More reflections from the Handbook

Sensorial, Language and Math

Dr. Montessori was first and foremost a scientist prior to an educator. Her system of education was built systematically based on observation and experiment. The priority for the education of the senses includes:

"1. Recognition of identities (the pairing of similar objects and the insertion of solid forms into places which fit them.)

2. Recognition of contrasts (the presentation of the extremes of a series of a series of objects.

3. Discrimination between objects very similar to another." (Montessori Handbook, p. 109)

She made a distinct point in the Montessori Handbook that the nomenclature in the sensorial material comes only after the child has had the opportunity for use. "In every exercise, when the child has recognized the differences between the qualities of the objects, the teacher fixes the idea of this quality with a word." (Montessori Handbook, p. 124) AFTER the child has explored the pink cubes, you introduce the language "large" and "small" and only these two words. There is a very distinct emphasis on vocabulary. {"Large/small" – all proportions, "thick/thin" – cross section (brown prism), "long/short" – length only (red rods), "tall/short" – height (cylinders), "wide/narrow" – diameter(cylinders), "dark/light" "darkest/lightest (color tablet) } The child develops a very specific vocabulary which allows him to make observations, classifications, discriminations, categorize and order his thoughts and impressions. She specifically mentioned the Prepared Environment as necessary for helping the child develop this vocabulary.

Given the enriched environment that many children come from, many of these children already know some understanding of these terms. It may be one of those areas that misconceptions have formed. It's also an area that some children demonstrate a far more elaborate understanding and are exploring the subtleties of both language and properties that are NOT the extremes.

The foundation and preparation for mathematics come from adequate use of the sensorial materials, including the development of a distinctive vocabulary. Ordering, classification, sorting and matching are early prenumeration skills. (See specific post on Knobless Cylinders and Bee Pape- draft)

Physical control

So often we teach children to carry no more than one item at a time. "For instance, when they carry three or four tumblers at a time…" (Montessori Handbook, p. 136) It seems that this desire came from teachers working to control the children in their classroom and ensure success. Dr. Montessori encouraged the children to carry what they successfully could because they knew they were responsible for success. Recently I worked at a school where there was a child that was tremendously uncoordinated. He would only carry one dish, but he's the one that always broke it. He always felt bad, and he always wanted to clean up. Those children that choose to carry more understood their abilities.

Silence

A note on Silence.. It is only with the consent of a group that silence can be achieved. If even one child is incapable of holding themselves still, it will disturb the silence. The implication behind this is that you must initially introduce silence effectively with a very small group and then ask others to join. It may also be a place where peacemaking activities, yoga, and the candle can come into play. The children in our lives are so unused to silence. Even many adults are uncomfortable with silence.