Total Impressions

Looking at education from the viewpoint of taking in total impressions, aids the adult in understanding the need for opportunities for rest to calm the conscious mind.

Over-stimulation can urge the brain to too much activity, preventing the unconscious mind from doing its work; the subconscious then closes all the doors, making learning extremely difficult. 

The child needs to return to simpler work after a period of intense activity and learning, or will require a short nap or area of quiet, in order to calm the mind overall and to fully absorb into the unconscious mind all that was just experienced.

Montessori IS...

Before we start, let's consider that all of the below could be "included" to a small and APPROPRIATE degree within a Montessori environment. And the Montessori approach is set to meet the needs of the individuals living IN that environment/community.

And let's move towards accuracy of our terms.


Montessori is NOT:


Montessori is not letter of the week. P is for pumpkin. Have a seasonal focus such as a focus on pumpkins and other fall produce - via practical life in drying pumpkins/gourds, decorating them, carving them, preparing snacks with their insides, etc. These are GREAT. Swap out some language experiences, especially in describing sensorial experiences with these autumn objects (taste, smell, visual, texture - lots of sensorial real life experience, lots of language, lots of practical life, even some math if you want to introduce basic graphing (how many seeds in each pumpkin/gourd), measuring using language such as height, length, width, girth, perimeter ---- AWESOME options here! All that expand on the keys provided. We call this "real life experience" ;)

Just remember that 1) pumpkin is phonetic and 2) whether phonetic or not, play the SOUND GAME with it ;)
Pumpkin is also for p, uh, m, another p, ck, ih, n
What are ALL the sounds you hear in the word pumpkin? What other words do we know with "uh" in the middle? with "n" at the end? Any words that rhyme with pumpkin?
(this leads into not focusing on CVC words (consonant-vowel-consonant) - but providing experiences exploring ALL of language --- another topic, for another day)

Montessori is not "work on trays". We do have some work on trays.

Montessori is also not "work on mats" though this practice is more prevalent than trays ;)

Montessori is not worksheets, however cute. In homeschools, we find these slip in from time to time.

Montessori is not hands-on learning. Well, it IS hands-on learning, but just because it is a hands-on activity doesn't mean it is actually Montessori or even Montessori inspired. Some hands-on activities available via internet and dubbed as Montessori are still adult-directed, not developmentally needed activities.

Montessori is NOT free-for-all - only do what the child wants to do and absolutely nothing else. The adult sets the environment; the child constructs himself from it. The adult is a guide for the child through that environment, and the adult carefully observes the child, has conversations with him, and gets to know each child very well so as to know what is the next appropriate step for the child, then present new material as such. The adult should also be presenting some new material at varying times regardless of interest, so as to expand the children's horizons, provide additional work choices, ignite potential interest either in the moment or down the road, the child will know there is a suitable work choice already available to him when he is ready.

Montessori is not unit studies. The teacher/adult/parent might have some seasonal experiences for the children, and there may be some rotation of a very few materials. Within a homeschool setting, there can be unit studies of course; just know that these are part of your home experience. It is a slippery slope to have "Montessori units" because it becomes adult led and directed, and not keys-based, interest/need-driven. Unit studies centered around a family interest and planned/modified as a group are GREAT. Thus, they have a place, but are let's call it "outcomes" based on interests/needs/keys, not what we go into Montessori with.



Montessori IS:

Montessori IS real life experiences in the context of real life, with some time spent each day focusing on specific keys to the world (below age 6) or keys to the universe (above age 6) - height, weight, numbers, specific practical life skills. Each of these experiences and skill-keys are developmental in that the child takes these experiences and these keys and constructs (develops) himself with them. We follow the child in his developmental needs and his personal interests, sometimes providing something he needs but doesn't know that he needs, through a new presentation, a conversation, a real life experience.

Montessori Theory - 2

Thoughts shared with me via e-mail and other modes of communication:

• It is required for trainees (to build this album) who are already fully dedicated to Montessori, in a course of study, working at Montessori schools. If it is important for THEM to have it, then it is important for US (homeschoolers, assistants, others who are wanting to do Montessori without access to a full training). 
• Dr. Montessori herself did not depend on her own books alone when doing her courses; and her courses were not just "here is how to present the materials". The trainees still receive a LOT of what we today call "theory." So if she didn't depend on her own books for providing enough theory (and application of that theory), we shouldn't either!
• A theory album pulls various writings together under one heading, so that all the writings (and oral traditions) on a particular topic can be seen together in one place instead of scattered across several books. 

Any other thoughts - yay or nay?

Why would the theory album be not so helpful to someone? That is my main question - I truly want to understand.

doing a puzzle without a frame
(tessellations, that is the point; Montessori details without the "big picture" - not so much)

Montessori Theory

doing a puzzle without a frame
(tessellations, that is the point;
Montessori details without the "big picture" - not so much)

When a person selects to attend a full-force Montessori training, they have a list of required readings. See this Montessori Nugget for a sampling of the required reading lists throughout AMI training centers in the United States.


And yet, every one of those training centers still require a theory album - to be created BY the trainee and submitted for review. Because the readings themselves don't yet bring it to a practical level of the day-to-day application of the method.

Yet there continues to be a resistance to accepting the importance (the crucial-ness) of theory album - at both primary and elementary levels. I would love to hear WHY this is the case :) Please comment if you have some input! Please share positive experiences, negative experiences, why you might not really "care" about having "another" theory source if you have/read all the books; or why you think some people might still be opposed to theory albums.


For further information:

• Please see this Montessori Nugget on the importance of theory albums.
• See this Montessori Nugget for the typical table of contents for primary Montessori albums and for elementary Montessori albums. 

Theory - Table of Contents

Theory Album Tables of Contents: 

doing a puzzle without a frame
(tessellations, that is the point;
Montessori details without the "big picture"
 - not so much)

Primary:

• Education as an Aid to Life
• History of the Method
• Human Needs and Tendencies
• Four Planes of Development
• The Absorbent Mind
• Sensitive Periods
• The Prepared Environment
• Development of Movement
• Development of Language
• Observation
• Normalization and Deviations
• Preparation of the Adult
• Independence
• Freedom and Discipline
• Three Levels of Obedience
• Social Development
• Errors and Corrections

Elementary:

• Construction of the Human Being and the Human Tendencies
• An Overview of the Four Planes of Development
• The First Plane of Development:  The Child from Birth to Three Years of Age (The First Subplane)
•  The First Plane of Development:  The Child from Three to Six Years of Age (The Second Subplane)
•  The Second Plane of Development:  The Child from Six to Twelve Years
• The Third Plane of Development:  The Young Person from Twelve to Eighteen Years
• Cosmic Education
• Imagination
• The “Great Lessons” and the Key Lessons
• “Going Out”
• Practicalities of “Going Out”
• The Upper Elementary Class (Nine to Twelve Years), adapted from a lecture by Miss Margaret Stephenson
• Freedom and Responsibility
• Recordkeeping
• Parent Education
• Running an Elementary Class
• Planning the First Three Days 

Theory and Background Albums - Are they necessary?

Is theory really necessary???

YES!!!!!!

Why!? It's more money and more time reading - I've read all the Montessori books.... 

But those Montessori books aren't going to answer all your questions. The Theory papers (link goes to the elementary theory album - primary is also available on that same site) put all the information into particular headings, and provide modern-day insights that are not only useful, but absolutely necessary to "get" Montessori. Most of the "how" questions are answered in theory - as well as the environmental, and the why questions, and the overview for each area and how each area fits with the others.... 

doing a puzzle without a frame
(tessellations, that is the point;
Montessori details without the "big picture"
- not so much)

You can just pick up a language album and begin presenting - but how much more efficacious for you and your family if you also have all the theory, not just for language but for the big picture? Now you'll understand all that much better what modifications are good and which might not be so beneficial. You'll understand your child's current plane of development and how to meet it.

You'll understand how a Montessori classroom works without ever touching an "official" Montessori material.

You'll understand how to "Montessorize" subjects from non-Montessori sources (ie when you don't have a choice; or the Montessori option is unattainable for you at this time).

If you don't have the theory, you're missing out on the fullness of cosmic education - something that can be done without one single Montessori material; but cannot be done unless you know about it :)

And if you do have the theory and NO OTHER ALBUMS, you'll have the environment and the atmosphere down.


Keys of the World has theory for primary and elementary
(different links from above - same theory albums)

Please respond in comments with other theory albums that are available at other places.

Montessori: Keys Approach to Life - 2

In Montessori elementary, we have work contracts (or work charts or work agreements or other names can be used). The concepts used for them, can be adapted to primary, and can readily be applied to the entire life of the family. Montessori didn't set out to establish an educational system; she observed, and found a way of life.

• You provide the keys (given in Montessori albums); 
• you provide your own requirements (local educational requirements, family culture requirements); 
• and you provide the child time to explore those ideas as well as his own ideas generated by them.

Did I just say "requirements" ???? YES! The children should have requirements (responsibility) balanced with personal choice/interest (freedom). Life is full of requirements, and we need to know how to work with our personal time too. So we start young and provide the children with (drum roll please) *REAL LIFE*.

SO. If you present the keys to mathematics, the child has LOTS of time to explore mathematical concepts, principles and history beyond the "requirements". Do they need more practice with their facts? then put in their weekly work contract that they will be working with the facts. As long as the child is showing responsibility, they have freedom of choice within the limitations you set (perhaps they have a choice about HOW to practice those facts). Not capable of the amount of freedom they have? Cut back to where they can have success; then give more freedom as responsibility is proven.

So.... can a workbook or textbook be used? Yes. But in *balance*. In the ordinary way of things within a Montessori classroom, textbooks are used as resources - not as the teaching manual or the set of requirements or even the main tool. But textbooks can be used as a tool; grammar books are specifically mentioned in the language album for elementary (mostly upper elementary) - we say "Let's see what this grammarian has to say on (a particular matter)". Workbooks are generally frowned upon, but that is fodder for another Nugget ;)

Caveat with textbooks: they are usually not primary sources. Get the children using primary sources as much as possible, but sometimes the children will be studying how different people interpret the same event or concept - therefore, textbooks make sense.

Or sometimes there is just no Montessori material available for something that a particular textbook or program covers very, very well (learning particular languages comes to mind - especially ancient ones). Combine the textbook with lots of real experiences and outings.


But remember: focus on the keys for what you the adult teach to the child.


Give them the tools they need to explore and have their own projects.

And if you have a requirement for their projects, then place it. It's ok! It's called living up to responsibility for fulfilling the local educational requirements (even when those local educational requirements come from mom and dad!). They should have lots and lots of time and opportunity for their work, such that the outside requirements can reasonably be met as a small part of their work cycle.



Then let them explore!

Montessori: The Keys Approach to Life - 1

Do not think of Montessori as a curriculum.

Think of it as a set of keys.

You present a key to the child - this key unlocks a door, a treasure box, a suitcase full of travel gear, so much more!

By presenting these keys to the primary child, you are giving them the world - to explore, to understand, to be part of, to be a steward over.

By presenting the keys to the elementary child, you are giving them the universe - all history and future and present, all people, places, things and ideas. And above all: you are giving them *time*.

Sensitive Periods - 2nd and 3rd Planes of Development

We refer to sensitive periods as psychological characteristics more-so than sensitive periods in the 2^nd and 3^rd planes. 

The second plane child 

• is in the age of imagination; 
• he has less need for concrete materials in his activity. 
• He develops a herd instinct, desiring social life with others of similar development 
• and he develops a sense of morality, seeking out what is right and wrong, working out the definition of fair play. 

The third plane child is concerned with ethics and finding his place in the world.

Observation - Remaining Observations of Particular Note

Other observations of interesting note:

§         writing precedes reading

§         importance of the prepared environment and prepared adult

§         mathematical mind in the first plane and in all planes

§         power of collaboration amongst the children

§         Cycle of work and false fatigue

§         need for a 5 day a week program of activity (children prefer consistency)

§         need for the fulfillment of basic human tendencies

Sensitive Periods - Positve and Negative Manifestations

When recognized and responded to appropriately, there are several positive manifestations of the sensitive periods, However, when sensitive periods are ignored or not otherwise fulfilled, this need of the child becomes like a hunger.

Positive:

• deep concentration on the part of the child, as is usually first seen when a very young infant focuses for so long on human speech.
• tremendous activity and repetition of specific activities, particularly work with his hands.
• The child demonstrates great joy and he will reach a perfect acquisition of the skill he is working on.

            “Such then are the positive proofs of a child’s creative sensibilities, but there are also other, much more obvious, but negative proofs, of it. These become manifest when some obstacle impedes a child’s inner functioning. A sensitive period can then reveal itself in the child’s violent reaction.”   Maria Montessori. The Secret of Childhood. 1966. 44. The “some obstacle” to which Montessori refers can be an inappropriate environment or an adult not understanding the child’s particular needs of the moment, or an interruption from a developing state of concentration.

Negative:

• The seeming naughtiness is actually an inner disturbance and unsatisfied need, of which the child cannot yet verbally or authoritatively express.
• Tantrums, or naughtiness, are frustration, negative behavior, aggression or apathy.

The child’s energy, when interfered with or not given proper direction, is diverted into a negative direction, off the normal path of development. The cure for this deviation is purposeful work or activity associated with the sensitive period at hand, within an environment which allows for development of the above positive manifestations.

Observation - Secret of Childhood

Dr. Montessori describes her discoveries in her own words in the work The Secret of Childhood in the chapter entitled, “Observations and Discoveries.” She describes the origin of the concepts of freedom for repetition and free choice, the origin of the silence activity, dignity, spontaneous discipline, reading and writing, and others.

Get the older versions if possible, they are substantially longer, including her entire intended text (new versions have sadly removed a great deal, especially in regards to the spiritual nature of the child). 

Sensitive Periods

            True sensitive periods are generally found only during development, when they are used for constructing the man that the child will become. They are most in number and most obvious in the first plane, from conception to age six. They are observable and have been seen throughout history, but never clarified until recent years.

            During the sensitive periods:

• the child will learn new skills with greater perfection and ease
• there is tremendous energy, compared to that of a mighty river having to squeeze through a narrow opening
• there is great concentration and repetition around the concept or particular acquisition upon which the child is focusing.

Observation - Discoveries Made Through It

            It was through observation that Maria Montessori, as a medical doctor and scientist, discovered many great and previously unexplored facets of the child.

• She discovered that basic construction occurs during the first six years of the child’s life.
• Children largely construct themselves; the adult can only provide the best tools for the child to utilize.
• The basic, core elements of the child’s culture are acquired during the first plane of development.
• The character of the child cannot be formed by the adult.
• She observed and labeled sensitive periods, the absorbent mind, and human tendencies.
• She found that supposed discipline problems disappear with purposeful, concentrated, freely chosen work that channels energy; energy is ever-present, but can be channeled into constructive or destructive ends.
• The child has a tremendous ability to concentrate.
• Montessori discovered the concept of the normalized child, a concept not found in other fields of early childhood education even a century later, but that has been observed continuously since its first manifestations in the earliest children’s houses.
• She discovered the importance of a greater emphasis on indirect preparation, a concept only now just beginning to catch on in other child development fields.
• She discovered the child’s need for freedom to choose, to repeat and to move, again concepts that are only partially catching on elsewhere.
• Children love silence.
• Children have an intrinsic desire to learn; they do not need rewards of any extrinsic sort.

The child requires a natural scientist to discover him, one who will gather data patiently and objectively, reflect on the information gathered and once arriving at a conclusion will take the appropriate steps to act upon said conclusion.

           

Montessori Materials

The most distinct difference between Montessori and other methods is in the nature of the materials: 


Montessori materials are not didactic (teaching tools), but self-teaching tools. 


These materials are not for the teacher to teach, but for the child to discover and learn on his own. 

The adult presents a concept and a correct use of the materials; the children explore within the confines of respect, responsibility and expectations (ie with elementary work contracts). 


The children teach themselves – these materials are developmental materials. They fit for a stage in the development of life, as the child is constructing himself from the environment around him. 

Sensitive Periods - List

            “As the individual develops, he passes through a succession of well-defined stages or epochs, each of which is characterized by a peculiar sensitivity to certain aspects of his environment; and a corresponding capacity to absorb them into his mental life.”[1] 

In her writings, Dr. Montessori refers to these ‘stages or epochs’ as sensitive periods. They have been recognized by other more recent researchers and educators who have given them different varying names, noting critical, yet brief, periods of intense interest and learning that cannot be replicated at other times. Sensitive periods bring out tremendous activity geared towards a definite preference for specific aspects of the environment.

            There are four clearly defined sensitive periods, though there are quite possibly more. Some could be identified separately but are part of the four clearly defined ones; some could be quite subtle or have not been noticed due to an insufficiency in earlier development that does not allow a sensitive period to clearly show itself. 

• language
• order
• refinement of the senses
• movement

Sensitive periods are not found in adults; 
they are used for specific constructive purposes in the child.

---

[1] Maria Montessori and others. Ed. E.M.Standing. No year given, but a recent re-publishing of the 2^nd edition published in 1965. 56.

Observation - Nature and Significance

Observation is the cornerstone of our work in the Montessori Method and in all the work that the trained adult performs. 

Scientific observation is the identification, description, experimental investigation and theoretical explanation of a natural phenomenon.

Types of observation - both are used in the Montessori Method.

• quantitative: seeks specific information to support or deny a particular hypothesis

1. requires a hypothesis
2. more rigidly scientific 
3. structured

• qualitative: greater emphasis on this one in the Montessori Method

1. does not require a pre-formed hypothesis 
2. largely unstructured
3. relies on the skill of the observer to recognize, record and interpret behavior that is seen in a particular area of focus.

The ability to be a keen observer supports the Montessori prepared environment in 

1. assuring that the environment is truly meeting the child’s needs, 
2. observing where the child is going in development and preparing beforehand for the next step, as well as in 
3. confirming and supporting all the reasons for having a prepared environment and discovering the nuances of the normalized child. 

Quantitative observation describing particular behaviors without preformed biases is key to the adult’s work with the children.

“Child psychology can be established only through the method of external observation. We must renounce all idea of making any record of internal states, which can be revealed only by introspection of the subject itself.”[1]

---

[1] Maria Montessori. The Montessori Method. Schocken, 1964.