end result. The possibilities are endless. At my summer camp we painted using powder paint and ice-the kids were enthralled!
Art and Nature holds much possiblity as well. I designed a curriculum for my summer camp in which all the projects involved objects from nature or recycled objects. The children got to collect their own materials on nature walks and turn them into art when they returned to the classroom. We read books on nature and recycling. Through art the children learned to appreciate nature and save the planet. We made water bottle bird feeders, take-out top sun catchers and cereal box paintings. These ideas can also be tied into a science curriculum. My favorite experience was making our own paper. Everyone was able to help in the process. Everyone had to work together, take turns, be gentle with the wet pulp and benefit from the end result-which was shared by all. We mixed grasses and dried flowers into the wet pulp- what wonderful textures we created! Then we turned the paper into a camp scrapbook with all the children’s pictures and comments.
Learning about different cultures through art is also a favorite of mine (since I was an art history teacher). There are so many opportunities to explore other cultures through their art. We have studied Mexico by making pinch pots, Japan by making paper mache cats, Italy by painting a ceiling (really the underside of a table but they got the ideaJ ). Art is a valuable part of a society and is a way to tie people together and teach tolerance and diversity. The artifacts in any culture teach us much about the people and how they live/d. The arts bring out the spiritual side of every society. Making art requires the hands and brain to work together. As Montessori explained in the Absorbent Mind, it is the people who used not only their minds but their hands who have left their mark for future societies. "For if men had only used speech to communicate their thought, if their wisdom had been expressed in words alone, no traces would remain of past generations. It is thanks to the hand, the companion of the mind, that civilization has arisen."(AM151)
Tuesday, October 14, 2008
Diamira Torrens Peace Education
Diamira Torrens
Peace Education
Living through two world wars can leave an impact on a person’s feeling for humanity, Maria Montessori was that person. She watched the hatred between people and felt that the only way to resolve and improve our future was through the child. Montessori was much respected in her work and made an impact in introducing Peace Education. She believed if we taught children compassion and respect from birth they would carry it with them and build a better society.
As in all aspects of the classroom the preparation must begin with the teacher “…to purify her heart and render it burning with charity toward the child.”(1) The classroom should be prepared to show a feeling of tranquility and love. Peace education, in part, is an extension of Grace and Courtesy. The teacher should be approachable so the child can trust to come to her when they feel they cannot handle a conflict on his own. A child should also be taught to reflect on his feelings and speak for himself, if needed, the teacher can help verbalize what they are feeling. It is the teacher’s responsibility to teach then to respect each other for their differences.
Sometimes I look at our little school and think of it as a Utopia, I wish full hardly that what they experience in this nurturing environment they can carry to the world and make a difference. There are several things we do already and some we have implemented recently. When a child has a problem with another child be in fighting (physically or with words) usually one child will find a teacher to tell the teacher what the other child has done. The teacher then takes the child back and tells the child to explain how they feel about what has been done to them, they both have a chance to express their feelings and resolve their problem if a resolution is needed, with time the children will learn to handle the situation on their own and can be moderators to younger children in a conflict. I’ve never felt that “I’m sorry” expresses as much concern as asking the other person if they are ok or what they can do to make them feel better or right their wrong. When a child is physically hurt by another (lets say pushed down on the playground) we ask the child to stay with the hurt child and maybe hold the ice if they are hurt until they feels better. This process teaches them compassion and also what their actions have caused. I would like to implement in the classroom a jar that a teacher or child can write a random act of kindness that is seen, and these acts can be read during circle time, for example: “during the morning I saw John give Jane a paper towel at the sink to dry her hands.” This will make a child more aware of the world around them. Reading books about peace and friendship is something else I’d like to do. I would also like the children to write stories about how to treat others; this will allow them to express their feelings, giving a scenario and how they would resolve it is also an idea for their writing. As part of our geography area we should have more about different cultures and religions so that children become aware that there is more to their world and to learn to respect others for their differences. We have a very diverse group of children and it would be wonderful if their parents could share about their culture and ethnicity as well, having different culture days, learning about holidays, food or traditions will teach tolerance.
Teaching the children to have inner peace is just as important. I would do this by teaching them about their bodies and about breathing and relaxing and how to use it when we feel angry or frustrated. Even though we do practice the “silence game” I would frequently so they can become aware of their surroundings and relax and listen to the world around them. I would love to do this outdoors sometimes and listen closer to the sounds they hear and then discuss them. I would also like to have the children learn more about our classroom pet and its care.
What a difference we can make in the lives of the children we are entrusted. The only hope we have for our future and theirs is that they can carry what they learn and spread it to others. Using the philosophies Maria Montessori has established we have a chance to make a difference.
(1) E.M. Standing Maria Montessori – Her Life and Work, New York, Mentor, 1957
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Peace Education
Living through two world wars can leave an impact on a person’s feeling for humanity, Maria Montessori was that person. She watched the hatred between people and felt that the only way to resolve and improve our future was through the child. Montessori was much respected in her work and made an impact in introducing Peace Education. She believed if we taught children compassion and respect from birth they would carry it with them and build a better society.
As in all aspects of the classroom the preparation must begin with the teacher “…to purify her heart and render it burning with charity toward the child.”(1) The classroom should be prepared to show a feeling of tranquility and love. Peace education, in part, is an extension of Grace and Courtesy. The teacher should be approachable so the child can trust to come to her when they feel they cannot handle a conflict on his own. A child should also be taught to reflect on his feelings and speak for himself, if needed, the teacher can help verbalize what they are feeling. It is the teacher’s responsibility to teach then to respect each other for their differences.
Sometimes I look at our little school and think of it as a Utopia, I wish full hardly that what they experience in this nurturing environment they can carry to the world and make a difference. There are several things we do already and some we have implemented recently. When a child has a problem with another child be in fighting (physically or with words) usually one child will find a teacher to tell the teacher what the other child has done. The teacher then takes the child back and tells the child to explain how they feel about what has been done to them, they both have a chance to express their feelings and resolve their problem if a resolution is needed, with time the children will learn to handle the situation on their own and can be moderators to younger children in a conflict. I’ve never felt that “I’m sorry” expresses as much concern as asking the other person if they are ok or what they can do to make them feel better or right their wrong. When a child is physically hurt by another (lets say pushed down on the playground) we ask the child to stay with the hurt child and maybe hold the ice if they are hurt until they feels better. This process teaches them compassion and also what their actions have caused. I would like to implement in the classroom a jar that a teacher or child can write a random act of kindness that is seen, and these acts can be read during circle time, for example: “during the morning I saw John give Jane a paper towel at the sink to dry her hands.” This will make a child more aware of the world around them. Reading books about peace and friendship is something else I’d like to do. I would also like the children to write stories about how to treat others; this will allow them to express their feelings, giving a scenario and how they would resolve it is also an idea for their writing. As part of our geography area we should have more about different cultures and religions so that children become aware that there is more to their world and to learn to respect others for their differences. We have a very diverse group of children and it would be wonderful if their parents could share about their culture and ethnicity as well, having different culture days, learning about holidays, food or traditions will teach tolerance.
Teaching the children to have inner peace is just as important. I would do this by teaching them about their bodies and about breathing and relaxing and how to use it when we feel angry or frustrated. Even though we do practice the “silence game” I would frequently so they can become aware of their surroundings and relax and listen to the world around them. I would love to do this outdoors sometimes and listen closer to the sounds they hear and then discuss them. I would also like to have the children learn more about our classroom pet and its care.
What a difference we can make in the lives of the children we are entrusted. The only hope we have for our future and theirs is that they can carry what they learn and spread it to others. Using the philosophies Maria Montessori has established we have a chance to make a difference.
(1) E.M. Standing Maria Montessori – Her Life and Work, New York, Mentor, 1957
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Assignment II (ch:15 - 28 )
Rati Sivashankar
Assignment 2 Absorbent Mind – Chapters: 15- 28
Chapter 15:
The very young child’s efforts are not towards imitating but to forming in himself the capacity to imitate; thus exhibiting to the world the universal importance of indirect preparation.
Chapter 16:
The child before the age of three unconsciously creates himself by absorbing the environment (hence, he has no memory of it); after three he deliberately and consciously acts on his environment to construct himself.
Chapter 17:
The child in the postnatal/psychological period of his embryonic life absorbs from the world around him the basic patterns of his social group and they remain with him as fixed characters for the rest of his life.
Chapter 18:
The normal development of a child in any of the three stages before the age of 18 has its foundation in the previous stage; hence the more fully the needs of one period are met, the greater will be the success of the next….this unfortunately is true in the reverse too!
Chapter 19:
The child when given the freedom has the power to choose his work spontaneously and keep herself occupied with deep concentration, joy and serenity; this arrival of discipline from freedom is the evolving of a psychological type common to the whole of mankind.
Chapter 20:
A child between the ages of three and six carries out gradually the work of building his own character; what the adult can do is put education on a scientific footing so that the child can work effectively without being disturbed or impeded.
Chapter 21:
In the formation of the child’s character nature plays a pivotal role; we can observe in the child initially the trait of concentration followed by perseverance (normalization), one of the flawed character traits that disappear after this is possessiveness (possess to lose it or break it) and this is instead replaced by a secondary possessiveness which is the interest in knowing how things work.
Chapter 22:
The children in a multi age classroom unravel from within themselves the quality of concentration which in turn gives rise to the virtue of patience; these are key components in the development of character and social behavior.
Chapter 23:
The children in a 3 – 6 environment slowly become aware of forming a community and their activities contribute toward it; once they have reached this level they put the group first and try to succeed for its benefit.
Chapter 24:
When the children make an error in our environment other children become the bearers of corrections; this forms a unity among all children.
Chapter 25:
The three levels of obedience in a child are 1) the level of obedience is one in which the child can obey, but not always; a period in which obedience and disobedience seem to be combined. 2) The level in which the child can absorb another person’s wishes and express them in his own behavior. 3) The child becomes enthusiastic, anxious and impatient to obey; this comes about with his obedience being turned toward a personality whose superiority he feels.
Chapter 26:
The task of the teacher is to enable the emergence of discipline in the children by not only preparing the environment where she is in a role of service, but also, to know to be firm when the spirit of the children need awakening and effort to pull them back on track when they digress from the path.
Chapter 27:
The teacher in a Montessori class must have faith that the child will reveal himself through work; she works on this via the following three aspects;
1. Watch over the environment and be its keeper and custodian.
2. To be able to entice children in a timely and appropriate fashion to work or use soothing techniques to calm them.
3. Know when not to interrupt or interfere with a child who is concentrating on a piece of work.
Chapter 28:
The child is the only point on which there converges from everyone a feeling of gentleness and love; the child is a well-spring of love.
Assignment 2 Absorbent Mind – Chapters: 15- 28
Chapter 15:
The very young child’s efforts are not towards imitating but to forming in himself the capacity to imitate; thus exhibiting to the world the universal importance of indirect preparation.
Chapter 16:
The child before the age of three unconsciously creates himself by absorbing the environment (hence, he has no memory of it); after three he deliberately and consciously acts on his environment to construct himself.
Chapter 17:
The child in the postnatal/psychological period of his embryonic life absorbs from the world around him the basic patterns of his social group and they remain with him as fixed characters for the rest of his life.
Chapter 18:
The normal development of a child in any of the three stages before the age of 18 has its foundation in the previous stage; hence the more fully the needs of one period are met, the greater will be the success of the next….this unfortunately is true in the reverse too!
Chapter 19:
The child when given the freedom has the power to choose his work spontaneously and keep herself occupied with deep concentration, joy and serenity; this arrival of discipline from freedom is the evolving of a psychological type common to the whole of mankind.
Chapter 20:
A child between the ages of three and six carries out gradually the work of building his own character; what the adult can do is put education on a scientific footing so that the child can work effectively without being disturbed or impeded.
Chapter 21:
In the formation of the child’s character nature plays a pivotal role; we can observe in the child initially the trait of concentration followed by perseverance (normalization), one of the flawed character traits that disappear after this is possessiveness (possess to lose it or break it) and this is instead replaced by a secondary possessiveness which is the interest in knowing how things work.
Chapter 22:
The children in a multi age classroom unravel from within themselves the quality of concentration which in turn gives rise to the virtue of patience; these are key components in the development of character and social behavior.
Chapter 23:
The children in a 3 – 6 environment slowly become aware of forming a community and their activities contribute toward it; once they have reached this level they put the group first and try to succeed for its benefit.
Chapter 24:
When the children make an error in our environment other children become the bearers of corrections; this forms a unity among all children.
Chapter 25:
The three levels of obedience in a child are 1) the level of obedience is one in which the child can obey, but not always; a period in which obedience and disobedience seem to be combined. 2) The level in which the child can absorb another person’s wishes and express them in his own behavior. 3) The child becomes enthusiastic, anxious and impatient to obey; this comes about with his obedience being turned toward a personality whose superiority he feels.
Chapter 26:
The task of the teacher is to enable the emergence of discipline in the children by not only preparing the environment where she is in a role of service, but also, to know to be firm when the spirit of the children need awakening and effort to pull them back on track when they digress from the path.
Chapter 27:
The teacher in a Montessori class must have faith that the child will reveal himself through work; she works on this via the following three aspects;
1. Watch over the environment and be its keeper and custodian.
2. To be able to entice children in a timely and appropriate fashion to work or use soothing techniques to calm them.
3. Know when not to interrupt or interfere with a child who is concentrating on a piece of work.
Chapter 28:
The child is the only point on which there converges from everyone a feeling of gentleness and love; the child is a well-spring of love.
Lori Daniels Peace Education
Lori Manzino-Daniels
Peace Education
“Peace education is directed to the free development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.”(1)
As directresses we try and extend the messages of equality, acceptance and respect for everyone and everything around us. We guide the children through the modeling of our own behaviors inward and outward by the usage of patience and kindness with every occurrence within the environment. Encouragement in sharing thoughts and ideas through open discussions is practiced in our classroom, daily, as well as eliciting further oral communication in our language area by using open ended questions as we work with each child.
The children also freely express themselves non-verbally through the materials in practical life and sensorial. The activities are inviting and therapeutic in nature for the child as they are prepared by using various colors and textures to entice and engage the child. This aids them in the use of their minds and bodies through manipulation of the materials. We will strive to incooperate further materials working toward the cooperation of the mind and body as one entity for the child to explore.
Taking turns and sharing is practiced everyday in our classroom as well as during free play. The children learn respect for others time and length of work through observing and exercising patience. The simple lessons of grace and courtesy are exercised, daily, and extend outward into the other areas of the classroom to include peace making skills. Taking care of oneself and the environment reinforces love and respect for oneself as well as those around them. We will also extend our care of the environment from the classroom to the out of doors in nature that surrounds our school to include seasonal plantings as well as wildlife watching in our area.
We will try an extension of the already exercised silence game to include different music played; other than that which is quietly used all session long. We would also like to accompany this with a breathing exercise to help center the child’s mind and body before work time.
In our cultural and geography areas we will be discussing other countries to include their customs and beliefs. We will talk with the children about the similarities and differences that may notice. The heightening of the child’s awareness of others may help them to feel more comfortable with the “goings on” around the world. With this, a realization that we are all more alike than they might have previously thought prior may bring about a more conscious awareness of others feelings and basic needs around the world.
We also have an area for quiet thinking which is part of our language area. It is here, children may listen to or read a book; it is also an area for conflict resolution to take place. Children use their communication skills to express their differences and resolve the issue at hand on their own with a plan of action for the next (potential) conflict to be resolved. All this with gentle guidance from the teacher. We found, that the children seem more apt to implement their own resolutions that they discovered rather than that from the adult.
The children are also free to use their imagination and develop their individual creativities in the area of art in the classroom. Children seem to enjoy painting and drawing pictures, it services their inner feelings which help them to express themselves. The children take turns using the easel; on occasion they even complement the work of their friends. The self-expression displayed through use of their artistic talents is priceless. We will also try and incorporate art expression from the countries that we will explore, into the art area to aid in heightening the child’s awareness.
We will continuously try to create a welcoming, calm, accepting environment for all who enter. We will continue to observe and learn from the child as they observe and learn from us. We will work together in communicating our thoughts and ideas to create a peaceful union for all. We must remember to look inward and reflect upon the experiences of each day and use this reflection time as a tool to bring us closer to a more spiritual union of our mind and body leading us closer to perfection.
“Of course, this peace of inner illumination is not accomplished overnight; it is a continual process of self-observation, discrimination, and purification until one is able to experience true peace. Peace then becomes our inner teacher, our guide, and our inspiration that allows us to move out into the world in harmonious relationship with everyone and everything.” (2)
By following this, we can spread our message of peace throughout the world, one being at a time, beginning with the child.
Foot Notes
1. Article 26, Universal Declaration of Human Rights.
2. Historical Peace Education by Sonnee McFarland. Montessori Connections.
Peace Education
“Peace education is directed to the free development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.”(1)
As directresses we try and extend the messages of equality, acceptance and respect for everyone and everything around us. We guide the children through the modeling of our own behaviors inward and outward by the usage of patience and kindness with every occurrence within the environment. Encouragement in sharing thoughts and ideas through open discussions is practiced in our classroom, daily, as well as eliciting further oral communication in our language area by using open ended questions as we work with each child.
The children also freely express themselves non-verbally through the materials in practical life and sensorial. The activities are inviting and therapeutic in nature for the child as they are prepared by using various colors and textures to entice and engage the child. This aids them in the use of their minds and bodies through manipulation of the materials. We will strive to incooperate further materials working toward the cooperation of the mind and body as one entity for the child to explore.
Taking turns and sharing is practiced everyday in our classroom as well as during free play. The children learn respect for others time and length of work through observing and exercising patience. The simple lessons of grace and courtesy are exercised, daily, and extend outward into the other areas of the classroom to include peace making skills. Taking care of oneself and the environment reinforces love and respect for oneself as well as those around them. We will also extend our care of the environment from the classroom to the out of doors in nature that surrounds our school to include seasonal plantings as well as wildlife watching in our area.
We will try an extension of the already exercised silence game to include different music played; other than that which is quietly used all session long. We would also like to accompany this with a breathing exercise to help center the child’s mind and body before work time.
In our cultural and geography areas we will be discussing other countries to include their customs and beliefs. We will talk with the children about the similarities and differences that may notice. The heightening of the child’s awareness of others may help them to feel more comfortable with the “goings on” around the world. With this, a realization that we are all more alike than they might have previously thought prior may bring about a more conscious awareness of others feelings and basic needs around the world.
We also have an area for quiet thinking which is part of our language area. It is here, children may listen to or read a book; it is also an area for conflict resolution to take place. Children use their communication skills to express their differences and resolve the issue at hand on their own with a plan of action for the next (potential) conflict to be resolved. All this with gentle guidance from the teacher. We found, that the children seem more apt to implement their own resolutions that they discovered rather than that from the adult.
The children are also free to use their imagination and develop their individual creativities in the area of art in the classroom. Children seem to enjoy painting and drawing pictures, it services their inner feelings which help them to express themselves. The children take turns using the easel; on occasion they even complement the work of their friends. The self-expression displayed through use of their artistic talents is priceless. We will also try and incorporate art expression from the countries that we will explore, into the art area to aid in heightening the child’s awareness.
We will continuously try to create a welcoming, calm, accepting environment for all who enter. We will continue to observe and learn from the child as they observe and learn from us. We will work together in communicating our thoughts and ideas to create a peaceful union for all. We must remember to look inward and reflect upon the experiences of each day and use this reflection time as a tool to bring us closer to a more spiritual union of our mind and body leading us closer to perfection.
“Of course, this peace of inner illumination is not accomplished overnight; it is a continual process of self-observation, discrimination, and purification until one is able to experience true peace. Peace then becomes our inner teacher, our guide, and our inspiration that allows us to move out into the world in harmonious relationship with everyone and everything.” (2)
By following this, we can spread our message of peace throughout the world, one being at a time, beginning with the child.
Foot Notes
1. Article 26, Universal Declaration of Human Rights.
2. Historical Peace Education by Sonnee McFarland. Montessori Connections.
Peace Education
Grainne Bellotti
Philosophy 2
"Inherent in the very meaning of the word peace is the positive notion of constructive social reform…society at present does not adequately prepare man for civic life…establishing a lasting peace is the work of education." Maria Montessori
"Within the child lies the fate of the future." Maria Montessori
Montessori saw that the small child held all the possibilities for a better future for our world. Every time a child is born there is a new opportunity to create a perfect member of society. Montessori observed that young children held the best characteristics of man and brought out the best qualities in adults. The Montessori classroom is designed to bring out these positive characteristics seen in all children. Children’s natural tendencies toward order, concentration, kindness, compassion, beauty etc. are nurtured within this environment. The classroom has a peaceful atmosphere where the children feel safe, loved and can become their best selves.
In order for this to be possible it all must begin with the teacher. She must be committed to creating a harmonious and peaceful classroom. The teacher must be the model of peace, respect, harmony and unconditional love for all children. She must create a beautiful, organized and loving environment. The children must be shown how to treat the materials and how to treat one another. Children are expected to respect all the people in the room. By example the child learns to love, trust and be kind to others. He is shown how to work quietly, wait his turn, respect other’s space and ask permission to watch someone work.
The child is also given problem solving skills. The teacher must have a method for conflict resolution. There could be a table for two children to meet at and talk about their conflict. The teacher should model or guide the conversation so that each party is heard and a resolution can be agreed upon. Once the problem is solved the children can ring a bell or shake hands to signify this moment of peace-making. Because these skills are being taught at the 3-6 year old level they will stay with him for life.
Respect for others can be extended into geography. An awareness of all the different cultures of the world is important in our global society. For example when studying the United States there is an opportunity to learn about the Native Americans, who were a very spiritual people who had great respect for our planet. Their art, music and culture can be learned through books and music.
Respect for others extends to the classroom materials and environment. The child is taught how to handle the materials carefully and quietly. The materials in the room are beautiful and made of good quality. The children know that they are being trusted with special objects that other children will need to use. They learn to set up their materials and to clean up after themselves so that the next person will have the same opportunity to work that they had. They are also taught how to care for plants and animals. Every classroom should have plants or animals that the child can learn to care for. Montessori believed that the more children learned about the care of plants and animals the more gentle and caring they were as a whole.
I believe it is important to introduce the idea of recycling. This will teach the children to respect the earth and all we have. Using recycled materials in art is something fun and practical that my students have enjoyed and learned a lot from. Kids can make their own paper from paper scraps or make a bird feeder from an old water bottle to hang in the garden.
Refinement of the senses is important in creating a peaceful environment. Montessori saw the value in sensorial education. In the chaotic over stimulated society we live in this is a lost art. Through sensorial awareness children are trained to have sharp senses and appreciate the subtleties in life. The silence game is a unique opportunity for the child to experience calm. They can share a special moment that is created by the group working together to make silence. Their ears can pick up the little sounds that occur that we might seldom notice.
Many classrooms have a Peace Table where the child can go to have a peaceful reflective moment by himself. This area might have a poster of the planet earth or a painting of a dove. It might also have a book on nature or a story about peace. There could be a crystal to refract the light and create a rainbow of color or an object to touch and hold like a beautiful rock. The teacher can also play peaceful music in the background while children are working. If possible there should be a spot outside for the same purpose. In our school we have a children’s garden with walking paths, a NSEW rock, a birdhouse and a quiet bench. This is the children’s space to go and enjoy a moment alone with nature.
There is no one way to teach Peace. There are many ways a teacher can bring an awareness of peace into the classroom. The teacher must decide what methods speak to her and that she is most comfortable with.
Resources:
The Absorbent Mind By Maria Montessori
Nurturing the Spirit in Non-Sectarian Classrooms by Aline Wolf
Holistic Peace Education from the American Montessori Society Position on Peace Education www.amshq.org
Peace Curriculum from the Elizabeth Ann Clune Montessori School website
Grainne Bellotti
Philosophy 2
"Inherent in the very meaning of the word peace is the positive notion of constructive social reform…society at present does not adequately prepare man for civic life…establishing a lasting peace is the work of education." Maria Montessori
"Within the child lies the fate of the future." Maria Montessori
Montessori saw that the small child held all the possibilities for a better future for our world. Every time a child is born there is a new opportunity to create a perfect member of society. Montessori observed that young children held the best characteristics of man and brought out the best qualities in adults. The Montessori classroom is designed to bring out these positive characteristics seen in all children. Children’s natural tendencies toward order, concentration, kindness, compassion, beauty etc. are nurtured within this environment. The classroom has a peaceful atmosphere where the children feel safe, loved and can become their best selves.
In order for this to be possible it all must begin with the teacher. She must be committed to creating a harmonious and peaceful classroom. The teacher must be the model of peace, respect, harmony and unconditional love for all children. She must create a beautiful, organized and loving environment. The children must be shown how to treat the materials and how to treat one another. Children are expected to respect all the people in the room. By example the child learns to love, trust and be kind to others. He is shown how to work quietly, wait his turn, respect other’s space and ask permission to watch someone work.
The child is also given problem solving skills. The teacher must have a method for conflict resolution. There could be a table for two children to meet at and talk about their conflict. The teacher should model or guide the conversation so that each party is heard and a resolution can be agreed upon. Once the problem is solved the children can ring a bell or shake hands to signify this moment of peace-making. Because these skills are being taught at the 3-6 year old level they will stay with him for life.
Respect for others can be extended into geography. An awareness of all the different cultures of the world is important in our global society. For example when studying the United States there is an opportunity to learn about the Native Americans, who were a very spiritual people who had great respect for our planet. Their art, music and culture can be learned through books and music.
Respect for others extends to the classroom materials and environment. The child is taught how to handle the materials carefully and quietly. The materials in the room are beautiful and made of good quality. The children know that they are being trusted with special objects that other children will need to use. They learn to set up their materials and to clean up after themselves so that the next person will have the same opportunity to work that they had. They are also taught how to care for plants and animals. Every classroom should have plants or animals that the child can learn to care for. Montessori believed that the more children learned about the care of plants and animals the more gentle and caring they were as a whole.
I believe it is important to introduce the idea of recycling. This will teach the children to respect the earth and all we have. Using recycled materials in art is something fun and practical that my students have enjoyed and learned a lot from. Kids can make their own paper from paper scraps or make a bird feeder from an old water bottle to hang in the garden.
Refinement of the senses is important in creating a peaceful environment. Montessori saw the value in sensorial education. In the chaotic over stimulated society we live in this is a lost art. Through sensorial awareness children are trained to have sharp senses and appreciate the subtleties in life. The silence game is a unique opportunity for the child to experience calm. They can share a special moment that is created by the group working together to make silence. Their ears can pick up the little sounds that occur that we might seldom notice.
Many classrooms have a Peace Table where the child can go to have a peaceful reflective moment by himself. This area might have a poster of the planet earth or a painting of a dove. It might also have a book on nature or a story about peace. There could be a crystal to refract the light and create a rainbow of color or an object to touch and hold like a beautiful rock. The teacher can also play peaceful music in the background while children are working. If possible there should be a spot outside for the same purpose. In our school we have a children’s garden with walking paths, a NSEW rock, a birdhouse and a quiet bench. This is the children’s space to go and enjoy a moment alone with nature.
There is no one way to teach Peace. There are many ways a teacher can bring an awareness of peace into the classroom. The teacher must decide what methods speak to her and that she is most comfortable with.
Resources:
The Absorbent Mind By Maria Montessori
Nurturing the Spirit in Non-Sectarian Classrooms by Aline Wolf
Holistic Peace Education from the American Montessori Society Position on Peace Education www.amshq.org
Peace Curriculum from the Elizabeth Ann Clune Montessori School website
Sunday, October 12, 2008
Review of Educational Methods
Methods of Education
Trish Wymore
I looked briefly into five other popularly known educational methodologies: Waldorf, Reggio Emilia, Magda Gerber, High/Scope, Bank Street, and Quaker schools. Most share some similarities with Montessori, although in my opinion, none so eloquently provide a total framework for the development of the whole child. What I found interesting is that many of the methodologies cite the work of Jean Piaget as a basis for their work.
I was least impressed with the information I could find on High/Scope. Their foundation's website left me feeling like it was little more than an attempt to franchise a particular set of popular educational semantics. It is probably widely known because it is being marketed heavily and cleverly. But for all the hype, I found little substance.
I was most impressed with the works of Magda Gerber and her RIE approach (resources for infant education). She was an expert at following infants and coined the name educarer for adults working closely with infants. Gerber believed that infants have special attributes that need the proper environment in which to unfold. She said, “Children are not things to be molded but persons to be unfolded.” She advocated creating an environment for infants in which they would be less rushed and allowed to unfold at their own pace. She advised parents to, “Do less; observe more; enjoy most.”
Rudolph Steiner
http://en.wikipedia.org/wiki/Rudolf_Steiner
http://www.rudolfsteinerweb.com/
http://www.kheper.net/topics/Anthroposophy/Steiner.htm
http://www.steiner.edu/
Reggio Emilia
http://en.wikipedia.org/wiki/Reggio_Emilia_approach
http://www.mpi.wayne.edu/reggioresources.htm
Magda Gerber
http://en.wikipedia.org/wiki/Magda_Gerber
http://www.educarer.org/magdatribute.htm
http://www.educarer.org/index.htm
High/Scope
http://www.highscope.org/index.asp
http://en.wikipedia.org/wiki/David_P._Weikart
http://en.wikipedia.org/wiki/High/Scope
Bank Street College of Education
http://www.bnkst.edu/
More comprehensive history of Bank Street's beginnings:
http://www.bankstreet.edu/gems/about/ABriefHistory.pdf
Quaker Schools
http://www.ctfriendsschool.org/aboutus.htm#mission
Friday, October 10, 2008
The Spirituality of the Teacher Aline Wolf
This is an excellent explanation of what "the spirituality of the teacher" in Montessori means with practical suggestions for developing it.
Peace Education Paper
Hi everyone! I am not trying to make any points here......I just won't be available from now until classtime on Wednesday due to holidays. Here's my paper, I look forward to any comments or suggestions!
Peace Education in My
3-6 Montessori Classroom
by Tricia Wymore
“If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child, whose astonishing characteristics can eventually contribute to the betterment of the world”1
Maria Montessori's educational work is known throughout the world primarily through her interesting academic materials that can easily be examined and manipulated. But it is much harder to understand her theories about the spiritual nature of the child. And while these very theories are fundamental to her work with children, they are the most difficult for teachers, administrators, and parents to discuss. Several reasons can explain this difficulty. In her book, Nurturing the Spirit, Aline Wolf points out that administrators don't often write or talk about the spiritual work in their schools because a “child's spirit cannot be demonstrated to parents in the same way that the moveable alphabet or golden beads can be used as illustrations of hands-on academic activities” (p. 3). Wolf also notes that parents are quick to inquire about the sounds their child is learning or the math materials being learned. Very rarely will a parent inquire about the spiritual growth of their child. And a final reason reason Wolf cites, is that many Montessori schools in America are non-sectarian and the teachers are very careful to avoid activities that might be regarded as religious in nature (p. 4).
Until relatively recently, I had little understanding of peace education and had not specifically included it in my classroom. In this discussion, I will attempt to outline a three-step peace curriculum for myself and my classroom to introduce during the remainder of this year. I have been influenced heavily by the works of Aline Wolf, including the work cited above.
In my school I am the administrator, the teacher, and also a parent of one of the students. And while these are three very important hats to wear, each with their own responsibilities, I am also very fortunate. I can create and implement all of the policies and methods I wish to use. In addition, my school is not secular. We are a Jewish orthodox girls school, with a very definite religious curriculum. As a teacher, I do not have to worry about any activity being regarded as religious. In fact, I have a bit of the opposite problem. My community can be weary of outside influences and anything that might be “too secular”. A big part of my job as the administrator, is to assure parents that Montessori methodology does not conflict with our religious practices or beliefs. Interestingly, what many parents regard as religious activities for their young children, have very little to do with nurturing a deep spirituality as Aline Wolf outlines in her work. As I begin to create a peace education curriculum for my classroom, I will first focus on nurturing the spirituality in myself and the children and defining that work for parents.
In The Secret of Childhood, Montessori tells us, “One who would become a teacher according to our system must examine himself and rid his heart of pride and anger. He must learn how to humble himself and be clothed with charity” (p. 187). The first step in creating my school's peace education curriculum, will be the careful and systematic review of my own character traits. I have already started this work with a psychologist in a group setting for parents. Last summer I joined a “parenting workshop” that turned into a weekly group therapy session! We delve into the most difficult topics of raising and teaching children and uncover our own issues and hidden hurts that have not been healed from our own childhood. Several times during this class, I have come to understand certain reactions I've had in the classroom based on unresolved emotions from my own childhood. I have started to become aware of my own character defects and taken concrete steps to heal them. Since participating in this weekly group, I have become a stronger and more centered teacher (and parent!). The next step I wish to take, is to participate in at least one other activity to specifically nourish my soul. Most likely it will be a yoga class that I am trying to arrange at the school so other parents and staff can attend as well.
The second step in my peace curriculum is to carefully examine the physical classroom, both inside and outside, and make any needed adjustments. Aline Wolf believes that the first step toward peace is to create an environment that cultivates stillness. “It is almost impossible for one's spirit to thrive in the constant din and hubbub of daily life. Some special places and special times must be set aside for quiet – for one to be open to one's inner voice”2 Wolf outlines various activities and spaces in the classroom. One suggestion I will implement is a “quiet corner” where one child can go to sit and contemplate. There is already a table in the classroom that looks out onto the yard, and with some creative furniture arranging, I will be able to make it more of a secluded spot. Our classroom is on the second floor and looks right out into old maple trees that are just beginning to have their leaves change color. In the morning, the classroom is already awash in autumn colors. This spot will be just perfect for watching, thinking, and being. Another suggestion for an activity is a rock garden. We have a small one already on the shelf. But I am going to make it a bit larger, and introduce it it more fully in it's cultural context. Outside, we have a wonderful children's garden. In the spring, we will plant climbing flowers around a trellis that surrounds a bench. This will create a natural private space in the garden for quiet contemplation. We already have several spots on our playground where one or two children can go for quiet walks and exploration. Our garden is visited everyday and the chicken coop is another place where the girls will sit down to quietly observe the chickens.
The third step of my initial peace curriculum efforts will be to introduce the “peace flower” conflict resolution technique. With this technique, two children who are having a disagreement, use a flower (real or silk) to help them discuss the issue. (Prior to introducing this technique the children and I have focused on saying things that begin with “I”, like “I don't like it when.....) The child holding the flower speaks and hands the flower to the other child when she is finished. The second child now has a chance to speak. The children continue in this matter until the matter is resolved. At the conclusion, both children agree to make “shalom” and place the flower back in the vase. Initially, I will be involved with the mediation to help the children get the hang of it. Eventually however, my hope is that the children will be able to use this on their own, or have a third child act as their mediator. I have already used this technique once, with amazing results. While I have always talked things through and helped the children come up with alternate solutions for the future, it never felt satisfactory to anyone. I see now that it was mostly me doing the talking and the children never had an opportunity to use their own words and express their own feelings to each other. When I used the flower technique with two girls who were involved in a physical dispute recently, we all came away feeling empowered! The girls made shalom, and immediately went back to the area on the playground that they had been using before. This time, they used a strategy that they had come up with to avoid the misunderstanding they had before. The next day, one of the girls' mothers reported that her daughter told her of the “fight” and reported that they played nicely afterwards. That was a first for this particular girl, and she felt the difference deeply!
My initial steps toward including peace education into my curriculum this year are: recognizing and healing my own character weaknesses as well as nurturing my own spirituality through an activity like yoga, building places and times for stillness in our classroom, and helping the girls to negotiate conflicts with the use of the “flower technique”. It is my hope that as we integrate these changes, we will be ready for a new level of peace education next year.
-Trish
Peace Education in My
3-6 Montessori Classroom
by Tricia Wymore
“If education recognizes the intrinsic value of the child's personality and provides an environment suited to spiritual growth, we have the revelation of an entirely new child, whose astonishing characteristics can eventually contribute to the betterment of the world”1
Maria Montessori's educational work is known throughout the world primarily through her interesting academic materials that can easily be examined and manipulated. But it is much harder to understand her theories about the spiritual nature of the child. And while these very theories are fundamental to her work with children, they are the most difficult for teachers, administrators, and parents to discuss. Several reasons can explain this difficulty. In her book, Nurturing the Spirit, Aline Wolf points out that administrators don't often write or talk about the spiritual work in their schools because a “child's spirit cannot be demonstrated to parents in the same way that the moveable alphabet or golden beads can be used as illustrations of hands-on academic activities” (p. 3). Wolf also notes that parents are quick to inquire about the sounds their child is learning or the math materials being learned. Very rarely will a parent inquire about the spiritual growth of their child. And a final reason reason Wolf cites, is that many Montessori schools in America are non-sectarian and the teachers are very careful to avoid activities that might be regarded as religious in nature (p. 4).
Until relatively recently, I had little understanding of peace education and had not specifically included it in my classroom. In this discussion, I will attempt to outline a three-step peace curriculum for myself and my classroom to introduce during the remainder of this year. I have been influenced heavily by the works of Aline Wolf, including the work cited above.
In my school I am the administrator, the teacher, and also a parent of one of the students. And while these are three very important hats to wear, each with their own responsibilities, I am also very fortunate. I can create and implement all of the policies and methods I wish to use. In addition, my school is not secular. We are a Jewish orthodox girls school, with a very definite religious curriculum. As a teacher, I do not have to worry about any activity being regarded as religious. In fact, I have a bit of the opposite problem. My community can be weary of outside influences and anything that might be “too secular”. A big part of my job as the administrator, is to assure parents that Montessori methodology does not conflict with our religious practices or beliefs. Interestingly, what many parents regard as religious activities for their young children, have very little to do with nurturing a deep spirituality as Aline Wolf outlines in her work. As I begin to create a peace education curriculum for my classroom, I will first focus on nurturing the spirituality in myself and the children and defining that work for parents.
In The Secret of Childhood, Montessori tells us, “One who would become a teacher according to our system must examine himself and rid his heart of pride and anger. He must learn how to humble himself and be clothed with charity” (p. 187). The first step in creating my school's peace education curriculum, will be the careful and systematic review of my own character traits. I have already started this work with a psychologist in a group setting for parents. Last summer I joined a “parenting workshop” that turned into a weekly group therapy session! We delve into the most difficult topics of raising and teaching children and uncover our own issues and hidden hurts that have not been healed from our own childhood. Several times during this class, I have come to understand certain reactions I've had in the classroom based on unresolved emotions from my own childhood. I have started to become aware of my own character defects and taken concrete steps to heal them. Since participating in this weekly group, I have become a stronger and more centered teacher (and parent!). The next step I wish to take, is to participate in at least one other activity to specifically nourish my soul. Most likely it will be a yoga class that I am trying to arrange at the school so other parents and staff can attend as well.
The second step in my peace curriculum is to carefully examine the physical classroom, both inside and outside, and make any needed adjustments. Aline Wolf believes that the first step toward peace is to create an environment that cultivates stillness. “It is almost impossible for one's spirit to thrive in the constant din and hubbub of daily life. Some special places and special times must be set aside for quiet – for one to be open to one's inner voice”2 Wolf outlines various activities and spaces in the classroom. One suggestion I will implement is a “quiet corner” where one child can go to sit and contemplate. There is already a table in the classroom that looks out onto the yard, and with some creative furniture arranging, I will be able to make it more of a secluded spot. Our classroom is on the second floor and looks right out into old maple trees that are just beginning to have their leaves change color. In the morning, the classroom is already awash in autumn colors. This spot will be just perfect for watching, thinking, and being. Another suggestion for an activity is a rock garden. We have a small one already on the shelf. But I am going to make it a bit larger, and introduce it it more fully in it's cultural context. Outside, we have a wonderful children's garden. In the spring, we will plant climbing flowers around a trellis that surrounds a bench. This will create a natural private space in the garden for quiet contemplation. We already have several spots on our playground where one or two children can go for quiet walks and exploration. Our garden is visited everyday and the chicken coop is another place where the girls will sit down to quietly observe the chickens.
The third step of my initial peace curriculum efforts will be to introduce the “peace flower” conflict resolution technique. With this technique, two children who are having a disagreement, use a flower (real or silk) to help them discuss the issue. (Prior to introducing this technique the children and I have focused on saying things that begin with “I”, like “I don't like it when.....) The child holding the flower speaks and hands the flower to the other child when she is finished. The second child now has a chance to speak. The children continue in this matter until the matter is resolved. At the conclusion, both children agree to make “shalom” and place the flower back in the vase. Initially, I will be involved with the mediation to help the children get the hang of it. Eventually however, my hope is that the children will be able to use this on their own, or have a third child act as their mediator. I have already used this technique once, with amazing results. While I have always talked things through and helped the children come up with alternate solutions for the future, it never felt satisfactory to anyone. I see now that it was mostly me doing the talking and the children never had an opportunity to use their own words and express their own feelings to each other. When I used the flower technique with two girls who were involved in a physical dispute recently, we all came away feeling empowered! The girls made shalom, and immediately went back to the area on the playground that they had been using before. This time, they used a strategy that they had come up with to avoid the misunderstanding they had before. The next day, one of the girls' mothers reported that her daughter told her of the “fight” and reported that they played nicely afterwards. That was a first for this particular girl, and she felt the difference deeply!
My initial steps toward including peace education into my curriculum this year are: recognizing and healing my own character weaknesses as well as nurturing my own spirituality through an activity like yoga, building places and times for stillness in our classroom, and helping the girls to negotiate conflicts with the use of the “flower technique”. It is my hope that as we integrate these changes, we will be ready for a new level of peace education next year.
Thursday, October 9, 2008
el Philosophy Discussion
Feng Mei---I like the way you redirected the child to explore different areas in the classroom. We had a very similar case like this one. Our girl’s name begins with E, too. She was 3 years old. She loved art very much. Every afternoon after arrival to school her first choice would be art work. Her drawing had a lot details and very colorful. Her art piece always came with a story. She was full of imagination and very sensitive. We did try to redirect her to different areas but wasn’t very successful. She had strong willing and easy to cry. This year when I saw her in another class, she seemed much calm and more flexible in the class.
Diamira– I truly agree with Montessori’s point of view. My daughter was born in this country; however we spoke Chinese with her most of time. By the age of three, she knew only some common words but no sentences. She got 99 percentages on her standard test in third grade. It was so amazing that she mastered English in that short period.
Grainne—I had a very similar situation as yours. My son was a happy baby. He smiled a lot. He was very organized and self-disciplined. Every time when he came in the house, he put his shoes together and the front side always toward to outside. When it was 8pm, without any reminder, he would climb into his bed to sleep automatically. That was his nature power without anyone to teach him. When he reached to three many times we couldn’t understand him. We need to ask him to repeat. He did several times and got very frustrated. Sometimes we need to ask for my daughter’s help. I regret that I did not read this book “Absorbent Mind” at that time, otherwise, I may be able to give him more help.
Diamira– I truly agree with Montessori’s point of view. My daughter was born in this country; however we spoke Chinese with her most of time. By the age of three, she knew only some common words but no sentences. She got 99 percentages on her standard test in third grade. It was so amazing that she mastered English in that short period.
Grainne—I had a very similar situation as yours. My son was a happy baby. He smiled a lot. He was very organized and self-disciplined. Every time when he came in the house, he put his shoes together and the front side always toward to outside. When it was 8pm, without any reminder, he would climb into his bed to sleep automatically. That was his nature power without anyone to teach him. When he reached to three many times we couldn’t understand him. We need to ask him to repeat. He did several times and got very frustrated. Sometimes we need to ask for my daughter’s help. I regret that I did not read this book “Absorbent Mind” at that time, otherwise, I may be able to give him more help.
Philosophy Part ll: The Absorbent Mind
Philosophy Part ll
Evonne Liu
Assignment ll:
Outline of The Absorbent Mind
14. Intelligence and The Hand
Man’s hand has followed his intellect, spiritual life, and emotions; the development of manual skill keeps pace with mental development. Man’s hand expresses his thought and the marks it has left betrays his presence. Hand is related to personality. A child’s character can be full developed if he has opportunities to apply his powers of movement to his surroundings. The child will become independent if adults never give more help than is absolutely necessary.
15. Development and Imitation
The activity gives child the practice he needs for coordinating his movements. A one and a half child is already making efforts to express what he has in mind and begins to imitate. Before he can imitate, he must to prepare for doing so. Sometimes what the child tries to do may seem absurd to adult, but he shall be free from interruption and be able to finish the activity which his heart is set. This indirect preparation is important for the child since it forming in him the capacity to imitate. This preparation derives from the efforts he has been making. After he is prepared that he can imitate adults, then his surroundings can inspire him.
16. From Unconscious Creator to Conscious Worker
The child is entirely dependent on adult before age three. It’s a highly creative period; various powers develop which include physical and mental. The child absorbs his surrounding environment that seems to hide within him. However we fail to recall what happens in this unconscious period. From age three to six the child begins a period of real constructiveness. He is guided by his consciousness now. He wants to master his environment and find therein the means for his development. The child shall be freely to use his hands to handle the means of activities performed on the environment. The hidden powers he created previously will show themselves at this time. The child’s whole personality will be changed and become independent. This is the whole aim of education that a man can be independent in his powers and character,
17. Further Elaboration Through Culture and Imagination
Between three and six the child’s mind can acquire culture by certain kinds of activities which involve movement. We all have inborn attractions which cause us to grow and to develop, in accordance with that nature which is ours alone. The child seems to be happier, have deep interests, and eager for knowledge when he can free to choose the various means of activities we had provided. During this period the child has formed an imaginative power. This higher mental power helps him to learn those things that are not directly visible
All activities may seem like a play for the child. But this kind of play is effortful and leads him to acquire new powers which will be needed in his future.
18. Character and Its Defects in Childhood
Some studies show us that the child’s character is resulting from his own individual efforts. It’s depending on his vital creative energy and on the obstacles he meets with in daily life. If we divide the life to periods according to the guise of human behavior, each period is basically different from the other two; nevertheless each lays the foundation for the one following it. If obstacles intervene occurred and caused difficulties after birth they will be less severe than those caused during gestation; but these will not be so serious as those derived from nocuous influences operative at conception. All defects have their repercussions on mental life and on intelligence. For a healthy character formation, the child needs to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once he has begun to do something intelligent.
19. The Child’s Contribution to Society—Normalization
When children are placed in surroundings which permit them to evolve an orderly activity, they come to have an impression of perfect disciplines. Work and freedom are normally needed for the child’s development. An interesting piece of right work, freely chosen which has the virtue of inducing concentration, adds to the child’s energies and mental capacities, and leads him to self-mastery.
20. Character Building Is the Child’s Own Achievement
Children construct their own characters, building up in themselves the qualities in the creative period. They result solely from a long and slow sequence of activities carried out by the child himself between the ages of three and six. The only thing we can do is to put education on a scientific footing, so that children can work effectively without being disturbed or impeded, as well as let children use their creative powers.
21. Children’s Possessiveness and Its Transformations
Human character formation has its constructional process. The first stage is concentration; perseverance comes next. Once the child’s attention has been focused, he becomes his own master and can exert control over his world. Repetition produces a kind of consolidation. If we want the child acquires concentration and perseverance, we must help him become independent and let him choose work freely in an attractive environment. Work and concentration can help the child pass from possessiveness to a sense of love and care for the things he handle, then, the material becomes a medium for him to approach to knowledge.
22. Social Development
Children learn social skills through their experience. A Montessori setting which like mix ages and sexes class, respect each other’s work and freedom, provides a great opportunity for the children’s social development.
23. Cohesion in the Social Unit
Society depends entirely on cohesion. The first step child “cohesion in the social unit” is he was born in the family. He gets individual loves and cares from there. Later about age six, his conscious mind works. He starts to learn customs and laws; obedience regulation he lives, and becomes a part of that group. Education shall be able to prepare for the man’s society. .
24. Mistakes and Their Correction
Mistake can be a harmony bond between adults and children. Children learn voluntarily and would like to correct mistakes themselves. They become more skillful and stop making mistakes.
25. The Three Levels of Obedience
Child’s training relies on will and obstacles. Old time education believes that obedience is the fundamental secret of everything. Three level of obedience are: 1) child obeys sometimes, but not always 2) child always obeys when there’s no obstacles 3) child observes another person’s will and expresses in his behavior.
26. Discipline and the Teacher
The teacher should have calm, firm and patient voice to reach child’s heart and equipped with a series of preparatory exercises to help awaken child’s inner discipline. Once feels sure of himself, a child will have confidence, noble instinct to drive to finish work.
27. The Teacher’s Preparation
The teacher behaves like a keeper of environment, amuses the child and does not interfere him while he is acquiring power to concentrate on things. She will let the child acquire physical independence, be able to act, will and think himself. She does not exercise power over the child, but giving approval when the child comes forward.
28. Love and Its Source—the Child Index
Love is discovered in all aspects of a child. Child has Absorbent Mind and springs from love.
Quote:
The child must first prepare himself and his bodily instruments, then become strong, then observes others and finally begins to do things himself…….Only after this does a new phase set in when he feels the need to start doing things himself. “I am ready and now I want to be free.” (Page 156)
This does not mean the directress has to urge a lazy child to do something. It is enough for her just to put him in touch with the various means for purposive action that are awaiting his use in the environment prepared for him. No sooner has he found his work than his defects disappear. (Page 202)
Example:
These quotes indicate a girl who I’ve been seeing her for three years. First year when she was three, she didn’t want to do any work. She looked tired or bored most of time. She liked to lie down on the sofa at the library corner. If teacher suggested her to choose a work to do or wanted to show her the work, she would use her tiny voice and said, “No, Thank you!” She didn’t work or play with many children in the class. When talked with others, she didn’t make eye contact. The second year when she came back from summer break, her behavior changed. She became more active on work and social. She worked together with other friends, mostly were girls. She was more open to receive new lesson. This year at age five, she grows much taller. She acts like a leader with younger children. She is energetic and eager to do the work. She reminds others about the ground rules. This case is exactly like what Montessori had described.
Quote:
The child likes to take very long walks and to carry quite heavy things……to carry burdens. (Page 156)
Example:
Last year there was a 3 year old boy in my class. He liked to offer his help especially to the teachers. When everyone lined up for the playground, he would ask teachers, “Can I help you? Can I carry something for you?” Sometimes the snack was kind of heavy, but he always said, “Its okay, I can take it.” One day he asked for ball, so we carried a big bag containing several balls, bumper ropes, and chalks. The bag was pretty heavy, but he volunteered to carry it. When I saw he had a little bit struggle with the bag, I told him that he could give me the bag when he felt it’s getting heavy for him, but he insisted to carry it back all the way to the class . A little boy carried a heavy bag, when I think of it now; I still can feel his strong will.
Quote:
Children has a special interest for those things already rendered familiar to them (by absorption) in the earlier period. On these they can focus their minds with great ease. (Page 172)
Example: Once I volunteered at a small but lovely Montessori School. One day a three years old girl caught my attention. She stood in the geography area. On the first shelf, there were many flags from different countries. She looked at the flags for long time and then pointed to American flag. She told her teacher: “I like this flag better!” The teacher asked her for her reason. She looked at the flag and then repeated seriously: “I know this flag. I like this flag better!” Why the little girl liked America flag more than other flags? As she said, it was because she KNOWS it. She felt comfortable with the things she knew already.
Evonne Liu
Assignment ll:
Outline of The Absorbent Mind
14. Intelligence and The Hand
Man’s hand has followed his intellect, spiritual life, and emotions; the development of manual skill keeps pace with mental development. Man’s hand expresses his thought and the marks it has left betrays his presence. Hand is related to personality. A child’s character can be full developed if he has opportunities to apply his powers of movement to his surroundings. The child will become independent if adults never give more help than is absolutely necessary.
15. Development and Imitation
The activity gives child the practice he needs for coordinating his movements. A one and a half child is already making efforts to express what he has in mind and begins to imitate. Before he can imitate, he must to prepare for doing so. Sometimes what the child tries to do may seem absurd to adult, but he shall be free from interruption and be able to finish the activity which his heart is set. This indirect preparation is important for the child since it forming in him the capacity to imitate. This preparation derives from the efforts he has been making. After he is prepared that he can imitate adults, then his surroundings can inspire him.
16. From Unconscious Creator to Conscious Worker
The child is entirely dependent on adult before age three. It’s a highly creative period; various powers develop which include physical and mental. The child absorbs his surrounding environment that seems to hide within him. However we fail to recall what happens in this unconscious period. From age three to six the child begins a period of real constructiveness. He is guided by his consciousness now. He wants to master his environment and find therein the means for his development. The child shall be freely to use his hands to handle the means of activities performed on the environment. The hidden powers he created previously will show themselves at this time. The child’s whole personality will be changed and become independent. This is the whole aim of education that a man can be independent in his powers and character,
17. Further Elaboration Through Culture and Imagination
Between three and six the child’s mind can acquire culture by certain kinds of activities which involve movement. We all have inborn attractions which cause us to grow and to develop, in accordance with that nature which is ours alone. The child seems to be happier, have deep interests, and eager for knowledge when he can free to choose the various means of activities we had provided. During this period the child has formed an imaginative power. This higher mental power helps him to learn those things that are not directly visible
All activities may seem like a play for the child. But this kind of play is effortful and leads him to acquire new powers which will be needed in his future.
18. Character and Its Defects in Childhood
Some studies show us that the child’s character is resulting from his own individual efforts. It’s depending on his vital creative energy and on the obstacles he meets with in daily life. If we divide the life to periods according to the guise of human behavior, each period is basically different from the other two; nevertheless each lays the foundation for the one following it. If obstacles intervene occurred and caused difficulties after birth they will be less severe than those caused during gestation; but these will not be so serious as those derived from nocuous influences operative at conception. All defects have their repercussions on mental life and on intelligence. For a healthy character formation, the child needs to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once he has begun to do something intelligent.
19. The Child’s Contribution to Society—Normalization
When children are placed in surroundings which permit them to evolve an orderly activity, they come to have an impression of perfect disciplines. Work and freedom are normally needed for the child’s development. An interesting piece of right work, freely chosen which has the virtue of inducing concentration, adds to the child’s energies and mental capacities, and leads him to self-mastery.
20. Character Building Is the Child’s Own Achievement
Children construct their own characters, building up in themselves the qualities in the creative period. They result solely from a long and slow sequence of activities carried out by the child himself between the ages of three and six. The only thing we can do is to put education on a scientific footing, so that children can work effectively without being disturbed or impeded, as well as let children use their creative powers.
21. Children’s Possessiveness and Its Transformations
Human character formation has its constructional process. The first stage is concentration; perseverance comes next. Once the child’s attention has been focused, he becomes his own master and can exert control over his world. Repetition produces a kind of consolidation. If we want the child acquires concentration and perseverance, we must help him become independent and let him choose work freely in an attractive environment. Work and concentration can help the child pass from possessiveness to a sense of love and care for the things he handle, then, the material becomes a medium for him to approach to knowledge.
22. Social Development
Children learn social skills through their experience. A Montessori setting which like mix ages and sexes class, respect each other’s work and freedom, provides a great opportunity for the children’s social development.
23. Cohesion in the Social Unit
Society depends entirely on cohesion. The first step child “cohesion in the social unit” is he was born in the family. He gets individual loves and cares from there. Later about age six, his conscious mind works. He starts to learn customs and laws; obedience regulation he lives, and becomes a part of that group. Education shall be able to prepare for the man’s society. .
24. Mistakes and Their Correction
Mistake can be a harmony bond between adults and children. Children learn voluntarily and would like to correct mistakes themselves. They become more skillful and stop making mistakes.
25. The Three Levels of Obedience
Child’s training relies on will and obstacles. Old time education believes that obedience is the fundamental secret of everything. Three level of obedience are: 1) child obeys sometimes, but not always 2) child always obeys when there’s no obstacles 3) child observes another person’s will and expresses in his behavior.
26. Discipline and the Teacher
The teacher should have calm, firm and patient voice to reach child’s heart and equipped with a series of preparatory exercises to help awaken child’s inner discipline. Once feels sure of himself, a child will have confidence, noble instinct to drive to finish work.
27. The Teacher’s Preparation
The teacher behaves like a keeper of environment, amuses the child and does not interfere him while he is acquiring power to concentrate on things. She will let the child acquire physical independence, be able to act, will and think himself. She does not exercise power over the child, but giving approval when the child comes forward.
28. Love and Its Source—the Child Index
Love is discovered in all aspects of a child. Child has Absorbent Mind and springs from love.
Quote:
The child must first prepare himself and his bodily instruments, then become strong, then observes others and finally begins to do things himself…….Only after this does a new phase set in when he feels the need to start doing things himself. “I am ready and now I want to be free.” (Page 156)
This does not mean the directress has to urge a lazy child to do something. It is enough for her just to put him in touch with the various means for purposive action that are awaiting his use in the environment prepared for him. No sooner has he found his work than his defects disappear. (Page 202)
Example:
These quotes indicate a girl who I’ve been seeing her for three years. First year when she was three, she didn’t want to do any work. She looked tired or bored most of time. She liked to lie down on the sofa at the library corner. If teacher suggested her to choose a work to do or wanted to show her the work, she would use her tiny voice and said, “No, Thank you!” She didn’t work or play with many children in the class. When talked with others, she didn’t make eye contact. The second year when she came back from summer break, her behavior changed. She became more active on work and social. She worked together with other friends, mostly were girls. She was more open to receive new lesson. This year at age five, she grows much taller. She acts like a leader with younger children. She is energetic and eager to do the work. She reminds others about the ground rules. This case is exactly like what Montessori had described.
Quote:
The child likes to take very long walks and to carry quite heavy things……to carry burdens. (Page 156)
Example:
Last year there was a 3 year old boy in my class. He liked to offer his help especially to the teachers. When everyone lined up for the playground, he would ask teachers, “Can I help you? Can I carry something for you?” Sometimes the snack was kind of heavy, but he always said, “Its okay, I can take it.” One day he asked for ball, so we carried a big bag containing several balls, bumper ropes, and chalks. The bag was pretty heavy, but he volunteered to carry it. When I saw he had a little bit struggle with the bag, I told him that he could give me the bag when he felt it’s getting heavy for him, but he insisted to carry it back all the way to the class . A little boy carried a heavy bag, when I think of it now; I still can feel his strong will.
Quote:
Children has a special interest for those things already rendered familiar to them (by absorption) in the earlier period. On these they can focus their minds with great ease. (Page 172)
Example: Once I volunteered at a small but lovely Montessori School. One day a three years old girl caught my attention. She stood in the geography area. On the first shelf, there were many flags from different countries. She looked at the flags for long time and then pointed to American flag. She told her teacher: “I like this flag better!” The teacher asked her for her reason. She looked at the flag and then repeated seriously: “I know this flag. I like this flag better!” Why the little girl liked America flag more than other flags? As she said, it was because she KNOWS it. She felt comfortable with the things she knew already.
Wednesday, October 8, 2008
The Absorbent Mind 2
10/8/2008 Assignment 2
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In Chapter 15, we learn that we, as teachers, should be careful not to destroy any of life’s natural tendencies.
In Chapter 16, we learn that the child is completely dependent on us early on, then he/she progresses to take control of his/her life.
In Chapter 17, the real explosion takes place in inner personality; the child will find himself under his own circumstances and not through educational method.
In Chapter 18, Montessori discusses the upbringing of a child; the mother should not threaten or pamper, but let the child “normalize”.
In Chapter 19, Montessori discusses classification of children into society groups, if they are “good” or “bad”
In Chapter 20, children need to achieve their own character; they do not need so much help from the outside as they do from their inner character.
In Chapter 21, the child is a spiritual builder who influences his own free development, they act under natural laws.
In Chapter 22, children develop by their own in groups; their social development is done in schools.
In Chapter 23, children first try to develop themselves, then they put the group first and develop for the whole.
In Chapter 24, mistakes and correction methods are used, gently correcting a child is best as he develops on his own.
Quote: “It is as though nature had drawn a dividing line; on the one side are happenings we can no longer remember: on the other side is the beginning of memory.” (p.165)
When this boy walked into classroom in the morning, he said that wanted to complete the math today. (He works on math everyday). After attendance, he prepares two rugs and the needed materials. He opens the container first, and takes out one set of numerals (10, 20, 30 … 100). He mixes up the cards, and then finds the corresponding one. Afterwards, he takes the Numeral Cards 10, 20. 30,…100 and matches them with the corresponding beads. As he worked, he was very quiet and concentrated. Occasionally, he would stop to take a break. He would get a snack, talk to other children, then go back to work. When he found that there were some numbers that he was confused about, he called a teacher over to help him. He spent 2 hours focusing on this activity. I have found that he is interested in math, because when he is free to choose whichever activity he wants to do, he always chooses the math. There are prepared environments for children at each successive developmental plane.
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In Chapter 15, we learn that we, as teachers, should be careful not to destroy any of life’s natural tendencies.
In Chapter 16, we learn that the child is completely dependent on us early on, then he/she progresses to take control of his/her life.
In Chapter 17, the real explosion takes place in inner personality; the child will find himself under his own circumstances and not through educational method.
In Chapter 18, Montessori discusses the upbringing of a child; the mother should not threaten or pamper, but let the child “normalize”.
In Chapter 19, Montessori discusses classification of children into society groups, if they are “good” or “bad”
In Chapter 20, children need to achieve their own character; they do not need so much help from the outside as they do from their inner character.
In Chapter 21, the child is a spiritual builder who influences his own free development, they act under natural laws.
In Chapter 22, children develop by their own in groups; their social development is done in schools.
In Chapter 23, children first try to develop themselves, then they put the group first and develop for the whole.
In Chapter 24, mistakes and correction methods are used, gently correcting a child is best as he develops on his own.
Quote: “It is as though nature had drawn a dividing line; on the one side are happenings we can no longer remember: on the other side is the beginning of memory.” (p.165)
When this boy walked into classroom in the morning, he said that wanted to complete the math today. (He works on math everyday). After attendance, he prepares two rugs and the needed materials. He opens the container first, and takes out one set of numerals (10, 20, 30 … 100). He mixes up the cards, and then finds the corresponding one. Afterwards, he takes the Numeral Cards 10, 20. 30,…100 and matches them with the corresponding beads. As he worked, he was very quiet and concentrated. Occasionally, he would stop to take a break. He would get a snack, talk to other children, then go back to work. When he found that there were some numbers that he was confused about, he called a teacher over to help him. He spent 2 hours focusing on this activity. I have found that he is interested in math, because when he is free to choose whichever activity he wants to do, he always chooses the math. There are prepared environments for children at each successive developmental plane.
Quote: “We may regard everything concerning character under the guise of human behavior.” (p.194)
On Share Day, a child will bring his or her own favorite thing to classroom to share with everyone. When the child brings something in, he or she will a few minutes to describe it. Then, other children will ask questions about it, or make comments about it. They will ask things such as “Where you get it?”, “Who give to you?”. However, a few younger or quieter students will be very timid and will not know what to say about what they brought in. In these cases, the teacher will give guidance and tell the child to say something simple like, “I like it.” In the social environment, the children help and learn from each other, by sharing or talking. They develop confidence, self-esteem and nurturing skills as well as skills in maintaining their love for learning.
Quote: “Once we have created an environment in which all the objects are attuned to children’s developmental needs, we have done all that is needed to produce this phenomenon.” (p. 244)
J is a 5 ½ year, in her second year in Montessori school. During the week, she spends a few days in a special school. She has never spoken to anybody. This year was the first year that she began to speak a little bit to others. All her movements are very slow because her hands are not well coordinated. Because the activities in the classroom such as Practical Life- Pouring Activity, buttoning, and folding, Sensorial-Pink Tower, Broad Stairs, Geometric Cabinet work, help to strengthen her muscles and hands, when she is working on them, she often repeats what she does many times. Those works are reinforces aided by touch, light tracing. I observed that she was very concentrated in her work. Also, she alternates the way she works too. For some activities, she will place things differently or move all the different objects around. One day I decided to give her new lesson – Metal Insets presentation I. Metal Insets are exercises that give practice in pencil control, and draw shapes to produce the graphic symbols of the English alphabet. The teacher’s role is to step back and not interrupt and giving children a sense of control did it.
On Share Day, a child will bring his or her own favorite thing to classroom to share with everyone. When the child brings something in, he or she will a few minutes to describe it. Then, other children will ask questions about it, or make comments about it. They will ask things such as “Where you get it?”, “Who give to you?”. However, a few younger or quieter students will be very timid and will not know what to say about what they brought in. In these cases, the teacher will give guidance and tell the child to say something simple like, “I like it.” In the social environment, the children help and learn from each other, by sharing or talking. They develop confidence, self-esteem and nurturing skills as well as skills in maintaining their love for learning.
Quote: “Once we have created an environment in which all the objects are attuned to children’s developmental needs, we have done all that is needed to produce this phenomenon.” (p. 244)
J is a 5 ½ year, in her second year in Montessori school. During the week, she spends a few days in a special school. She has never spoken to anybody. This year was the first year that she began to speak a little bit to others. All her movements are very slow because her hands are not well coordinated. Because the activities in the classroom such as Practical Life- Pouring Activity, buttoning, and folding, Sensorial-Pink Tower, Broad Stairs, Geometric Cabinet work, help to strengthen her muscles and hands, when she is working on them, she often repeats what she does many times. Those works are reinforces aided by touch, light tracing. I observed that she was very concentrated in her work. Also, she alternates the way she works too. For some activities, she will place things differently or move all the different objects around. One day I decided to give her new lesson – Metal Insets presentation I. Metal Insets are exercises that give practice in pencil control, and draw shapes to produce the graphic symbols of the English alphabet. The teacher’s role is to step back and not interrupt and giving children a sense of control did it.
Diamira Chapters 14-28
Diamira
Assignment 2 Chapters 14 - 28
Chapter 14
The development of the use of the hand coincided with mental development; with this development great strides are made.
Chapter 15
A child develops his walking ability by being allowed to walk and see his environment at his pace, not an adult’s.
Chapter 16
The child after 3 becomes an individual with a purpose to learn and be independent, expanding on what he formed before three.
Chapter 17
Children should be taught proper names to increase vocabulary, imagination should be used to teach them about things they can not see or experience themselves.
Chapter 18
A character of a child is dependent on his experiences and care from age 0-3, if not when he is in the age of 3-6 is afraid to experience new things, the child need to be fed mentally to develop.
Chapter 19
Work and freedom are needed for the child’s development, concentration and order aids in correcting deviations.
Chapter 20
There are different types of personalities, “stronger and the weaker” while working with others the child grows and becomes balanced.
Chapter 21
The child learns the workings of things around him and he learns to value them.
Chapter 22
In a Montessori classroom the children are part of a community, children learn to support each other in learning, and develop socially.
Chapter 23
The child is part of a social group and learns to concentrate, work independently and with others.
Chapter 24
Neither praise nor complements should be made to the child’s work; the child alone should correct his mistakes, teaching him to be independent in his work.
Chapter 25
The first level is when a child is trying to learn to be obedient, the second level the child learns to obey others wishes, the third level the child knows through obedience he will learn from his teacher.
Chapter 26
The teacher’s discipline allows her to follow the child’s lead and learn from them what they need of her.
Chapter 27
The teacher’s role is to prepare the environment for the child, entice them to the materials and be able to present them and allow them to experience the work on their own so they may grown in learning.
Chapter 28
The love of a child expands through his family and through everyone he touches, we must prepare that child so he may continue to love.
Quotes:
“Insatiable at this age is a child’s thirst for words, and inexhaustible has capacity for learning the.” Page 175
When I read this quote it reminded me of the “parts of a whole” lessons. We have one boy in our classroom that is always drawn to those lessons. He loves learning the vocabulary. It’s amazing how much he retains and uses. I’m sure it’s vocabulary he will carry his whole life.
“Yet I saw in my first school, and in all those which have followed it, that these traits vanish as soon as the children become absorbed in a piece of work that attracts the. The so-called bad qualities, together with the god and superior, all vanish and there remains only one kind of child.” Page 201
We have one boy in our classroom that is a leader; several boys like to follow him around the classroom. When he is busy working and absorbed in his work he isn't distracted by them at all he just focuses on his work. It’s wonderful to see how he loves his work and doesn't let himself get pulled away by them. When that happens the other boys find work to do also.
“There is only one specimen of each object, and if a piece is in use when another child wants it, the latter- if he is normalized will wait for it to be released” page 223
We have new 3 years old as most classrooms have at this time of the year. One little girl has a sister in the classroom that is 5. The other day the 3 year old wanted one of the lessons that was being used. She stood in front of the child and said “I wanted to work with that”. The older sister came over very protective; I watched to see what she would do before saying anything. She took her sister over and told her “You have to wait your turn, find something else to do while you wait.” and walked away. I was very surprised, I expected her to say something to the child with the work but she didn't. The older child is very normalized and accustomed to waiting for lessons she wants to work with. Later on the 3 year old was able to use that work, and another child went to the shelf at the same time, it was a water lesson so she had to have an apron and the 3 year old had one on so she took the lesson, when she had it in her hands she turned to the other child and said. “When I'm done you can do it.” It felt great to hear that coming from her.
Assignment 2 Chapters 14 - 28
Chapter 14
The development of the use of the hand coincided with mental development; with this development great strides are made.
Chapter 15
A child develops his walking ability by being allowed to walk and see his environment at his pace, not an adult’s.
Chapter 16
The child after 3 becomes an individual with a purpose to learn and be independent, expanding on what he formed before three.
Chapter 17
Children should be taught proper names to increase vocabulary, imagination should be used to teach them about things they can not see or experience themselves.
Chapter 18
A character of a child is dependent on his experiences and care from age 0-3, if not when he is in the age of 3-6 is afraid to experience new things, the child need to be fed mentally to develop.
Chapter 19
Work and freedom are needed for the child’s development, concentration and order aids in correcting deviations.
Chapter 20
There are different types of personalities, “stronger and the weaker” while working with others the child grows and becomes balanced.
Chapter 21
The child learns the workings of things around him and he learns to value them.
Chapter 22
In a Montessori classroom the children are part of a community, children learn to support each other in learning, and develop socially.
Chapter 23
The child is part of a social group and learns to concentrate, work independently and with others.
Chapter 24
Neither praise nor complements should be made to the child’s work; the child alone should correct his mistakes, teaching him to be independent in his work.
Chapter 25
The first level is when a child is trying to learn to be obedient, the second level the child learns to obey others wishes, the third level the child knows through obedience he will learn from his teacher.
Chapter 26
The teacher’s discipline allows her to follow the child’s lead and learn from them what they need of her.
Chapter 27
The teacher’s role is to prepare the environment for the child, entice them to the materials and be able to present them and allow them to experience the work on their own so they may grown in learning.
Chapter 28
The love of a child expands through his family and through everyone he touches, we must prepare that child so he may continue to love.
Quotes:
“Insatiable at this age is a child’s thirst for words, and inexhaustible has capacity for learning the.” Page 175
When I read this quote it reminded me of the “parts of a whole” lessons. We have one boy in our classroom that is always drawn to those lessons. He loves learning the vocabulary. It’s amazing how much he retains and uses. I’m sure it’s vocabulary he will carry his whole life.
“Yet I saw in my first school, and in all those which have followed it, that these traits vanish as soon as the children become absorbed in a piece of work that attracts the. The so-called bad qualities, together with the god and superior, all vanish and there remains only one kind of child.” Page 201
We have one boy in our classroom that is a leader; several boys like to follow him around the classroom. When he is busy working and absorbed in his work he isn't distracted by them at all he just focuses on his work. It’s wonderful to see how he loves his work and doesn't let himself get pulled away by them. When that happens the other boys find work to do also.
“There is only one specimen of each object, and if a piece is in use when another child wants it, the latter- if he is normalized will wait for it to be released” page 223
We have new 3 years old as most classrooms have at this time of the year. One little girl has a sister in the classroom that is 5. The other day the 3 year old wanted one of the lessons that was being used. She stood in front of the child and said “I wanted to work with that”. The older sister came over very protective; I watched to see what she would do before saying anything. She took her sister over and told her “You have to wait your turn, find something else to do while you wait.” and walked away. I was very surprised, I expected her to say something to the child with the work but she didn't. The older child is very normalized and accustomed to waiting for lessons she wants to work with. Later on the 3 year old was able to use that work, and another child went to the shelf at the same time, it was a water lesson so she had to have an apron and the 3 year old had one on so she took the lesson, when she had it in her hands she turned to the other child and said. “When I'm done you can do it.” It felt great to hear that coming from her.
grainne-chapters 14-28
14
Man’s intelligence develops to a higher level with the use of his hands.
15
Children learn through imitation. Children love to engage in activities that require effort.
16
From 3 to 6 a child begins to master his environment, he tries to perfect his actions by means of activity.
17
A child can use his mind to visualize real things not just imaginary things and he has the ability to learn many new words. What we learn between 3 and 6 can never be canceled.
18
Defects come "from one single cause, which is insufficient nourishment for the life of the mind."
19
All children, even those with defects, react the same and show discipline in the prepared environment.
20
People are either pulled naturally toward perfection or toward anti-social or extra-social behavior. With the best character education all would strive for perfection.
21
Love of environment makes children treat things with great care.
22
You can not teach concentration and patience but experience can.
23
Children naturally put the group first and try to succeed for its benefit. Also, the weak are given help and the older children are treated with respect.
24
Organization is needed for children to be free to work. Control of error lets the child correct his own mistakes.
25
Obedience occurs in three levels. The power to obey is the last phase in the development of the will.
26
Our task as teachers is to show the way to discipline and the path to perfection.
27
The greatest sign of success for a teacher is to see that the children are all working and do not need her.
28
Love springs from it’s source-the child.
Man’s intelligence develops to a higher level with the use of his hands.
15
Children learn through imitation. Children love to engage in activities that require effort.
16
From 3 to 6 a child begins to master his environment, he tries to perfect his actions by means of activity.
17
A child can use his mind to visualize real things not just imaginary things and he has the ability to learn many new words. What we learn between 3 and 6 can never be canceled.
18
Defects come "from one single cause, which is insufficient nourishment for the life of the mind."
19
All children, even those with defects, react the same and show discipline in the prepared environment.
20
People are either pulled naturally toward perfection or toward anti-social or extra-social behavior. With the best character education all would strive for perfection.
21
Love of environment makes children treat things with great care.
22
You can not teach concentration and patience but experience can.
23
Children naturally put the group first and try to succeed for its benefit. Also, the weak are given help and the older children are treated with respect.
24
Organization is needed for children to be free to work. Control of error lets the child correct his own mistakes.
25
Obedience occurs in three levels. The power to obey is the last phase in the development of the will.
26
Our task as teachers is to show the way to discipline and the path to perfection.
27
The greatest sign of success for a teacher is to see that the children are all working and do not need her.
28
Love springs from it’s source-the child.
A.M. part two
Here are my quotes first. The summaries I will post later. It is so hard to just pick two quotes:)
Quote 1 pages 174-75
"He has a special sensitiveness for words; they attract his interest, and he spontaneously accumulates a very great number....When taking the children out for a walk....the children taught (the teachers)the names of every kind of automobile....Insatiable at this age is the child's thirst for words, and inexhaustible his capacity for learning them."
It's funny to me how you know these things but when you read it the way Montessori says it it has so much more meaning. Anyway this quote explains the stage my son is in right now. He is three and he can name every make of car on the road...PT Cruiser, Honda Civic, Toyota Prius, Subaru Forester...This started at about 2 1/2. He would ask me what is that? I didn't know how to answer. A car? An SUV? A Nissan? How could he understand all these different ways of classifying cars? But it all seemed to make sense to him and now I know he wanted to know all of those answers at once! That is a Nissan Morano SUV. It really blows you away.
Quote 2 page 225
"Teachers who use direct methods cannot understand how social behavior is fostered in a Montessori school. They think it offers scholastic material but not social material. They say, "If the child does everything on his own, what becomes of social life?" But what is social life if not the solving of social problems, behaving properly and pursuing aims acceptable to all?"
I have found this to be a common misunderstanding about Montessori. The idea that if everyone is working on their own then they are not learning to socialize. I think of one of my good friends who was a middle school english teacher and now has three children 2-6 years old. When I asked her if she had thought about sending her oldest to Montessori she said "Yes but he is already very good at concentrating and working on his own. I want him to learn how to be social and work with the group." It surprises me that anyone can think that 25 children in the same space are somehow not in a social setting.
Quote 1 pages 174-75
"He has a special sensitiveness for words; they attract his interest, and he spontaneously accumulates a very great number....When taking the children out for a walk....the children taught (the teachers)the names of every kind of automobile....Insatiable at this age is the child's thirst for words, and inexhaustible his capacity for learning them."
It's funny to me how you know these things but when you read it the way Montessori says it it has so much more meaning. Anyway this quote explains the stage my son is in right now. He is three and he can name every make of car on the road...PT Cruiser, Honda Civic, Toyota Prius, Subaru Forester...This started at about 2 1/2. He would ask me what is that? I didn't know how to answer. A car? An SUV? A Nissan? How could he understand all these different ways of classifying cars? But it all seemed to make sense to him and now I know he wanted to know all of those answers at once! That is a Nissan Morano SUV. It really blows you away.
Quote 2 page 225
"Teachers who use direct methods cannot understand how social behavior is fostered in a Montessori school. They think it offers scholastic material but not social material. They say, "If the child does everything on his own, what becomes of social life?" But what is social life if not the solving of social problems, behaving properly and pursuing aims acceptable to all?"
I have found this to be a common misunderstanding about Montessori. The idea that if everyone is working on their own then they are not learning to socialize. I think of one of my good friends who was a middle school english teacher and now has three children 2-6 years old. When I asked her if she had thought about sending her oldest to Montessori she said "Yes but he is already very good at concentrating and working on his own. I want him to learn how to be social and work with the group." It surprises me that anyone can think that 25 children in the same space are somehow not in a social setting.
Trish Wymore - Assignment 2
Assignment 2
Trish Wymore
Development and Imitation
In order to gain the most from imitating adults, the child of 1 ½ and 2 must first prepare himself (on his own schedule) through uninterrupted cycles of physical activity which help to coordinate his movements.
From Unconscious Creator to Conscious Worker
During the first three years, a child is busy “creating” himself. Although he will have no recollection of this work, it comes to fruition when he enters the period of 3-6 when he is able act upon the foundation he previously built.
Further Elaboration Through Culture and Imagination
Vocabulary (especially scientific) is most rapidly enriched during the 3-6 period and sets basis for future learning. Order and precision, the period which is most intense during 3-6 forms the basis of the mathematical mind.
Character and Defects in Childhood
The child who is mentally starved will exhibit all sorts of character defects which can only be fixed through meaningful, mentally stimulating work.
The Child's Contribution to Society-Normalization
If a child's personality fails to become organized, any number of deviations can arise. Normalization will occur when the child's whole personality is aroused and engaged in meaningful work.
Character building is the Child's Own Achievement
Character cannot be taught during the period of 3-6, it must be allowed to unfold with the properly prepared surroundings. After 6 however, character cannot develop spontaneously and it is not merely enough to role model the behaviors we wish to encourage.
Children's Possessiveness and Its transformations
The trait of possessiveness will be transformed and replaced with a love for knowledge if the child is allowed to develop his concentration independent of the adult . Knowledge will awaken a great love and a desire learn about things around him.
Social Development
concentration is the foundation for social development and is aided by an environment that protects the child's concentration. The child can then begin to perfect himself through his social interactions which ideally occur in a mixed age environment where younger children look up to older children and they in turn help to nurture their younger peers.
Cohesion and the Social Unit
A social unity among children can be achieved through their own efforts. We must protect their efforts by not encouraging competition, rewards and punishments as a means of control, and giving morality lectures.
Mistakes and their correction
But incorporating a control of error into works, the child can check his own progress and not be dependent upon an adult to construct his knowledge. Free from guessing or waiting for a teacher to confirm his work, the child can continue to improve his performance and increase the likelihood that he will try again in the future.
The three levels of obedience
The child passes through three levels starting with inconsistent obeying, to obeying through self control, and ending with joyful obeying.
Discipline and the teacher
Discipline is not something done to the child, but something that is “born” when a child reaches a level of concentration - uninterrupted. The teacher can protect this concentration by carefully observing for it's first signs, preventing disruptions and imitations of other children, and providing a smile of encouragement when called for.
The teacher's preparation
A Montessori teacher must prepare in several areas: herself (spiritually especially), the classroom environment, her presentation to the children (enticement), and finally by finding contentment in doing nothing at all at times.
Love and its source – the child
Love is our greatest power, and it's source is the child.
Quotes:
“It is not a good thing to cut life in two, using the limbs for games and the head for books. Life should be a single whole, especially in the earliest years, when the child is forming himself in accordance with the laws of his growth” (p164).
“If we examine the progress of work recommended for use in schools, we see at once their poverty and dullness. The education of today is humiliating. It produces an inferiority complex and artificially lowers the powers of man. Its very organization sets a limit to knowledge well below the natural level. It supplies men with crutches when they could run on swift feet. It is an education based on man's lower powers, not on his higher ones. And it is man's own fault if the majority of human beings are inferior, for the formation of their characters during the constructive period has been prevented” (p. 214).
I found this quote to be so sad! It could easily have been written today about my son's school. I do find the techniques to be humiliating, and the daily worksheets he brings home to be so under stimulating and relentless. It is very difficult for me to keep my feelings about his experience to myself. Fortunately (or not) he doesn't know any other way of education and he seems to be handling it in his own way.
“There is only one specimen of each object, and if a piece is in use when another child wants it, the latter – if he is normalized – will wait for it to be released. Important social qualities derive from this. The child comes to see that he must respect the work of others, not because someone has said he must, but because it is a reality that he meets in his daily experience. There is only one between many children, so there nothing for it but to wait. and since this happens every hour of the day for years, the idea of respecting others, and of waiting one's turn, becomes an habitual part of life which always grows more mature” (p. 223-224).
Prior to learning about Montessori, I did not believe that young children should be forced to wait for anything! I couldn't understand why little children should be forced to wait when they were clearly unable to!! The first year of my preschool (4 years ago) I had five children ages 18 months to 2 years. We constructed a brand new classroom addition to our house and I promptly supplied it with five of everything. No child would be forced to wait in my class!! The first clues I began to receive about my obvious misguided understandings came during the first week of school when the children went to choose from the five identical strollers lined up against one wall. Two little girls nearly came to blows over the same stroller. Needless to say, I witnessed the beauty of of the transformation to having one of everything. I would never have been convinced had i not been a part of it and now see it every day!
“It is hard to believe how deep this atmosphere of protection and admiration becomes in practice. The class gets to be cemented by affection (p. 227).
Our class has a definite feeling of affection toward each other. With only 12 girls, some who have been coming for four years, it is sometimes a very intimate atmosphere. One of the girls has a special condition that keeps her from speaking in school. Her transition two years ago was very difficult for everyone and she screamed for nearly a month. Her condition became quickly apparent at that time, and as I learned more about her special needs, I became fairly protective of her. Over the last three years, the girls have nurtured her, learned to communicate with her on her terms, and have always tried to include her in their work and play. Interestingly, this summer many girls went to her house on separate occasions for play dates. During these play dates in her home, she speaks freely and openly with the girls! Upon returning to school, the other girls rush to tell me that she spoke – loudly! I am so proud of their caring and accepting attitudes toward this girl!!
Trish Wymore
Development and Imitation
In order to gain the most from imitating adults, the child of 1 ½ and 2 must first prepare himself (on his own schedule) through uninterrupted cycles of physical activity which help to coordinate his movements.
From Unconscious Creator to Conscious Worker
During the first three years, a child is busy “creating” himself. Although he will have no recollection of this work, it comes to fruition when he enters the period of 3-6 when he is able act upon the foundation he previously built.
Further Elaboration Through Culture and Imagination
Vocabulary (especially scientific) is most rapidly enriched during the 3-6 period and sets basis for future learning. Order and precision, the period which is most intense during 3-6 forms the basis of the mathematical mind.
Character and Defects in Childhood
The child who is mentally starved will exhibit all sorts of character defects which can only be fixed through meaningful, mentally stimulating work.
The Child's Contribution to Society-Normalization
If a child's personality fails to become organized, any number of deviations can arise. Normalization will occur when the child's whole personality is aroused and engaged in meaningful work.
Character building is the Child's Own Achievement
Character cannot be taught during the period of 3-6, it must be allowed to unfold with the properly prepared surroundings. After 6 however, character cannot develop spontaneously and it is not merely enough to role model the behaviors we wish to encourage.
Children's Possessiveness and Its transformations
The trait of possessiveness will be transformed and replaced with a love for knowledge if the child is allowed to develop his concentration independent of the adult . Knowledge will awaken a great love and a desire learn about things around him.
Social Development
concentration is the foundation for social development and is aided by an environment that protects the child's concentration. The child can then begin to perfect himself through his social interactions which ideally occur in a mixed age environment where younger children look up to older children and they in turn help to nurture their younger peers.
Cohesion and the Social Unit
A social unity among children can be achieved through their own efforts. We must protect their efforts by not encouraging competition, rewards and punishments as a means of control, and giving morality lectures.
Mistakes and their correction
But incorporating a control of error into works, the child can check his own progress and not be dependent upon an adult to construct his knowledge. Free from guessing or waiting for a teacher to confirm his work, the child can continue to improve his performance and increase the likelihood that he will try again in the future.
The three levels of obedience
The child passes through three levels starting with inconsistent obeying, to obeying through self control, and ending with joyful obeying.
Discipline and the teacher
Discipline is not something done to the child, but something that is “born” when a child reaches a level of concentration - uninterrupted. The teacher can protect this concentration by carefully observing for it's first signs, preventing disruptions and imitations of other children, and providing a smile of encouragement when called for.
The teacher's preparation
A Montessori teacher must prepare in several areas: herself (spiritually especially), the classroom environment, her presentation to the children (enticement), and finally by finding contentment in doing nothing at all at times.
Love and its source – the child
Love is our greatest power, and it's source is the child.
Quotes:
“It is not a good thing to cut life in two, using the limbs for games and the head for books. Life should be a single whole, especially in the earliest years, when the child is forming himself in accordance with the laws of his growth” (p164).
“If we examine the progress of work recommended for use in schools, we see at once their poverty and dullness. The education of today is humiliating. It produces an inferiority complex and artificially lowers the powers of man. Its very organization sets a limit to knowledge well below the natural level. It supplies men with crutches when they could run on swift feet. It is an education based on man's lower powers, not on his higher ones. And it is man's own fault if the majority of human beings are inferior, for the formation of their characters during the constructive period has been prevented” (p. 214).
I found this quote to be so sad! It could easily have been written today about my son's school. I do find the techniques to be humiliating, and the daily worksheets he brings home to be so under stimulating and relentless. It is very difficult for me to keep my feelings about his experience to myself. Fortunately (or not) he doesn't know any other way of education and he seems to be handling it in his own way.
“There is only one specimen of each object, and if a piece is in use when another child wants it, the latter – if he is normalized – will wait for it to be released. Important social qualities derive from this. The child comes to see that he must respect the work of others, not because someone has said he must, but because it is a reality that he meets in his daily experience. There is only one between many children, so there nothing for it but to wait. and since this happens every hour of the day for years, the idea of respecting others, and of waiting one's turn, becomes an habitual part of life which always grows more mature” (p. 223-224).
Prior to learning about Montessori, I did not believe that young children should be forced to wait for anything! I couldn't understand why little children should be forced to wait when they were clearly unable to!! The first year of my preschool (4 years ago) I had five children ages 18 months to 2 years. We constructed a brand new classroom addition to our house and I promptly supplied it with five of everything. No child would be forced to wait in my class!! The first clues I began to receive about my obvious misguided understandings came during the first week of school when the children went to choose from the five identical strollers lined up against one wall. Two little girls nearly came to blows over the same stroller. Needless to say, I witnessed the beauty of of the transformation to having one of everything. I would never have been convinced had i not been a part of it and now see it every day!
“It is hard to believe how deep this atmosphere of protection and admiration becomes in practice. The class gets to be cemented by affection (p. 227).
Our class has a definite feeling of affection toward each other. With only 12 girls, some who have been coming for four years, it is sometimes a very intimate atmosphere. One of the girls has a special condition that keeps her from speaking in school. Her transition two years ago was very difficult for everyone and she screamed for nearly a month. Her condition became quickly apparent at that time, and as I learned more about her special needs, I became fairly protective of her. Over the last three years, the girls have nurtured her, learned to communicate with her on her terms, and have always tried to include her in their work and play. Interestingly, this summer many girls went to her house on separate occasions for play dates. During these play dates in her home, she speaks freely and openly with the girls! Upon returning to school, the other girls rush to tell me that she spoke – loudly! I am so proud of their caring and accepting attitudes toward this girl!!
Tuesday, October 7, 2008
Lori Daniels Ch.14-28 Absorbent Mind
Lori Manzino-DanielsOctober 6, 2008 Chapter Summaries
Chapter 14 The guidance of the hand through the working of the mind enables the child to reach his highest physical and mental potentialities outward and inward into the depth of his soul.
Chapter 15 In following the laws of child development and personal growth we must allow a child to complete a full cycle of his chosen activities to aid in the preparation of this child, enabling the imitation of actions he previously observed by the adult.
Chapter 16 The period of existence within the unconscious creator acquires powers that will formulate into usage as the child enters into a period of “real work and “joy” containing memory capabilities that will reveal itself as the conscious worker.
Chapter 17 The child begins associating by way of nature and initial use of his senses within his being at the first sign of life; in which absorption and growth of both mental and internal stimuli of his culture culminate to form the child’s physical, intellectual and imaginative existence.
Quote Isabella p. 175-176“Is the child’s mental horizon limited to what he sees? No. He has a type of mind that goes beyond the concrete. He has the great power of imagination.”
“If therefore he has formed an idea an idea of it, this can be only in virtue of an intangible power of his mind, an imaginative power.”
“The child’s mind between three and six can not only see by intelligence the relations between things, but it has the higher power still of mentally imagining those things that are not directly visible.”
Is the imaginary friend this young girl talks about stemming solely from her imagination? Or, does it come about from some unconscious need? Is the child comforted by having something or someone with her at all times?
Chapter 18 Natural laws and the child’s individualistic efforts and creative energies in combination with obstacles he encounters along his path; contained in his home and social environment, build upon each period in the earlier years of the child’s life to form his character. Chapter 19 The integration of the mental and physical characteristics of the child, stemming from freedom, engagement in attractive and interesting materials within a prepared environment conducive to the completion of a full cycle of activity develop into a state of normalization of the child’s inner being.
Chapter 20 Through practice, qualities such as care and patience given in the creative formative years by allotting the child time to work effectively will build character within oneself to be carried over into adulthood by adopting and aspiring to higher levels of progress in their lives.
Quote p.220 “The children who tore up the plants in the garden now watch their growth, count their leaves and measure their height. They no longer speak of my plant, but of the plant.”
As I read this, it reminded me of last spring at our school when we planted pea pods with the children. In the beginning the children would walk through the plantings having to be reminded not to do so. Once they saw growth and peas pods begin to emerge they walked around the area and marveled at how many peas pods had grown. They even counted them from day to day. It was lovely to observe the change in the children’s demeanor.
Chapter 21 Through the development of independence and exercise of free will that nature bestows upon the children through special interests, the desire to just possess becomes a thirst for the knowledge obtained from working with the object as a result of the love for ones surroundings.
Chapter 22 The preparation of the environment combined with the multi-aged children creates an atmosphere rich in patience, respect for others and their work, encouragement, role modeling, as well as a true sense of community; all of which are necessary in social development. Chapter 23 The guidance of the child within their free environment, letting them exercise what nature has given, will transform their individual accomplishments into their eagerness for group accomplishments thus forming a cohesive environment with which to dwell in.
Chapter 24 The allowance of the child to self correct through use of control of errors built into our materials will naturally educate the child and place him upon the path of acknowledgement and acceptance of errors in life, thus leading him closer to the road of perfection.
Chapter 25 Obedience consists in three levels; the first, with the child that can obey, but not always, leading to the child overcoming obstacles enabling him to always obey and finally to the development of the will thus allowing the power to obey possible.
Chapter 26 The teacher services the child by way of preparation, observance, guidance and patience, allowing the child the freedom to explore, engage and discover for themselves what they need for complete and absolute fulfillment within their souls.
Chapter 27 The teacher begins by watching over the environment through preparation of herself as well as its surroundings by typing to aid the child toward engagement and complete concentration through enticement and absence of interference until the child’s spirit has fully developed.
Chapter 28 It is at the footings of every foundational piece of our lives, and through the child eyes and natures wonder we see this extreme ideal that encompasses everything around us, it is the immeasurable power of love.
Chapter 14 The guidance of the hand through the working of the mind enables the child to reach his highest physical and mental potentialities outward and inward into the depth of his soul.
Chapter 15 In following the laws of child development and personal growth we must allow a child to complete a full cycle of his chosen activities to aid in the preparation of this child, enabling the imitation of actions he previously observed by the adult.
Chapter 16 The period of existence within the unconscious creator acquires powers that will formulate into usage as the child enters into a period of “real work and “joy” containing memory capabilities that will reveal itself as the conscious worker.
Chapter 17 The child begins associating by way of nature and initial use of his senses within his being at the first sign of life; in which absorption and growth of both mental and internal stimuli of his culture culminate to form the child’s physical, intellectual and imaginative existence.
Quote Isabella p. 175-176“Is the child’s mental horizon limited to what he sees? No. He has a type of mind that goes beyond the concrete. He has the great power of imagination.”
“If therefore he has formed an idea an idea of it, this can be only in virtue of an intangible power of his mind, an imaginative power.”
“The child’s mind between three and six can not only see by intelligence the relations between things, but it has the higher power still of mentally imagining those things that are not directly visible.”
Is the imaginary friend this young girl talks about stemming solely from her imagination? Or, does it come about from some unconscious need? Is the child comforted by having something or someone with her at all times?
Chapter 18 Natural laws and the child’s individualistic efforts and creative energies in combination with obstacles he encounters along his path; contained in his home and social environment, build upon each period in the earlier years of the child’s life to form his character. Chapter 19 The integration of the mental and physical characteristics of the child, stemming from freedom, engagement in attractive and interesting materials within a prepared environment conducive to the completion of a full cycle of activity develop into a state of normalization of the child’s inner being.
Chapter 20 Through practice, qualities such as care and patience given in the creative formative years by allotting the child time to work effectively will build character within oneself to be carried over into adulthood by adopting and aspiring to higher levels of progress in their lives.
Quote p.220 “The children who tore up the plants in the garden now watch their growth, count their leaves and measure their height. They no longer speak of my plant, but of the plant.”
As I read this, it reminded me of last spring at our school when we planted pea pods with the children. In the beginning the children would walk through the plantings having to be reminded not to do so. Once they saw growth and peas pods begin to emerge they walked around the area and marveled at how many peas pods had grown. They even counted them from day to day. It was lovely to observe the change in the children’s demeanor.
Chapter 21 Through the development of independence and exercise of free will that nature bestows upon the children through special interests, the desire to just possess becomes a thirst for the knowledge obtained from working with the object as a result of the love for ones surroundings.
Chapter 22 The preparation of the environment combined with the multi-aged children creates an atmosphere rich in patience, respect for others and their work, encouragement, role modeling, as well as a true sense of community; all of which are necessary in social development. Chapter 23 The guidance of the child within their free environment, letting them exercise what nature has given, will transform their individual accomplishments into their eagerness for group accomplishments thus forming a cohesive environment with which to dwell in.
Chapter 24 The allowance of the child to self correct through use of control of errors built into our materials will naturally educate the child and place him upon the path of acknowledgement and acceptance of errors in life, thus leading him closer to the road of perfection.
Chapter 25 Obedience consists in three levels; the first, with the child that can obey, but not always, leading to the child overcoming obstacles enabling him to always obey and finally to the development of the will thus allowing the power to obey possible.
Chapter 26 The teacher services the child by way of preparation, observance, guidance and patience, allowing the child the freedom to explore, engage and discover for themselves what they need for complete and absolute fulfillment within their souls.
Chapter 27 The teacher begins by watching over the environment through preparation of herself as well as its surroundings by typing to aid the child toward engagement and complete concentration through enticement and absence of interference until the child’s spirit has fully developed.
Chapter 28 It is at the footings of every foundational piece of our lives, and through the child eyes and natures wonder we see this extreme ideal that encompasses everything around us, it is the immeasurable power of love.
Friday, October 3, 2008
Philosophy Part ll: The Absorbent Mind
Philosophy Part ll
Evonne Liu
Assignment l―Day: 10/1/08
Outline of The Absorbent Mind
1. The Child’s Part in World Reconstruction
Education must start from birth since man begins his mental growth at the hour of birth and pursues it with the greatest intensity during the first three years of his life. The child is endowed with unknown powers to teach himself and does an impressive work of inner formation. He has the chance to build up a complete psychic structure, before the intelligence of grownups can reach his spirit and produce changes in it. During this early period of life, if education can help to unfold the child’s inborn psychic powers; the child becomes able to direct and to mold the future of mankind.
2. Education for Life
The concept of education must conform to the facts of human life.
The child can only build well when the parents’ help is given in a suitable way. Society must heed the child, recognize his rights and provide for his needs. Once adults have focused attention and studied on life itself, they may find out how knowledge should be governed to help the child to construct his work of formation and brings out the immense potentialities to endow him.
3. The Periods of Growth
From birth to six is the most important period of life. The movements the child acquires are in the sense that each proceeds out of a particular period of development. When the child begins to move, his mind, being able to absorb, has already taken in his surroundings. Before he starts moving at all, an unconscious psychological development has taken place in him, and when he initiates his first movements, this begins to become conscious. The hands are the instruments of man’s intelligence. The child is endowed with great creative energies. The energies belong to an unconscious mind, which has to become conscious through work and through an experience of life gained in the world. Only practical work and experience lead him to maturity.
4. The New Path
Scientists are now not only study adult specimens, but also taking new focus on the younger specimens. If we study the different forms of life, we find the necessity for two instinct ways of living. If we make this assertion of human life, it becomes necessary to study children, because of the effects they have upon adults. Human life is studied effectively,if we start with very beginning.
5. The Miracle of Creation
Every creature comes from a single first cell. The cell begins by dividing into two equal cells, then four eight, then eight sixteen, and so on. The cells then arrange and form the body and system of organs. If we realize how each complex system like organs, muscles, skin, and nerves function in the body, than we feel upon us the spell of the wonder and majesty of nature.
6. Embryology and Behavior
The investigating on the embryos and their behavioral patterns may help us to understand the formation for human characteristics and behaviors.
7. The Spiritual Embryo
The “Spiritual Embryo” is a decisive moment for the future. The child has to do huge creative work in this period. He has to absorb and adapt the environment surrounding him and then practices in his social group.
8. The Child’s Conquest of Independence
Children’s physical side grows according to natural laws; their mental creation develops by means of experience on his environment. We call such experience “work”. The child gains freedom by his development and growth. The freedom and “work” help the children to conquer independence.
9. The First Days of Life
The first lesson we must learn is that the tiny child’s absorbent mind finds all its nutriment in its surroundings. Mother-child’s special bond relationship helps the child to adapt his new world and develop normally. After this period the child uses his senses to absorb the life going on about him and becomes one with it.
10 Some Thoughts on language
All the sounds that occur in words are produced by the use of certain mechanisms. Children can construct their own machinery and so learn to perfect the languages he hears about. Circumstances are very important, too. If the child lives among educated people with rich vocabulary, he takes it in well; his language will be enriched no matter what his surroundings are.
11 How Language calls to the Child
The inner teacher does everything at right time. The child first fixes the sounds unconsciously; and then the syllables, following by a gradual process that is logical as the language itself. And then finally his language capability enters into the field of grammar. Nature lays down the whole language program for the child via the service and collaboration of the adults.
12 The Effect of Obstacles on Development
Since a child was born, he starts to face different degree of obstacles. Some of them may effect permanently in their life. It’s necessary to know the child’s whole life, or at least to investigate his immediate past. Before we can pacify this tiny creature in the difficulties he is facing. Our patience to wait for the right moment is very important for us to react properly and help their development.
13 The Importance of Movement in General Development
Movement is the final result of nervous energy transmission from brain, senses and muscles, and it expresses child’s personality and relationship to his surroundings. A child’s brain, senses and muscles must cooperate to let him reach high spirituality through action. Man’s movements have great importance in mental development and must be coordinated with the brain. Movement helps child to develop his mind and sensorial activity helps to bring up child’s mental level. Man’s muscles are uncoordinated and he has to learn to build them up by actions initiated by his mind. Child has to practice his internal power to bring about coordinations and to perfect them. In doing so a child can enrich his practical and executive sides of his mental life.
Quote:
There are different types of mentality in the successive phases of growth. These phases are quite distinct one from another, and they are corresponding with the phases of physical growth. (page 19)
Example:
My son’s baby teeth were changed very slowly. He only got 4 adult teeth by age 12. He didn’t grow very tall, either. I was always wondering why he was still acting like much younger than his age suppose to be. Next year by age 12 and half, he suddenly got 6 teeth wiggle and fell in two month. By that time he was not only got new teeth but also improved on his behavior. He suddenly became much mature and responsible. This shows the correspondence between physics and mental growth.
Quote:
The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensifies his efforts.(page 91)
Examples:
The quote remind me a three year old girl, S, who insisted on doing zipper herself every morning. The first time she cried for mama because she couldn’t zipper her jacket. I offered my help but she rejected. She said, “I want to do it by myself.” I hinted to her how to slide one end to other side and helped her to hold the bottom of the zipper. I did this little help for her for about 1 week, then she practiced by her own. When she successfully did it herself one day, Her impression was shown on her face. She was very happy and show me, “ Look, I did it!”
A little boy with very tiny figure whose hand was always holds by other kids while proceeding in team. After a few times he refused others help. He wanted to walk by himself. The person who wanted to hold his hand said, “You’re a baby, let me held your hand.” He replied, “No, I’m not. I’m a big boy now.” He insisted to walk by himself without any help. This indicates that he wants to be independent without other’s help.
Quote:
The child is truly a miraculous being, and this should be felt deeply by the educator. In two years this mite has learned everything. In these two years we see a consciousness gradually awakening within him, at an ever faster rhythm, until suddenly it seems to be taken by a fair wind and begins to dominate everything. (page 121)
Example:Last year I had a 3 year old boy in the class who spoke Spanish at home. His mom told me that the boy was taking the lesson with Japanese and French. He spoke English at school. At the beginning of school year his English conversational skill was not very good. Sometimes the teachers were wondering if he understands what’s going on in the class. But about 6 months, later, his English improved a lot. It was amazing to see that little boy could use four languages at same time
Evonne Liu
Assignment l―Day: 10/1/08
Outline of The Absorbent Mind
1. The Child’s Part in World Reconstruction
Education must start from birth since man begins his mental growth at the hour of birth and pursues it with the greatest intensity during the first three years of his life. The child is endowed with unknown powers to teach himself and does an impressive work of inner formation. He has the chance to build up a complete psychic structure, before the intelligence of grownups can reach his spirit and produce changes in it. During this early period of life, if education can help to unfold the child’s inborn psychic powers; the child becomes able to direct and to mold the future of mankind.
2. Education for Life
The concept of education must conform to the facts of human life.
The child can only build well when the parents’ help is given in a suitable way. Society must heed the child, recognize his rights and provide for his needs. Once adults have focused attention and studied on life itself, they may find out how knowledge should be governed to help the child to construct his work of formation and brings out the immense potentialities to endow him.
3. The Periods of Growth
From birth to six is the most important period of life. The movements the child acquires are in the sense that each proceeds out of a particular period of development. When the child begins to move, his mind, being able to absorb, has already taken in his surroundings. Before he starts moving at all, an unconscious psychological development has taken place in him, and when he initiates his first movements, this begins to become conscious. The hands are the instruments of man’s intelligence. The child is endowed with great creative energies. The energies belong to an unconscious mind, which has to become conscious through work and through an experience of life gained in the world. Only practical work and experience lead him to maturity.
4. The New Path
Scientists are now not only study adult specimens, but also taking new focus on the younger specimens. If we study the different forms of life, we find the necessity for two instinct ways of living. If we make this assertion of human life, it becomes necessary to study children, because of the effects they have upon adults. Human life is studied effectively,if we start with very beginning.
5. The Miracle of Creation
Every creature comes from a single first cell. The cell begins by dividing into two equal cells, then four eight, then eight sixteen, and so on. The cells then arrange and form the body and system of organs. If we realize how each complex system like organs, muscles, skin, and nerves function in the body, than we feel upon us the spell of the wonder and majesty of nature.
6. Embryology and Behavior
The investigating on the embryos and their behavioral patterns may help us to understand the formation for human characteristics and behaviors.
7. The Spiritual Embryo
The “Spiritual Embryo” is a decisive moment for the future. The child has to do huge creative work in this period. He has to absorb and adapt the environment surrounding him and then practices in his social group.
8. The Child’s Conquest of Independence
Children’s physical side grows according to natural laws; their mental creation develops by means of experience on his environment. We call such experience “work”. The child gains freedom by his development and growth. The freedom and “work” help the children to conquer independence.
9. The First Days of Life
The first lesson we must learn is that the tiny child’s absorbent mind finds all its nutriment in its surroundings. Mother-child’s special bond relationship helps the child to adapt his new world and develop normally. After this period the child uses his senses to absorb the life going on about him and becomes one with it.
10 Some Thoughts on language
All the sounds that occur in words are produced by the use of certain mechanisms. Children can construct their own machinery and so learn to perfect the languages he hears about. Circumstances are very important, too. If the child lives among educated people with rich vocabulary, he takes it in well; his language will be enriched no matter what his surroundings are.
11 How Language calls to the Child
The inner teacher does everything at right time. The child first fixes the sounds unconsciously; and then the syllables, following by a gradual process that is logical as the language itself. And then finally his language capability enters into the field of grammar. Nature lays down the whole language program for the child via the service and collaboration of the adults.
12 The Effect of Obstacles on Development
Since a child was born, he starts to face different degree of obstacles. Some of them may effect permanently in their life. It’s necessary to know the child’s whole life, or at least to investigate his immediate past. Before we can pacify this tiny creature in the difficulties he is facing. Our patience to wait for the right moment is very important for us to react properly and help their development.
13 The Importance of Movement in General Development
Movement is the final result of nervous energy transmission from brain, senses and muscles, and it expresses child’s personality and relationship to his surroundings. A child’s brain, senses and muscles must cooperate to let him reach high spirituality through action. Man’s movements have great importance in mental development and must be coordinated with the brain. Movement helps child to develop his mind and sensorial activity helps to bring up child’s mental level. Man’s muscles are uncoordinated and he has to learn to build them up by actions initiated by his mind. Child has to practice his internal power to bring about coordinations and to perfect them. In doing so a child can enrich his practical and executive sides of his mental life.
Quote:
There are different types of mentality in the successive phases of growth. These phases are quite distinct one from another, and they are corresponding with the phases of physical growth. (page 19)
Example:
My son’s baby teeth were changed very slowly. He only got 4 adult teeth by age 12. He didn’t grow very tall, either. I was always wondering why he was still acting like much younger than his age suppose to be. Next year by age 12 and half, he suddenly got 6 teeth wiggle and fell in two month. By that time he was not only got new teeth but also improved on his behavior. He suddenly became much mature and responsible. This shows the correspondence between physics and mental growth.
Quote:
The child’s first instinct is to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try to do the action for him. To succeed by himself he intensifies his efforts.(page 91)
Examples:
The quote remind me a three year old girl, S, who insisted on doing zipper herself every morning. The first time she cried for mama because she couldn’t zipper her jacket. I offered my help but she rejected. She said, “I want to do it by myself.” I hinted to her how to slide one end to other side and helped her to hold the bottom of the zipper. I did this little help for her for about 1 week, then she practiced by her own. When she successfully did it herself one day, Her impression was shown on her face. She was very happy and show me, “ Look, I did it!”
A little boy with very tiny figure whose hand was always holds by other kids while proceeding in team. After a few times he refused others help. He wanted to walk by himself. The person who wanted to hold his hand said, “You’re a baby, let me held your hand.” He replied, “No, I’m not. I’m a big boy now.” He insisted to walk by himself without any help. This indicates that he wants to be independent without other’s help.
Quote:
The child is truly a miraculous being, and this should be felt deeply by the educator. In two years this mite has learned everything. In these two years we see a consciousness gradually awakening within him, at an ever faster rhythm, until suddenly it seems to be taken by a fair wind and begins to dominate everything. (page 121)
Example:Last year I had a 3 year old boy in the class who spoke Spanish at home. His mom told me that the boy was taking the lesson with Japanese and French. He spoke English at school. At the beginning of school year his English conversational skill was not very good. Sometimes the teachers were wondering if he understands what’s going on in the class. But about 6 months, later, his English improved a lot. It was amazing to see that little boy could use four languages at same time
Wednesday, October 1, 2008
Assignment 1
Hi Everyone! I originally posted my assignment as a comment on the first page, but I realized that was a boo-boo! Here it is!
Chapter One: The Child's Part in World Reconstruction
In order to create a new future, the natural and spontaneous psychic energy of every new life must be released with active care.
Chapter Two: Education for Life
Education must begin from birth and be a help to life.
Chapter Three: The Periods of Growth
The child's mind, which is completely different than our own, is able to unconsciously absorb knowledge from his life, effortlessly and joyfully.
Chapter Four: The New Path
Survival of the human species is based on a deep love for children who must be studied from the beginning of their creation.
Chapter Five: The Miracle of Creation
The cells of the developing embryo pass through distinct phases from seeming nothingness, to having organs of specialized functions formed around active points. The cells with the most complex tasks must have the most specialization to do the work “nature” has planned.
Chapter Six: Embryology and Behavior
Mental development passes through distinct phases from seeming nothingness to the formation of psychic organs around points of sensitivity.
Chapter Seven: The Spiritual Embryo
The newborn baby enters into a second embryonic phase during which her mental development is guided by awakenings that are similar to an animal's behavior instincts.
Chapter Eight: The Child's Conquest of Independence
The child, whose very nature is to achieve independence, can only achieve this state through constant, free activity.
Chapter Nine: The First Days of life
The child's mental life is created at birth, a time during which the mother-child bond must be protected and special attention paid to the environment.
Chapter Ten: Some Thoughts on Language
All children develop language spontaneously through stages as a result of unconscious work that manifests in bursts of growth followed by slower development.
Chapter Eleven: How Language Calls to The Child
A special mechanism exists for acquiring speech which helps the child to focus in on words and not other sounds in his environment. He should be offered many opportunities to hear clearly spoken words and not be kept in isolation.
Chapter 12: The Effect of Obstacles on Development
Children, being very sensitive to trauma, should be protected from violence of any kind, especially during the first two years of life which tend to influence the rest of his years.
Chapter 13: The Importance of Movement in General Development
Mental and spiritual growth is developed through purposeful physical actions guided by the child's mental activity. All living things move purposefully, unable to keep still.
Chapter 14: Intelligence and the Hand
The hand serves as a companion to the mind and the child must be given things over which he can exercise an intelligent activity on his way toward independence.
Quotes and Anecdotes
The role of the teacher
“To rule is the most difficult task of all, and requires a higher specialization than any. So there is no question of election, but of being trained and suited to the work. Whoever directs others must have transformed himself. No one can ever be a leader, or a guide, who has not been prepared for that work” (p. 45).
In my personal experience as a teacher and also as a mother of a child in a non-Montessori setting, I find the above quote to be absolutely true. In the last four years, the biggest change in my classroom and in my teaching has been an intense, internal preparation. I have questioned my old methods and assumptions about learning and the role of the teacher in a classroom and as a result I have been able to trust and to allow the children to lead their own learning. Teachers I have encountered in my son's school seem to be incredibly focused on “results” and “methods” and classroom management, completely ignoring their own importance as an influencer of children. My son and daughter have incredibly different views of learning already. My son abhors it and is only motivated by the constant stream of extrinsic rewards offered him at school. My daughter looks forward to trying new things and is excited to go to our school.
“We have to help the child to act, will, and think for himself. This is the art of serving the spirit, an art which can be practiced to perfection only when working among children” (p. 281).
On Thursday, I was visited by an inspector for the CACFP program which reimburses me for the food that I serve the children each day. The inspector periodically visits and watches snack or lunchtime, makes sure I am serving balanced and nutritious foods, and looks to see that my paperwork is up to date. On this visit, which was around 10 am, no children happened to be eating snack. The inspector said that since I stated snack time to be around 10 am, all children must be eating at that time and they have a 15 minute window to complete their snack! I spent a great deal of time explaining our snack routine (two kids at a time, by invitation, when they are hungry). I tried to explain that I am helping the children to recognize when they are feeling hungry, not to merely eat when I decide to feed them – that i am helping them to think for themselves. Needless to say, she was unconvinced and we are trying to work out a solution.
Normalization
“The deviated child has no love for his environment because he feels it to contain too many difficulties. For him it is too harsh and resistant.......The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences” (p. 92).
I am struggling to reach three children in my classroom right now. One chooses no work (this is her second year), one chooses work occasionally, such as blocks or other transitional works (this is her fourth year), and one is constantly busy with her own work (usually dough or collage work) and wants nothing else (this is her third year). All three often complain of being “tired” and must take several rests despite not ever finding a state of deep concentration or contentment. We have a beautiful classroom filled with interesting works that seem to call to the other children. I am having trouble understanding what role I should take with these children since the environment itself is not calling to them.
Chapter One: The Child's Part in World Reconstruction
In order to create a new future, the natural and spontaneous psychic energy of every new life must be released with active care.
Chapter Two: Education for Life
Education must begin from birth and be a help to life.
Chapter Three: The Periods of Growth
The child's mind, which is completely different than our own, is able to unconsciously absorb knowledge from his life, effortlessly and joyfully.
Chapter Four: The New Path
Survival of the human species is based on a deep love for children who must be studied from the beginning of their creation.
Chapter Five: The Miracle of Creation
The cells of the developing embryo pass through distinct phases from seeming nothingness, to having organs of specialized functions formed around active points. The cells with the most complex tasks must have the most specialization to do the work “nature” has planned.
Chapter Six: Embryology and Behavior
Mental development passes through distinct phases from seeming nothingness to the formation of psychic organs around points of sensitivity.
Chapter Seven: The Spiritual Embryo
The newborn baby enters into a second embryonic phase during which her mental development is guided by awakenings that are similar to an animal's behavior instincts.
Chapter Eight: The Child's Conquest of Independence
The child, whose very nature is to achieve independence, can only achieve this state through constant, free activity.
Chapter Nine: The First Days of life
The child's mental life is created at birth, a time during which the mother-child bond must be protected and special attention paid to the environment.
Chapter Ten: Some Thoughts on Language
All children develop language spontaneously through stages as a result of unconscious work that manifests in bursts of growth followed by slower development.
Chapter Eleven: How Language Calls to The Child
A special mechanism exists for acquiring speech which helps the child to focus in on words and not other sounds in his environment. He should be offered many opportunities to hear clearly spoken words and not be kept in isolation.
Chapter 12: The Effect of Obstacles on Development
Children, being very sensitive to trauma, should be protected from violence of any kind, especially during the first two years of life which tend to influence the rest of his years.
Chapter 13: The Importance of Movement in General Development
Mental and spiritual growth is developed through purposeful physical actions guided by the child's mental activity. All living things move purposefully, unable to keep still.
Chapter 14: Intelligence and the Hand
The hand serves as a companion to the mind and the child must be given things over which he can exercise an intelligent activity on his way toward independence.
Quotes and Anecdotes
The role of the teacher
“To rule is the most difficult task of all, and requires a higher specialization than any. So there is no question of election, but of being trained and suited to the work. Whoever directs others must have transformed himself. No one can ever be a leader, or a guide, who has not been prepared for that work” (p. 45).
In my personal experience as a teacher and also as a mother of a child in a non-Montessori setting, I find the above quote to be absolutely true. In the last four years, the biggest change in my classroom and in my teaching has been an intense, internal preparation. I have questioned my old methods and assumptions about learning and the role of the teacher in a classroom and as a result I have been able to trust and to allow the children to lead their own learning. Teachers I have encountered in my son's school seem to be incredibly focused on “results” and “methods” and classroom management, completely ignoring their own importance as an influencer of children. My son and daughter have incredibly different views of learning already. My son abhors it and is only motivated by the constant stream of extrinsic rewards offered him at school. My daughter looks forward to trying new things and is excited to go to our school.
“We have to help the child to act, will, and think for himself. This is the art of serving the spirit, an art which can be practiced to perfection only when working among children” (p. 281).
On Thursday, I was visited by an inspector for the CACFP program which reimburses me for the food that I serve the children each day. The inspector periodically visits and watches snack or lunchtime, makes sure I am serving balanced and nutritious foods, and looks to see that my paperwork is up to date. On this visit, which was around 10 am, no children happened to be eating snack. The inspector said that since I stated snack time to be around 10 am, all children must be eating at that time and they have a 15 minute window to complete their snack! I spent a great deal of time explaining our snack routine (two kids at a time, by invitation, when they are hungry). I tried to explain that I am helping the children to recognize when they are feeling hungry, not to merely eat when I decide to feed them – that i am helping them to think for themselves. Needless to say, she was unconvinced and we are trying to work out a solution.
Normalization
“The deviated child has no love for his environment because he feels it to contain too many difficulties. For him it is too harsh and resistant.......The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences” (p. 92).
I am struggling to reach three children in my classroom right now. One chooses no work (this is her second year), one chooses work occasionally, such as blocks or other transitional works (this is her fourth year), and one is constantly busy with her own work (usually dough or collage work) and wants nothing else (this is her third year). All three often complain of being “tired” and must take several rests despite not ever finding a state of deep concentration or contentment. We have a beautiful classroom filled with interesting works that seem to call to the other children. I am having trouble understanding what role I should take with these children since the environment itself is not calling to them.
Assignment 1 - Quotes 1,2
Assignment I Quotes
Quote: Pg 7.
Education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment.
The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Example:
There are many, but I pick this one because it is very recent. It has not even been three full weeks of school…there is a little boy L, who is still in many ways yet to get out of the 0-3y sub phase. L has been working with the world map puzzle day after day. He matches the continents to the control map over and over again. Just yesterday, I happened to be by him and said can you place N. America on my lap and HE COULD! I continued with the other continents and he knew all of them. I still do not know if he can name them himself…but he is well in the second period! He just turned three! He already can visually recognize the continents on earth…..Except for naming them for him the first couple of times our role was only in providing him with an environment in which he could internalize this all by himself!
Quote: Pg. 83.
The child seeks for independence by means of work; independence of body and mind.
Example:
I was in a class a handful of years ago…in a full day school. One girl C used to have difficulty undressing and dressing up (I believe everything was done for her at home). At school her clothes were very accessible to her. She went through a phase when she would get to her bin and keep changing her clothes multiple times a day. I noticed that over a period of few weeks she became very proficient with zippers, buttons, pulling clothes over her head, turning her clothes inside out etc. She was the class helper for any child struggling with their clothes. She slowly stopped changing her clothes multiple times a day. She had become completely independent in dressing herself up. I was so amazed with how she had sought out to grow independent in an area that she had difficulty in.
Quote: Pg 7.
Education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment.
The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Example:
There are many, but I pick this one because it is very recent. It has not even been three full weeks of school…there is a little boy L, who is still in many ways yet to get out of the 0-3y sub phase. L has been working with the world map puzzle day after day. He matches the continents to the control map over and over again. Just yesterday, I happened to be by him and said can you place N. America on my lap and HE COULD! I continued with the other continents and he knew all of them. I still do not know if he can name them himself…but he is well in the second period! He just turned three! He already can visually recognize the continents on earth…..Except for naming them for him the first couple of times our role was only in providing him with an environment in which he could internalize this all by himself!
Quote: Pg. 83.
The child seeks for independence by means of work; independence of body and mind.
Example:
I was in a class a handful of years ago…in a full day school. One girl C used to have difficulty undressing and dressing up (I believe everything was done for her at home). At school her clothes were very accessible to her. She went through a phase when she would get to her bin and keep changing her clothes multiple times a day. I noticed that over a period of few weeks she became very proficient with zippers, buttons, pulling clothes over her head, turning her clothes inside out etc. She was the class helper for any child struggling with their clothes. She slowly stopped changing her clothes multiple times a day. She had become completely independent in dressing herself up. I was so amazed with how she had sought out to grow independent in an area that she had difficulty in.
The Absorbent Mind
10/1/2008 Assignment
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In chapter 1, Montessori stresses the "greatest marvel of the Universe, the human being" and says that teachers can only give their help.
In chapter 2, Montessori continues to stress the importance of a child's learning and living of life through proper guidance.
In chapter 3, the periods of a child's growth are discussed and a rough timetable of what a child should be able to do at that time is shown (ex Age 5: make sounds)
In chapter 4, Montessori discusses the new path of human life and in order to study life effectively, we must start at the beginning.
In chapter 5, sketches and notes are presented on the formation of life and simple cells.
In chapter 6, we look at embryos and their behaviors for different species.
In chapter 7, we learn that man has two embryonic periods and outlines the
importance of a newborn baby and the care right after birth.
In chapter 8, the child's brain and thought process is discussed and we learn that he/she strives to be independent.
In chapter 9, the child's surroundings affect the child's mental life greatly and he will explore to satisfy his "mental hunger".
In chapter 10, language is shown to be a collective thought and a child will gradually develop language skills as he/she pieces words together.
In chapter 11, we see the awakening and the "need to express" of the child, thus creating language.
In chapter 12, we look at possible obstacles in a child's development like speech, courage, and knowledge.
In chapter 13, we see the importance of movement in an early child's development because it provides for his physical well being and puts a man
in touch with his world.
In chapter 14, we see how the hand and the mind work together and see how the brain affects the motor capabilities of the body.
Quote: “But the promise they hold can only be fulfilled through the experience of free activity conducted on the environment” (p. 96)
I observed two boys working on the Broad Stair. M was working on the Broad Stair. The boy Chase approached him and appeared to have made a suggestion. After a negotiation, the two boys agreed and together walked towards one of the shelves. They helped each other to bring back pieces of the Pink Tower. They kept going back and forth, combining the two materials together with frequent discussions, the children having fun while they learn. I believed that the enjoyable self-teaching and self-correcting. The children naturally would interact among themselves when solving their problems
Quote: “Once we have focused our attention and our studies on life itself, we may find that we are touching the secret of mankind and into our hands will fall the knowledge of how it should be governed and how helped.” (p. 17)
S is 5 ½ years old and an only child. He is much excelled in math and reading. S is very sensitive to making mistakes, and failures. Whenever he does something incorrectly, he will throw the material that he is using onto the ground, and become very upset with himself. Because of this behavior, none of the other children tend to talk to him. Because I observed this, I placed S with some younger children in the class. This was to have him see that it was okay to make mistakes as long as he learned from the mistakes.
Quote: “The immense influence that education can exert through children has the environment for its instrument, for the child absorbs his environment, takes everything form it, and incarnates it in himself. (p. 66)
Emily is four years old. Everyday, she will immediately go to the art section. She can focus on her art for three or four paintings. She uses many colors, and I personally think that her artwork is very pretty. She doesn’t go to other sections of the classroom very often. After I started noticing this, I began using art-related materials to teach her lessons. For example, I told Emily to draw out the Pink Tower blocks on pieces of paper, and color in the shape so she could see the sizes of the shapes. In the Practical Life section, I took several beginners materials and changed them into different colors. This way, it would catch Emily’s eye and make her want to come to different stations. After changing these things, I observed that Emily started going to different stations more often. (Although her first choice is still to go to the art section.) In conclusion, the prepared environment is important in motivating or engaging the child to learn.
Philosophy Part II
The Absorbent Mind
Feng Mei Shao
In chapter 1, Montessori stresses the "greatest marvel of the Universe, the human being" and says that teachers can only give their help.
In chapter 2, Montessori continues to stress the importance of a child's learning and living of life through proper guidance.
In chapter 3, the periods of a child's growth are discussed and a rough timetable of what a child should be able to do at that time is shown (ex Age 5: make sounds)
In chapter 4, Montessori discusses the new path of human life and in order to study life effectively, we must start at the beginning.
In chapter 5, sketches and notes are presented on the formation of life and simple cells.
In chapter 6, we look at embryos and their behaviors for different species.
In chapter 7, we learn that man has two embryonic periods and outlines the
importance of a newborn baby and the care right after birth.
In chapter 8, the child's brain and thought process is discussed and we learn that he/she strives to be independent.
In chapter 9, the child's surroundings affect the child's mental life greatly and he will explore to satisfy his "mental hunger".
In chapter 10, language is shown to be a collective thought and a child will gradually develop language skills as he/she pieces words together.
In chapter 11, we see the awakening and the "need to express" of the child, thus creating language.
In chapter 12, we look at possible obstacles in a child's development like speech, courage, and knowledge.
In chapter 13, we see the importance of movement in an early child's development because it provides for his physical well being and puts a man
in touch with his world.
In chapter 14, we see how the hand and the mind work together and see how the brain affects the motor capabilities of the body.
Quote: “But the promise they hold can only be fulfilled through the experience of free activity conducted on the environment” (p. 96)
I observed two boys working on the Broad Stair. M was working on the Broad Stair. The boy Chase approached him and appeared to have made a suggestion. After a negotiation, the two boys agreed and together walked towards one of the shelves. They helped each other to bring back pieces of the Pink Tower. They kept going back and forth, combining the two materials together with frequent discussions, the children having fun while they learn. I believed that the enjoyable self-teaching and self-correcting. The children naturally would interact among themselves when solving their problems
Quote: “Once we have focused our attention and our studies on life itself, we may find that we are touching the secret of mankind and into our hands will fall the knowledge of how it should be governed and how helped.” (p. 17)
S is 5 ½ years old and an only child. He is much excelled in math and reading. S is very sensitive to making mistakes, and failures. Whenever he does something incorrectly, he will throw the material that he is using onto the ground, and become very upset with himself. Because of this behavior, none of the other children tend to talk to him. Because I observed this, I placed S with some younger children in the class. This was to have him see that it was okay to make mistakes as long as he learned from the mistakes.
Quote: “The immense influence that education can exert through children has the environment for its instrument, for the child absorbs his environment, takes everything form it, and incarnates it in himself. (p. 66)
Emily is four years old. Everyday, she will immediately go to the art section. She can focus on her art for three or four paintings. She uses many colors, and I personally think that her artwork is very pretty. She doesn’t go to other sections of the classroom very often. After I started noticing this, I began using art-related materials to teach her lessons. For example, I told Emily to draw out the Pink Tower blocks on pieces of paper, and color in the shape so she could see the sizes of the shapes. In the Practical Life section, I took several beginners materials and changed them into different colors. This way, it would catch Emily’s eye and make her want to come to different stations. After changing these things, I observed that Emily started going to different stations more often. (Although her first choice is still to go to the art section.) In conclusion, the prepared environment is important in motivating or engaging the child to learn.
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