I love reading research related to Montessori. I either learn something new or my mind goes off in interesting and unique directions- especially when there is a fantastic title involved.
Jacqueline M. Cossentino wrote "Big Work: Goodness, Vocation, and Engagement in the Montessori Method" Copyright 2006 The Ontario Instutue for Studies in Education of the University of Toronto. Curriculum Inquiry 36:1 (forgive me- full citation is not on printed copy.)
This is a great narrative piece where a formal educator, researcher and the parent of a young child attending a Montessori school examines the concept of "work" in a Montessori classroom as opposed to the traditional concept of "play" for young children. It takes the alien concept of "work" at the preschool level and explains both it's beauty and value. "Work and play are framed as either/or endeavors. Work is associated not with 'desire' but with 'productivity' and 'employments.' Play, by contrast, is 'the purest, most spirtual activity of man at this stage (childhood.)' (Froebel, 1892)" {all uncited quotes are direct from the article} This is attitude toward play is still very common of parents today. Children should PLAY...
Maria Montessori felt that the work of the child is to develop into an adult. This work is done through freely chosen activities involving real and meaningful tasks that allows for deep concentration on the part of the child.
Cossentino wanted to know what "work" means in the context of the Montessori classroom. Through the process of observation she recorded instances of dialogue where "work" was referred to. This included-
the beginning of the "work cycle"
parent visits for "cooking work"
trays of "work" for the children to use
sensorial "work", math ""work, geography "work"
"work"space, "work" rugs, the symbolic unrolling of rugs to signal the beginning of "work."
reminders to "find work now" or a gentle question, "are you choosing challenging work?"
Older children may remind younger ones, "someone may step on your work there."
"Work" is what is done in the Montessori classroom, and there are rituals to respect and not interrupt a child's work. As two elementary students clarified for Cossentino, "Play is when you get hot and tired outside; work is when you don't get tired," and "When you play, you get rid of energy. When you work, you keep your energy."
What a beautiful way to explain to parents why a child might not want a "Play-based" preschool...
Wednesday, June 23, 2010
Tuesday, June 8, 2010
Themes and Dual Curriculum in Montessori
Introductory note: I'm writing here to organize my thoughts. I'm going to post this on two different Montessori groups. One is an administration group. The thoughts have existed for sometime, but are taking a new form in light of a job interview, rereading of Maria Montessori's writings and the conflict with AMI and AMS.
In educational theory there are some commonly used terms. "Theme" and "Integrated Thematic Unit." A theme is a unifying element. An "integrated thematic unit" is a learning theory that is designed to integrate lessons across curriculum areas through the use of one theme.
Maria Montessori when observing children designed her classroom materials to be an integrated form of learning. One material will lead to and support another. The materials themselves are interconnected. This is true at the primary and the elementary levels.
A monthly "theme" is very common in Montessori preschools at the primary level. "Themes" are very common in other educational preschools. Examples of themes include - Dinosaurs, transportation, Spring, Volcanoes, Life Cycle of the Butterfly. Although well intentioned, themes interfere with a Montessori based education. When adults choose what children should learn, then the freedom of the child to grow and learn is hindered. In order, for these themed topics to be taught in a way that is consistent with Montessori philosophy, the classroom materials have to be designed for the children to use them independently and in a manner that is self-correcting. This is possible, but often isn't done correctly and requires a great deal of extra effort on the part of the teachers. Worksheets from Enchanted Learning for the children to color aren't Montessori and don't truly build their learning- only their fine motor skills.
From an administrative point of view, many schools feel that they must show their "curriculum" in terms of themes so that parents understand what is being "taught." I'm still trying to understand why, because it shows that the school is willing to accept that parents know best and cater to their desires.
In educational theory there are some commonly used terms. "Theme" and "Integrated Thematic Unit." A theme is a unifying element. An "integrated thematic unit" is a learning theory that is designed to integrate lessons across curriculum areas through the use of one theme.
Maria Montessori when observing children designed her classroom materials to be an integrated form of learning. One material will lead to and support another. The materials themselves are interconnected. This is true at the primary and the elementary levels.
A monthly "theme" is very common in Montessori preschools at the primary level. "Themes" are very common in other educational preschools. Examples of themes include - Dinosaurs, transportation, Spring, Volcanoes, Life Cycle of the Butterfly. Although well intentioned, themes interfere with a Montessori based education. When adults choose what children should learn, then the freedom of the child to grow and learn is hindered. In order, for these themed topics to be taught in a way that is consistent with Montessori philosophy, the classroom materials have to be designed for the children to use them independently and in a manner that is self-correcting. This is possible, but often isn't done correctly and requires a great deal of extra effort on the part of the teachers. Worksheets from Enchanted Learning for the children to color aren't Montessori and don't truly build their learning- only their fine motor skills.
From an administrative point of view, many schools feel that they must show their "curriculum" in terms of themes so that parents understand what is being "taught." I'm still trying to understand why, because it shows that the school is willing to accept that parents know best and cater to their desires.
Wednesday, June 2, 2010
3 - Part Cards
I started a forum thread on Montessori_Online about three part cards. My own reflections are that the children don't truly use them very often except in unique situations. I want to read what Maria Montessori actually wrote or the history of when they were developed.
"I've been thinking recently about a book that I've been reading which talks
about creative thinking and right brain thinking. In my mind, the 3-part
cards are one of the dullest areas of the curriculum. Yes, the children
will use them, but I don't see them drawn to them as much as other things.
In our print rich world, and the age of computers, scrapbooking, page
layouts etc, part of me wonders if there isn't a better way.
The real question is can anyone point me to Maria Montessori's writings on three-part cards? I want to read what she actually wrote/said and why they were designed that way in the first place."
Miri knew exactly where Maria Montessori spoke of the cards.
In "The Discovery of the Child" Maria Montessori talks about promoting early reading in children, assisting them in their "insatiable desire for reading". She describes the Exercise with Classified Cards (pages 232-236), as"simple reading game" that "aims at arousing an interest in written word". It consists "in preparing a series of objects and a corresponding numbers of cards on which are written the names of the objects. After a child has read a card he places it near its corresponding object... When a child recognizes the name of a present object, he is as pleased as if he had discovered a secret; and he enjoys placing the card near the object and thus satisfying and rounding out his intimate activity. By now his inner drive has been aroused, interest enkindled, and a connection between the source of the life and the mastering of externals established".
Then she mentions the "reversing the purpose of the above exercise. Objects that are educationally important and assembled and marked by cards giving their respective names. Whereas in the first exercise the objects were know and the difficulties of learning were connected with words, here a child starts with a sufficient knowledge of the words to teach him the names of the objects which are grouped together for some educational purpose. In a developed form, this exercise has been extended to teaching the names of various materials used in our schools, for example, those of goods, fastenings, polygons and so forth. Finally, it has been applied to models of plants and animals. Scientific terms indicating their relative classifications are written on separate cards, and these must than be placed on the objects when they are recognized.
These last exercises, however, lead us down a different road from that which is of present interest, namely, learning how to read. They rather resemble the practice of botanists and gardeners who give the Latin names of various plants on tags which they attach to them"
Aleta mentioned how in her school they make books out of them and Cathie talked of the different levels that they can be used. (Picture matching, word discrimination, beginning reading, reading) Sharon mentioned how they shouldn't be dull. I think that she's right of course. That's what started my line of thinking, but teachers make 3-part cards for everything! There must be some discretion in how they are done.
When it comes to labeling the environment, I'm thinking of a set of three part cards that match the environment and the Montessori materials.
"I've been thinking recently about a book that I've been reading which talks
about creative thinking and right brain thinking. In my mind, the 3-part
cards are one of the dullest areas of the curriculum. Yes, the children
will use them, but I don't see them drawn to them as much as other things.
In our print rich world, and the age of computers, scrapbooking, page
layouts etc, part of me wonders if there isn't a better way.
The real question is can anyone point me to Maria Montessori's writings on three-part cards? I want to read what she actually wrote/said and why they were designed that way in the first place."
Miri knew exactly where Maria Montessori spoke of the cards.
In "The Discovery of the Child" Maria Montessori talks about promoting early reading in children, assisting them in their "insatiable desire for reading". She describes the Exercise with Classified Cards (pages 232-236), as"simple reading game" that "aims at arousing an interest in written word". It consists "in preparing a series of objects and a corresponding numbers of cards on which are written the names of the objects. After a child has read a card he places it near its corresponding object... When a child recognizes the name of a present object, he is as pleased as if he had discovered a secret; and he enjoys placing the card near the object and thus satisfying and rounding out his intimate activity. By now his inner drive has been aroused, interest enkindled, and a connection between the source of the life and the mastering of externals established".
Then she mentions the "reversing the purpose of the above exercise. Objects that are educationally important and assembled and marked by cards giving their respective names. Whereas in the first exercise the objects were know and the difficulties of learning were connected with words, here a child starts with a sufficient knowledge of the words to teach him the names of the objects which are grouped together for some educational purpose. In a developed form, this exercise has been extended to teaching the names of various materials used in our schools, for example, those of goods, fastenings, polygons and so forth. Finally, it has been applied to models of plants and animals. Scientific terms indicating their relative classifications are written on separate cards, and these must than be placed on the objects when they are recognized.
These last exercises, however, lead us down a different road from that which is of present interest, namely, learning how to read. They rather resemble the practice of botanists and gardeners who give the Latin names of various plants on tags which they attach to them"
Aleta mentioned how in her school they make books out of them and Cathie talked of the different levels that they can be used. (Picture matching, word discrimination, beginning reading, reading) Sharon mentioned how they shouldn't be dull. I think that she's right of course. That's what started my line of thinking, but teachers make 3-part cards for everything! There must be some discretion in how they are done.
When it comes to labeling the environment, I'm thinking of a set of three part cards that match the environment and the Montessori materials.
Tuesday, June 1, 2010
Reflections on exploration from 2007
There are two different schools of thought regarding the proper use of materials in a Montessori Environment.
One is that materials should be used only after the child is presented with a lesson, and used in an appropriate manner only. Lessons are presented only when a child is developmental ready to successfully work with a material. The other is that a child is allowed to explore materials freely. The teacher presents individual lessons to the level of the child that bring the material down to the level of the child. In this environment, the child never feels thwarted from a material. An example would be a child that chooses the hundred board before true recognition of numbers alone, is presented with a lesson about counting or number recognition because he/she choose the material. {I'm not sure what AMS official position on this practice is, but I know the concept of exploration exists in AMS training centers.}
If a child spends more time exploring the pink cubes or brown prisms and working with them, they are developing a deeper understanding of the materials and a greater sensory perception. They are allowed to repeat and self correct their own usage. They can learn which sizes can be stacked or built on top of others and which formations are unstable. If they are trying to follow pattern cards, they are building visual perception skills, and eye hand coordination. If they are limited to only the patterns that we present, then we are limiting their ability to construct and explore fully.
If the goal of the metal insets is to work on fine motor control and they are exploring the material with fine and controlled lines, and repeating, then why should we stop them because they are not following a prescribed pattern? For example - they traced the square, but then continued to make a house. Isn't this an expansion into creativity? If a child is taking the oval, making an Easter Egg with several different patterns, cutting it out and gluing it to another piece of paper, they are exploring their own creativity, extending the use of the material, and extending their own skills. Why should we stop them? If they are at the stage of combining skills, we should not limit them to just one.
However, the freedom to explore materials should not extend to the use of materials becoming merely imaginative props or toys. When a child takes the pink cubes and brown prisms and builds a fence to surround them there is neither proper exploration or proper use of materials. The child is no longer learning anything appropriately.
One is that materials should be used only after the child is presented with a lesson, and used in an appropriate manner only. Lessons are presented only when a child is developmental ready to successfully work with a material. The other is that a child is allowed to explore materials freely. The teacher presents individual lessons to the level of the child that bring the material down to the level of the child. In this environment, the child never feels thwarted from a material. An example would be a child that chooses the hundred board before true recognition of numbers alone, is presented with a lesson about counting or number recognition because he/she choose the material. {I'm not sure what AMS official position on this practice is, but I know the concept of exploration exists in AMS training centers.}
If a child spends more time exploring the pink cubes or brown prisms and working with them, they are developing a deeper understanding of the materials and a greater sensory perception. They are allowed to repeat and self correct their own usage. They can learn which sizes can be stacked or built on top of others and which formations are unstable. If they are trying to follow pattern cards, they are building visual perception skills, and eye hand coordination. If they are limited to only the patterns that we present, then we are limiting their ability to construct and explore fully.
If the goal of the metal insets is to work on fine motor control and they are exploring the material with fine and controlled lines, and repeating, then why should we stop them because they are not following a prescribed pattern? For example - they traced the square, but then continued to make a house. Isn't this an expansion into creativity? If a child is taking the oval, making an Easter Egg with several different patterns, cutting it out and gluing it to another piece of paper, they are exploring their own creativity, extending the use of the material, and extending their own skills. Why should we stop them? If they are at the stage of combining skills, we should not limit them to just one.
However, the freedom to explore materials should not extend to the use of materials becoming merely imaginative props or toys. When a child takes the pink cubes and brown prisms and builds a fence to surround them there is neither proper exploration or proper use of materials. The child is no longer learning anything appropriately.
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