Montessori Plus School Kent WA

Montessori Teacher Preparation Kent WA

School History
Registration Forms Weekly Circle Plans Parent Recommendations School Calendar (PDF) Home Activity and Articles Emergency Closure Policy
On-Site Fall Course Summer Intensive Course DVD Course Admissions General International Students Transfer Students Course Schedule and  Locations Tuition and Fees Forms
Directions

Work vs. Play

When you visit a Montessori classroom, you will probably hear the children say, “This is my work.” This concept is a foundational principle in Montessori education. I remember a new child’s words to his mother when she can back to pick him up:  “Guess what, Mom, we “work” here. We don’t “play”!  But how can it be that young children work, not play, in the Montessori classroom?

The concept of work for the young child is built upon Dr. Maria Montessori’s philosophy of “self-construction.” It is the child who constructs himself, not the adult.  It is the adult’s task to nurture and care for the child’s well-being in all areas of his development, but not to take the burden for it upon ourselves. As Dr. Montessori defined “work” for children, the child forms his personality and “builds himself” through his instinct and desire for work (Montessori, 1966). The child is like a beautiful plant, growing and blossoming according to his own biological plan. No one can change him into a different “plant” but yet he can wither or be scorched from lack or excess of care and attention.

In our Montessori classrooms, therefore, our children are surrounded in an environment where they satisfy their instinct of work through carefully-designed learning materials at their own pace. It is through a “purposeful play,” our children acquire skills that help them meet their intrinsic need for growth and development. For example, allowing a child to choose his own work, with as many repetitions as he wants to end the activity, enables the child to not only builds his self-confidence, but also helps him to perfect his inner life – his true desire as a human-being.

I remember hearing an experienced Montessori teacher respond to a parent’s question, “When will my child learn to read?”  He said, “He will begin to read when he wants to!” This concept of self-construction is very difficult for many parents to understand because they want to do everything for the child.  We must remember, “Whatever a child can do for himself, he should be able to do.”  Real love is allowing the child to grow in independence and self-confidence.

New Paradigm by Dr. Montessori (cont.)

7) ABSORBENT MIND:

At the beginning of the 20th century, the human brain was still a mystery. No PET scanning machines were available to reveal the activity of the human brain, but Dr. Montessori saw “into” the child through the work the children used with their hands. With her remarkable intuition, almost a century ahead of her time, she realized that the young child is in a unique phase of her life. Learning comes as naturally to her as play. Never again would learning be this easy or real to her life. As Dr. Montessori said, “The child absorbs knowledge directly into his psychic life….impressions do not merely enter his mind, they form it.”

New Paradigm by Dr. Montessori (cont.)

6) MATERIALS:

For Dr. Montessori, the classroom provided an environment for young children that is a growing, living place. It is a reflection of all that is in the world, with a special emphasis upon those things that interest the teacher and children. In her training, our Montessori teacher is challenged “to give the child the world!” Our classrooms display materials, therefore, from all of the areas of learning for the world of the young child: practical living, sensorial, math, language, geography, history, science, art, and music. Our teachers enjoy introducing new handmade or purchased materials and present them with enthusiasm and excitement to our happy children.