Inviting Montessori Theory
Inviting Montessori Theory
The Components
Montessori education and experiences are framed by opportunities for independence, choice supported by freedom within limits, promotion of participation in the experiences within the environment, and available activities presented based upon the child’s needs and interests. With these components in place, each child is able to have a unique experience shaped around their individual needs; despite their presence in a classroom or family environment where other people have other wants and needs. The experience promotes joy and provides windows for power that lead to stronger relationships with adults and others.
15 Anticipated Outcomes for Children Involved in Montessori Programs and Experiences:
Problem solver
Critical thinker
Self-reliant
Confident
Independent
Caring
Empathetic
Authentic
Love of learning
Curiosity about the world
Joyful
Leader
Team player
Collaborative
Intrinsically motivated
Wondering how do Montessori programs and experiences promote these potential outcomes? Read on!
1 Problem solver: Children are given the tools needed to identify potential solutions for a problem through offering choices to resolve the issue. In time, the child identifies their own potential solutions and selects suitable options to work through the issue and resolve with little help or independently.
2 Critical thinker: It is through the problem-solving process that children exercise and develop skills related to thinking critically. Children may also use these skills to negotiate situations where they need to work together, take turns, or identify how to help someone else.
3 Self-reliant: Through practicing predictable and repetitious actions or routines, problem solving opportunities, and developing a level of comfort with themselves and towards other people (by way of confidence); children display their abilities to complete tasks independently.
4 Confident: When a child is given “appropriate” power, they take pride in their decisions and often take more responsibility for their actions. They have positive experiences and develop positive feelings surrounding their growth and capabilities.
5 Independent: Through opportunities presented, children develop abilities, become curious, ask questions, and develop their sense of self, develop interests, and refine their abilities.
6 Caring: Children are provided with lessons and opportunities to care for themselves, others, and their environment. These situations are modeled by the adults in the room and children are invited to take a turn for themselves. Many times, children will practice the lessons provided without much, if any encouragement from the adults in the space.
7 Empathetic: Children complete daily activities involving working through tasks for themselves, helping others, and learning to look after their environment (or their belongings within a space); even in simple ways. Children become more aware of their surroundings and develop a sense of empathy when they observe another child experiencing a challenge. They may even offer aid to help another child through their challenge; ideally unprompted by an adult.
8 Authentic: Through modeling behaviors and expectations, providing opportunities for power through appropriate choice, and countless interactions with others; the children develop a sense of self and are able to be genuinely concerned for others and mindful of their environment.
9 Love of learning: Children are given lessons based upon individual readiness and interests. These opportunities serve as a foundation for future learning. By “feeding” the needs of the child through relevant activities, they naturally develop an innate love for learning experiences because learning brings them joy.
10 Curiosity about the world: As children observe for themselves, they begin to become more aware of the world around themselves. This awareness creates a desire to know and understand more about themselves, others, and their environment(s).
11 Joyful: When a child is given time and space to learn and grow in combination with opportunities to interact with people and things that peak their interests, they display an array of emotions, usually happiness is amongst the array.
12 Leader: Adults model appropriate behavior, provide children with appropriate power through offering two acceptable choices, the child practices problem solving, and learn how to help others through the experience of being helped. These real-life examples and experiences provide for a rewarding situation that supports leadership.
13 Team Player: When a child feels the support of the people around themselves and sees others working together to accomplish tasks it is encouraging and widely accepted.
14 Collaborative: The classroom environment (and some home settings) support care of self, care of others, and care of the environment. As children see opportunities to help one another and work together to solve a problem or accomplish a goal, spontaneous situations for teamwork occur.
15 Intrinsically Motivated: Children feel a twinge of joy or success and become excited about the idea of accomplishing more and show their desire for working towards their own accomplishments because the actions involved in worked towards something brings joy.
The BIG Question
How can we promote an environment and relationships that children will support and create the development of responsible humans (just as seen in a Montessori classroom)? In my two-part article on Raising Responsible Humans (links below), I share how parents and those working with children can work towards achieving success in six commonly challenging areas, listed below.
1. Child eats all meals without complaining
2. Child willingly takes a bath and brushes teeth
3. Child goes to bed without complaining and stays in bed
4. No more whining or tantrums
5. No more fighting with their siblings
6. Always cleans up after themselves
The manner that these challenges are approached is not different than approaching any other challenge that presents itself. This DOES NOT mean that each day will be perfect and it also doesn’t mean that problems won’t exist; however, the goal is that within a situation, the undesirable behavior can be extinguished quickly and for the child to be able to rebound faster, allowing them move on and comply. We must provide children opportunities to be successful, so they can learn how to listen, think for themselves, and contribute to the family community, as they are ready and able. By contribute, I’m not talking about a financial contribution (necessarily), however, I am referring to the child’s ability to complete tasks independently, as developmentally appropriate and for opportunities to participate in family conversations. These components are so beneficial to the success of the child and their ability to: problem solve, display critical thinking skills, and develop a sense of self-reliance.
Power Struggles: Tug of War
As I shared in a previous article titled, The Struggle is Real** (link below), much of the misbehavior that children display could be rooted in a lack of power. You see, as children begin to develop a better understanding of the world around them and realize that they are one small part of a very large equation, they can then begin to “call for” some power or desire some opportunities to choose for themselves; which is wonderful! The question is, how do you embrace this newness? How do you welcome these desires with open arms and NOT perceive them as opportunities for (more) power struggles?
Here are 4 Steps:
1Listen to the child
2Determine the needs in the situation presented
3Identify two viable options to provide the child, so the child may choose either one (as both are acceptable)
4Follow up with the child on the decision (they made)
By utilizing these four steps, you are able to honor the child, their requests (as reasonable), and help them to continue developing their inner will; while furthering their understanding of the world around them and the role they play. In an effort to encourage the child to develop an INNER WILL it can be particularly helpful to…
Establish schedules
Implement expectations
Support the same (or similar) sequence of activities within the day
Encourage participation in determining changes within a space and assisting with the creation of environment(s), when possible
Identify consequences that are directly related to the situations that present themselves
Yes, these are children, however, they understand so much and NOW is the time to help them establish strong foundations. What do you need to know? You have to stay disciplined and reduce or eliminate “wavering”. At times it will feel challenging, but consistency will lead the way. Imagine inspiring change in your home and achieving desirable results by positively shifting your child’s internal monologues! Let’s get started!!
*https://www.homedayhero.com/blog-1/2019/11/8/raising-responsible-humans-part-1 and https://www.homedayhero.com/blog-1/2019/11/15/part-2-raising-responsible-humans
**https://www.homedayhero.com/blog-1/2019/12/21/the-struggle-is-real
Ready to implement some of these ideas at home? Stacey can help: info@homedayhero.com