Montessori

So, many of you know how devoted I am to Rudolph Steiner and his philosophy on child development...Waldorf, Waldorf, Waldorf! However, you may not remember (or know) that I was also initially interested in the Montessori Method. Recently, while cleaning out a box of educational resources, I came upon a notebook in which I had written many, many notes on various types of preschool/early childhood approaches. I'd like to record them here and pitch (or pass on) the notes.

Montessori Toys:

• matreshka dolls
• color paddles
• jacks
• pick up sticks
• chinese checkers
• cylinder blocks
• sorting tray and shells
• hammer board
• lacing board
• The Farm
• rubber band car
• catapult ball tilt
• sound tubes
• temperature bottles
• sound track listening game
• swedish angel chimes
• 8 cooperative games

Three Main areas of "Practical Life" activities:

1. Care of the environment-

cleaning, sweeping, washing clothes, gardening, etc.

2. Care of the person-

dressing, brushing teeth, cooking, setting the table, etc.

3. Grace and courtesy-

walking carefully, carrying things, moving gracefully, offering food, saying "please and thank you" and so on.

Maria Montessori believed that "school time" (for the preschooler) should be no more than 1 1/2 -2 hrs. and should be at the same time each day.

Children should have child-sized chair and table with tablecloth, child-sized cleaning equipment.

Chores for preschool aged children:

-empty the wastebaskets

-cleaning their room

-putting away groceries

• Busy Board or dressing frame

You will need an old shirt front with buttons on one side and holes on the other. Cut the shirt front to the size of a board and staple on.

Present to child in buttoned up state

Take it apart slowly while child watches, then reassemble slowly.

Let child count the buttons, feel the fabric and then attempt to button the shirt on their own.

• Pouring Rice

You will need a tablecloth, small tray holding a small glass and a small pitcher(or a one cup plastic measuring cup) which is half filled with rice.

Point out the various objects and name them.

Grasp pitcher handle with first two fingers and thumb.

Grasp glass with other hand.

Pour from pitcher to glass.

Repeat until performed "perfectly".

• Dusting

You will need a duster (feather or fleece mitt), wastebasket and dusty table

Notice dust on the table.

Brush away from the body with the duster working from the near to the far side.

Dust table legs and sides as well as top.

Pick up anything that interferes and dust under them, not around.

Put everything back in order.

Shake duster into wastecan. (or take fleece mitt to washer)

Purpose: To learn that dust, which gathers daily, must be eliminated...and to learn neatness and responsibility of keeping things neat and clean. Control of error: If not done properly, some dust will remain.

• Folding a Napkin

You will need a square napkin.

Lay napkin flat on table.

Bring sides together.

To make an oblong, fold once again. To make a triangle, place diagonal corners together.

Flatten crease with hand.

As you make folds, mention to your child the names of the shapes you are forming.

• Setting A table

You will need a table, silverware, placemats and napkins.

Place mats on table.

Arrange silverware, explaining where each piece goes.

The first few times work with just the knife and fork.

Then add the spoon and napkin.

Add other things as child becomes adept at the basics (ex. salt &pepper, plates, cups, flowers, etc.)

• Bottles & Tops

You will need 4-6 bottles or jars of different sizes with tops.

Place on table in front of child.

Slowly and silently unscrew tops and then replace them.

First do them in order then mix tops and let child do the same.

• Sewing

use wool or burlap and wool or cotton thread and allow child to use a running stitch to sew along an outlined shape.

Sew large buttons on fabric.

Show how to thread a needle and knot thread.

The Three-Period lesson

First Period: Recognition of identity make the association between the object being shown and it's name. "This is ___________." Repeat until you feel the child understands.

Second Period: Recognition of contrasts to assure the child understands, say "Give me the ________________."

Third Period: Discrimination between similar objects. See if child remembers the name himself. point to the various objects saying, "Which one is this?" He should be able to say the name correctly. If not, help him. Repeat until he's able to do it.