Montessori in the home
"There must be provision for the child to have contact with nature, to understand and appreciate the order, the harmony and the beauty in nature… so that the child may better understand and participate in the marvelous things which civilization creates"-Maria Montessori
At home:
"The essence of independence is to be able to do something for one’s self. Adults work to finish a task, but the child works in order to grow, and is working to create the adult, the person that is to be. Such experience is not just play... it is work he must do in order to grow up."-Maria Montessori
At home:
“What is social life if not the solving of social problems, behaving properly and pursuing aims acceptable to all? [It is not] sitting side by side and hearing someone else talk…”
– Dr. Maria Montessori, page 225, The Absorbent Mind
At home:
"The goal of Early Childhood Education should be to activate the child's own natural desire to learn" -Maria Montessori
At home:
Resources for Parents:
At home:
- Limit Screen time and television watching, even in the background. The American Academy of Pediatrics recommends that children two and under should not be exposed to television. Television viewing may be harmful to language development, motor development (because of lack of physical exercise), nutrition (due to advertisements that promote food without nutritional value), focus/concentration (due to the fast-paced nature of the programming), social intelligence, creativity, and internal motivation. Recent research has indicated that young brains have "mirror neurons" which cause a child to "experience" actions and emotions that are witnessed. In the instance of TV viewing, a child's brain may be literally experiencing the situations and emotions conveyed (e.g., violence and aggression). When exposed, this experience is being absorbed during your child’s most vulnerable period of development. Television programs and commercials may also create a sense of envy for status and material possessions. Television may cause difficulty for your child to discern the difference between his wants and his needs.
- More research on the effects of Media use and young children can be found HERE
"The essence of independence is to be able to do something for one’s self. Adults work to finish a task, but the child works in order to grow, and is working to create the adult, the person that is to be. Such experience is not just play... it is work he must do in order to grow up."-Maria Montessori
At home:
- Honor your child's work, ability to focus on details, and growing concentration by not correcting or interrupting him. Doing otherwise creates a dependence on adults and a loss of confidence in his abilities. For instance, refrain from commenting on unmatched clothes, inside-out shirts, shoes on the wrong feet, and the like. Instead, ask if your child is comfortable and offer help if necessary.
- Provide clothing your child can easily put on/take off themselves, including shoes. Avoid complicated buttons, zippers, and ties on your child's clothes that they cannot manage themselves. Practice putting on socks, shoes, and other garments at home.
- Have your child share in the household work. This may include activities such as washing dishes, cooking, dusting, sweeping the floor, folding clothes, and watering plants. Showing your child how 'to participate as a productive member of the family and community sends an: important message about his value and the importance of his contributions. Make sure cleaning supplies are non-toxic (e.g., vinegar and water for washing windows).
- Use child sized furniture and items whenever possible around your house, including brooms, mops, dust pans, whisk brooms, watering cans, buckets, sponges, and towels. In the kitchen make available a cutting board, knife (use only under adult supervision), colander, vegetable peeler, mini grater, juicer, etc.
- Have a designated place for everything used by the child and teach your child to return items when his tasks are completed. Remember, external order promotes internal order. Have small baskets and trays to display toys, tools, and work with just a few small items per basket. Simplify and store extra toys in the closet to be rotated every two weeks.
“What is social life if not the solving of social problems, behaving properly and pursuing aims acceptable to all? [It is not] sitting side by side and hearing someone else talk…”
– Dr. Maria Montessori, page 225, The Absorbent Mind
At home:
- Provide unconditional love and avoid rewards and punishments. Your child’s self-esteem will benefit from your expressions of gratitude and appreciation for this productive behavior, activities, and work (e.g., saying thank you for setting the table or waiting patiently). Your child will also learn from comments about the natural consequences of his actions (i.e., things that happen without parental intervention such as "If you throw your food on the floor, you may not have anything left on the plate that you like to eat."). Be careful not to talk to others in his presence as though he is not there. Furthermore, allow your child to answer the questions that are presented to him by others as well as questions concerning your child that are asked in his presence (assuming they address matters that he is able to answer). Believe in your child's own process
- Continue to provide limits and structure for your child. As previously noted a child must experience clear, consistent and appropriate expectations, guidelines, feedback, and enforcement/ follow-through in order to feel secure. Be sure to present the child with advanced warnings regarding changes that may lead to acts of parental enforcement. When not adhering to established limits, a child should be given limited choices regarding how to proceed, and you should take a firm but kind stance in the enforcement procedure. For example, if you are dropping off your four year old son at school, be consistent in how you approach the drop off process. You may want to give a warning that you will soon be at school so that he can prepare himself for the transition. When you arrive, let him know that it is time to leave the car and go to class. If he does not comply with the routine, give him a choice - he can get out of the car on his own or with assistance. If you or another adult help him please try to be patient and gentle. At school, talk to your child about the issue and have him think of solutions for the future. Expect your child to test the limits and try not to take it personally. As your child develops, have the rules and limits reflect these changes.
- Treat errors kindly. Mistakes and accidents are usually signs that your child is practicing new skills or testing his limits. Being understanding towards their errors encourages a child to keep trying.
"The goal of Early Childhood Education should be to activate the child's own natural desire to learn" -Maria Montessori
At home:
- Be a model of courtesy, acceptance, and kindness towards others. Participate in community service projects particularly when children can be involved. Teach your child about other cultures by introducing him to other countries through books, products, cooking, literature, people, celebrations, and rituals. For example, pick one country and study the culture, the people, and the societal norms for a week or more. Interest and knowledge about another country and culture will foster acceptance, peace, and harmony in regard to cultural and ethnic differences.
- Support your child's classroom experience by volunteering at the school, communicating with the teacher, and attending parent education nights. These efforts will model for your child the value of education and community involvement.
- Have an area for developing large motor skills. You may want to consider the following: obstacle courses, balance beams, tricycles, scooters, small trampolines with handles, etc.
- Dedicate an area to music. Your child will love to make his own music and listen and dance. It would be best if the music player was operable by your child.
- Do not explain things in too much detail. Your child is in the sensorial period of learning so his learning is optimized by hands on experiences.
Resources for Parents: