Love of Order
Posted: August 10, 2011 Filed under: Montessori Concepts | Tags: Children, Concentration, Dr. Montessori, Order, Psyche, Sense Leave a comment »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.
Spiritual Embryo
Posted: July 20, 2011 Filed under: Montessori Concepts | Tags: Children, Concepts, Embryo, Growth, Maria Montessori, Psychic, Spiritual Leave a comment »One of the most profound concepts in Dr. Maria Montessori’s work is her view of the child’s “spiritual embryo.” Before child psychologists such as Piaget laid out their stages of development, Montessori gave us the counter-cultural view of the child’s nature as “full” rather than blank. She found, through her keen observations that children are born with a “psychic pattern” that unfolds after birth. Unlike animals, the human is not guided by fixed instincts but through his absorbent mind in his environment. The human being, therefore, is free and likely to develop in more varieties of personality. It is imperative that the adult be careful to protect the child’s psychic life as he develops it secretly “over a long period of time.”
Travel Diary: Quezon City, Philippines– Monday, 04/04/2011
Posted: April 7, 2011 Filed under: Travel Diaries | Tags: Children, Early childhood education, immersion, language, Philippines, school, Travel Leave a comment »This morning we had 18 students’ competency exams in practical learning, sensorial, and language areas. They did so well. The new students observed and learned a lot. The students were nervous. I told them I am so glad that I made the decision to come so that I could see their beautiful work.
I also told them about our new bilingual classroom in China. Then I explained the difference between bilingual and immersion:
1. We have had Korean and Chinese language materials in our classrooms, but the children treat them as a variation and are not too interested in them. Both English and the 2nd language materials are available to the children. The US children mainly ignore them.
2. Immersion is far, far better! We have not tried it but I saw it in action with one of our Japanese students in a school in Chicago. (a) The US children, 3 and 4 years-old in the new classroom, only hear Japanese spoken and see if written. The shelves are full of Japanese materials. This is the morning classroom. (b) The 3′s learn to understand and then speak some Japanese the first year. (c) The second year they learn to speak Japanese and write some. (d) The third year they learn to write and read Japanese.
3. In the afternoons these all-day children go into the English classroom and use all of the English language materials. The teachers speak English to them, of course, and as our children always do, they learn to read and write English by the time they end their 3rd year.
4. You could turn the Japanese (Chinese) materials around and place English in front, or you could have 2 international classrooms and switch the children between them (that is, another group of children have English in the morning and Japanese or Chinese in the afternoon).
The language on the shelves is the only spoken in class. The teacher for that classroom should be a native speaker of that language, as well as be able to understand and speak the alternate language.
…
Later in the day, I arranged with Ms. Normi Son, Director of MTP of the US in the Philippines, to send a crate of nearly a full set of Montessori materials from her factory in June to Hanoi, Vietnam. This will be the first full Montessori school in Vietnam. Our student, Hanh, will be accompanies by her husband, who has studied in the Philippines for 5 years, their children, and Jennifer, a Filipino young woman, who will help them set up their school in Hanoi. Jennifer has a background in early childhood and college education. When we fly to Guangzhou, China, for the summer or fall course, we will take a 1-hour flight to Vietnam to see their school. The only materials missing will be the large bead cabinet and chains! This is MTP’s next school, but it may not be the last, God willing.
Travel Diary: Guangzhou, China– Wednesday, 03/30/2011
Posted: March 30, 2011 Filed under: Travel Diaries | Tags: Children, China, Dr. Montessori, Education, Joy, Love, Materials, Respect, Travel 1 Comment »Interesting events of the day:
1. I was amazed and inspired by the beautiful, complete shelves of materials in all areas, especially cultural and language. This was a surprise because the materials were not completed last November when the class began. Every small detail was in place. Wenru surprised even me with her ability. I made the right decision to choose her as our trainer in China, but now I remember that God told me she was His choice as Chinese trainer.
2. I presented in-depth philosophy, especially about parenting, which seemed to touch the students: unconditional love, forgiveness, eating dinner together as a family, words of respect in the family and in the classroom.
3. I outlined the parts of circle planning and gave examples of themes. The students seemed to understand them, including grace and courtesy (pantomiming the tea party), group snack and the words of “thank you,” “you are welcome,” and “yes, please.”
4. The active songs we sang gave the students a chance to move and see another way of relating to children.
5. I saw a joy and confidence in the students’ use of the geopgraphy materials.
6. I was invigorated by presenting the new, lovely history materials to the new students, as if it were a toy given to newborn babes.
Travel Diary: Guangzhou, China– Tuesday, 03/29/2011
Posted: March 29, 2011 Filed under: Travel Diaries | Tags: Children, China, Classroom, Dr. Montessori, Lesson, Teacher, Travel 1 Comment »Wenru picked me up at 8am as class was to begin at 8:30am. Fortunately, we are only 5 minutes away from the training classroom. It is on the second floor of a training facility.
Wentru has arranged the areas of learning very beautifully: the large classroom holds everything except practical learning, sensorial, and language. When I came in, students hugged me and were happy to see me. I was thrilled to see them, again. There were 14 women and 1 man. (PS: The man owns 7 schools with 100 children in each. He laughs a lot and some of his ways are rather manly).
I began reading, “Mama, Do You Love Me?,” and asked why I would show them this book. We talked about how they will give parent classes and lectures, and how important bedtime “tucking in” is and the time to tell your children that you will “always love them.” Wenru will take this book home to see what her smart twin daughters say about it.
One young woman asked how to conduct cirle and what it was. So, I spent about an hour discussing:
1. Traditional versus Montessori thinking
2. The change of heart and mind needed to be a Montessori teacher
3. The current problem of intervention of work and using Montessori materials as teaching materials at circle.
The morning “bowl test” for practical life went exceedingly well. I can see Wenru’s hard work in giving good lessons. There were the usual problems of standing up with the work in hand, or using one hand to wipe the table. Wenru had prepared matching large water activities that were beautiful.
After lunch I showed the Good Shepherd. I had shown it last November, so I had told the students that they could have a longer lunch if they didn’t want to see it again. All of them came, including Ruth, Wenru’s friend, who took the London Montessori Course and taught in Shanghai for two years. Since the students had already had a “bowl test” over the Chinese language materials, we had a test over the English materials. I was shocked how well the 15 Chinese students did on the test, especially capable of pronouncing the short phonetic sounds very accurately. A couple of the students needed help in feeling the complete sandpaper letter without lifting their fingers. Most of them did a lovely job of picking up the pencil with two hands.
Even though I was freezing in the classroom, I was warmed and in awe of God’s work through MIA in China, of what His plans for these students might be, and how they will assist children to learn through their full potential. We ended the day by summarizing the bowls a discussion of the lesson as a scientific learning experience for each teacher and child.
Travel Diary: Taitung, Taiwan – Sunday, 03/27/2011
Posted: March 27, 2011 Filed under: Travel Diaries | Tags: Certificate, Children, Education, Montessori, Travel 1 Comment »After the catered lunch today at 11am, we were finished at 1pm, so Dr. Fang took me back to the hotel for a half-an-hour rest. Having awakened at 5am, I tried to rest but had too many things to think about. We left at 1:40pm for the University and lecture.
I was presented with a new poster that they made for me. It is pretty cute. There were 3 long tables at the front with around 60 chairs. I counted 50 people, including the 35 graduating students and new ones, plus some older visitors.
My lecture included Walking on the Line, Elephant Song, Little Miss Muffet and Book, How Much Do You Love Me? Amazingly, they already had that book translated into Chinese. The outline I gave my lecture was:
1. How I got into Montessori and our family
2. The history of our work, first in Taiwan, then Korea, China, the Philippines, Sri Lanka, and Kenya
3. What the special challenges have been in each country
4. How the Korean and Sri Lankan governments have sponsored training costs
5. What’s happening in Montessori in the US, and our courses there
6. Internships of 27 adults now in 20 schools
7. Challenges to Montessori philosophy today
a) Co-intervention and its effects on the children: dependence, lack of confidence, showing lack of trust in the child
b) Mistrust of some governments and teachers of the mixed-age practice
c) Circle misuse to delivery of lessons over materials and disrespect it shows to the youngest child; what to bring to circle instead of Montessori materials.
They presented Dr. Fang and Jane roses, and to me, sunflowers. I told that I am from the sunflower state.
Next came the presentation of 35 MTP Academic Certificates, one by one. The students were so thrilled to get them. I had signed individual album grade sheets for them (6×35) and it took about 2 hours of my life. There was one male, Daniel, who asked a group question, “How has Montessori education changed your family life?” I told about our dedication to children and teachers, and our vision to go into many countries.
I presented the certificates, and they hugged and thanked me. That was when I realized how important my coming was to them.
I spoke to them from Isaiah 61 regarding the Spirit of the Lord coming upon them and sending them out to the poor and powerless. Dr. Chen liked this because she has the dream for the indigenous women.
Jane and Dr. Fang took me to a Japanese restaurant where we were served in about 10 minutes. That was good because my eyes were drooping. I had Japanese beef and tempura and it was pretty good. I will be packing tonight and leaving tomorrow morning at 7:30am for Taipei to catch the afternoon flight to Guangzhou. It has been a whirlwind trip but I discovered the great work Jane is doing here and how much help Helen and Joanna also give her. They are the fruit of our work, too, and it is a blessing to see how dedicated and knowledgeable they are.
Travel Diary: Taitung, Taiwan – Friday, 03/25/2011
Posted: March 26, 2011 Filed under: Travel Diaries | Tags: Children, Courses, Diary, Dr. Montessori, Education, Travel Leave a comment »4-8 am: Read Hebrews and prayed. Then, wrote notes for the 3-hour speech, “Global Montessori,” for sixty people who want to know the latest of Montessori around the world. Ate in the fabulous buffet mostly fruit since the eggs were cold.
9:15am: Went to Dandelion Kindergarten of Director Yu-Fan Liu, her husband, and son, Eric. Eric took his business degree in CA and was our excellent translator 2 years. He will translate again for me. Dandelion Kindergarten is one of the first MIA schools in Taitung (www.miaworld.org).
Visited a toddler classroom with 7 children and 3 teachers, none trained so they were co-intervening. The toddlers were amazing, however, in their ability to match picture to picture and replica to picture. We plan to give the training in Taiwan soon. First Jane Suchen Wang and Dr. Shu-Fang will go to Beijing this summer for the Birth-3, come back and begin training for the poor, indigenous tribes near Taitung U.
Jane got her 2 1/2 to 6 certificate in 1993, began training in Taiwan for MIA in 1994, and took her Birth-to-3 Course from MTP of WA, Kent, in 1998 (www.montessoriplus.org). She will be the teacher for the training. Dr. Shu-Fang Chen is an Associate Professor in the Department of Early Childhood Ed at National Taitung University where Jane is now completing her thesis for her Master’s Degree.
Had to climb up about 15 steps to the second floor but it was worth it because hallways overlooked the huge playground and had many plants. It was like a garden. There were 4 classrooms with 2 put together for one set of equipment and a walk removed between. I had trouble finding many 3′s but they were gone to music, I guess, just for the morning. Two years ago we were here and they only had single-age classrooms. Because I spoke to them about it, now they have mixed ages. The children were using a lot of Chinese language materials, made by Jane and her teachers. A little boy gave me Ritz cracker with jam between the two. Another boy used the knobbed cylinders by picking up the cylinder first, then just trying each socket. I asked Jane to give him a lesson, and she did, and the boy then looked up at me with a quizzical look. It was just amazing to see how dedicated the children were to their work and how well the new teachers and interns were doing. I was inspired to continue to work hard for children. One child cut an egg while the teacher bent down to watch.
Yu-Fang and Eric took us past their house about a block away, a small estate, and then onto an organic restaurant, vegetarian as well. The owners also have a cancer hospital next door and supply good food to the patients as well as to the public. Amazing! It is Catholic. God does so many things through His children.
1-3pm: I rested but couldn’t sleep.
3-5pm: Jane and I met with Dr. Fang and planned the future of Montessori in Taiwan together, e.g., using Birth-3 DVD’s, bringing students this summer to Kent, and going to the new Beijing course for Birth-3, etc. We are cooperating with Taitung U to give MIA 2 1/2 to 6 level courses contained within the Taitung U curriculum. We plan to open a Birth-to-3 course also through Taitung U with the goal of helping young women, especially the indigenous tribal women who live near Taitung to know how to care for their young children in a Montessori way.
6-8pm: Dinner with Dr. Jane and her 12 year old son, Jane and Joanna. We talked many spiritual things, Dr. Jane’s health, and the goodness of God in our lives. They all wish that Don were with us. Jane is spending every moment with the students at the U, getting the materials ready for the bowl test. She is very tired. I am finally waking up at a normal time (5am) and am feeling energetic and ready to go.
I took many pictures at the school and will share them later.
May God bless and lead us today and give the students a peaceful heart. Sharlet.
***
The Montessori students take all of their Montessori courses as part of their curriculum to graduate with a degree. It is the only full Montessori program, leading to an international teaching certificate, in the country of Taiwan. Dr. Shu-Fang supervises the course in Jane’s absence in the US and says that she sees the difference in the early childhood students after they take the MIA course: they are focused, give attention to detail, have learned how to speak with respect to the children, and have a huge enthusiasm for teaching young children.
Work vs. Play
Posted: March 8, 2011 Filed under: Montessori Concepts | Tags: Children, Dr. Montessori, Education, Play, Work 2 Comments »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.)
Posted: February 4, 2011 Filed under: Montessori Concepts | Tags: Children, Dr. Montessori, Early childhood education, Learning, Materials Leave a comment »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.
