Montessori Plus School Kent WA

Montessori Teacher Preparation Kent WA

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Five Little Indians

You may use this activity if your doing a Thanksgiving or Indian theme!

Five little Indians,

In a teepee,

Sleeping quietly

As can be.

 

Along came the chief,

And what do you think?  (Clap!)

Up jumped the Indians,

Quick as a wink!

 

Use a long rope to make a teepee.  Five children can lie inside of it at a time.  The chief walks over with his headdress on and hands folded in front of him.

When the chief comes and the song has the “clap,” the Indians inside of the teepee jump up!

You can use this several times to allow 5 children at a time to leave the second circle.

 

 

About Alessandro Montessori

About Alessandro Montessori by Donald McClurkin

I am Alessandro Montessori, the proud father of Maria Montessori. Born in Fararra, Italy in 18323, I lived a reserved, disciplined, patriotic life as an Italian soldier and, later, as an accountant in a salt and tobacco factory in Italy.  I was recognized and decorated with a medal of valor in 1849 for my part in the successful unification of Italy.  I really wanted to be free of the Austrian occupation of Italy, but, on the other hand, I am a bit insecure in handling the resultant freedom with its changes and obligations.

From 1850-1853 I volunteered to helped the Pope put the church’s financial work in order.  I enjoyed this very much.  After that I left to work again in the salt factories in Bologna and Faenza.  In 1859 I was promoted to be the Inspector of Finances and Accountant of all of the salt and tobacco factory finances.

When I met Renilde Stoppani, I was a middle-class farming executive, managing all of the grain, grapes, arts, and leather-making of the area.  She was a beautiful, creative and imaginative young woman and shared every idea I had, and more, about the unification and liberation of Italy.  We were married after twelve months of courtship in Venice.  I later discovered that she welcomed change more and more rapidly than I.  Five years later we had Maria who became the center of our lives.  She was so cute and smart, enough to see our differences and to take advantage of them.  Right away she saw that I was not comfortable with change and her mother was more flexible than I.  Consequently Maria went to her mother for permission for unconventional activities.

Maria was a good student so we decided to move to Rome when she was five to give her every advantage to rise to her full potential.  We had wonderful times as her math skills developed, but when she later wanted to compete with male students and enter a male-dominated profession, I tried to redirect her.  But she was stubborn, just like me, and I relented.  After a few years she then decided to enter medical school.  I flat out said, “NO!”  She went to the Pope, got his approval and went anyway.  I just let her go and didn’t say a word to her for four years!  Would you believe that she topped the class and wrote a brilliant final paper?  I surprised her and went to hear her read the paper. She looked at me, and I smiled at her from the back row! I also went to her commencement service where she received many honors.

Even though I missed out on a lot because of my stubborn resistance to her ideas, I have the grandest daughter in the world! She knows how to change this world and will leave a legacy for the Montessori name wherever she goes.

Love of Order

Most of our society thinks of children as impulsive and chaotic beings. Dr. Maria Montessori found, however, that even the youngest children display a need for and a sense of order in their environment. The infant needs the constancy of his mother’s and father’s faces; the toddler must have his “blankee” and favorite stuffed animals to go to sleep. The room in which the young child spends most of his time must remain constant in the location of his bed, toys, chair, etc. because his environment is, to him, “like the sea to the fish and the air to the birds”, said Dr. Montessori.

Even young children will see items out-of-place and put them back. This is his divine drive for constancy, as part of his construction, and we must recognize it and allow it to be expressed. A parent once asked one of our teachers, “Why does my son take the front door mat to his room and put his toys on it?” Of course we know the answer: The child loves an orderly environment and has learned how satisfying it is to have a safe place to “work.” Adults do not realize how young children thrive on the same environment, and things always in their place. As Dr. Montessori mentioned, during the period of active construction of his psyche, “the child often feels the deepest impulse to bring order into what, according to his logic, is in a state of confusion” (1995).

One year I allowed about twenty teachers in training to visit one of our large classrooms for a short while, maybe thirty minutes. The adults came in while the children were working, and the new teachers took off their shoes and put them by the double doors. Then they found places around the room to sit and watch. Not too long afterwards, we all looked over and saw two children by the doorway. They observed the twenty pairs of shoes and found the matches for each one, placing them in pairs along the wall.

Although the child appears to be primarily fixed on his external world, he also possesses an internal order in his body. The internal sense of order “makes him aware of the different parts of his own body and their relative positions” (1966). He thrives on a definite schedule of eating and sleeping, playing, and learning. Without it, he becomes distracted and loses concentration.