Monday 8 September 2014

Learning To Multiply

In a conventional school, the most commonly used method to teach children the concept of multiplication is rote learning the multiplication tables. In a Montessori Educational Environment, a different, more authentic and effective approach is used: the Multiplication Board. It not only helps children learn the multiplication tables by heart but actually understand the logic behind the concept.

Click here to learn the correct demonstrative procedure.

View the authentic video for further understanding.


Thursday 8 May 2014

Practial Life Exercise: Formal Setting of a Table



Formal Setting of a Table

Material:

  •  1 Table mat
  • 1 Plate
  • 1 Glass
  • 1 Spoon
  • 1 Knife
  • 1 Fork
  •   1 Napkin
  • 1 large wooden tray (optional)

Presentation:

1.   Prepare a child-sized table for the presentation and place a chair in front of the table. Invite the child by asking him/her whether they would like to learn to set up a formal table.

2.   Bring the appropriate material from the place where it is stored to the workplace with the help of the child. The material must be kept at the child’s eye level.

3.   The child can be demonstrated how to set the table using the large wooden tray or directly onto the table. In this presentation the demonstration is being done directly onto the table.

Pick up the place mat by holding the top right corner with your right thumb and index finger and the top left corner with our left thumb and index finger. Lift the table mat on the table right in front of the chair.

5.   Flatten out the mat so that it does not have any wrinkles in it.

6.   Pick up the plate by holding it from its rims with both hands in such a way that the thumbs of both hands are on the upper side and fingers should be underneath the plate for support.

7.   Lift the plate and place it in the middle of the table mat without making a sound.

8.   Pick up the napkin in such a way that your thumb is on the lower side and fingers are on the upper side of the napkin.

9.   Lift the napkin and place it on the left side of the plate. (Please note: different variations of the position of the napkin are used. In this presentation the simplest napkin position is being used for the convenience of the child who is learning to set the table for the first time.) Keep the napkin in line with the plate so that it looks balanced.

10.                If the napkin needs to be folded, hold its corners with your thumb and index fingers and bring the corners a bit higher. Put them on the opposite corners. If required double fold from left to right. After folding smooth out the crease.

11.                Pick up the fork with your index finger and thumb such that the thumb is on the upper side and index finger is on the lower side of the holding part (handle) of the fork.

12.                Place the fork gently on the left side of the plate on top of the napkin. Make sure the fork is in line with the plate.

13.                Pick up the knife in the same manner as the fork. Place it on the right hand side of the plate in such a manner that the sharp edge of the knife faces the plate. The fork, plate and knife should all be in line and in a balanced position.

14.                Pick up the spoon and place it on the right side of the knife. Keep it in a balanced line with the knife.

15.                Pick up the glass in such a way that the thumb of right hand is on your side and four fingers on the opposite side, while the palm of the left hand may be used to support the glass. Place it on the right side of the table mat just above the knife and spoon, without making a sound.

16.                Invite the child to use the material to practice the activity himself.

17.                After the child has finished the activity he should be shown where the material must be placed.

18.                The child may be allowed to use the material anytime for practising.
Points of Interest:
·         Remembering where and how to place the various items
·         Keeping the items in balance with each other
·         Maintaining balance while holding and carrying different utensils
·         Concentration
Control of Error:
·         Dropping glass, plate or other utensils
·         Making sound while placing different utensils on the table.
Direct Aim:
Learn to set up a table while coping independently with the various items and remembering their right places.
Indirect Aim:
·         Hand eye coordination
·         Balance
·         Perfection of movement
·         Concentration
Age Group: 3 years and onwards

www.internationalmontessorifoundation.com
 

Exercises of Practical Life (EPL)




Definition:
          Exercises of Practical Life (EPL) are normal everyday activities carried by adults in the environment in order to maintain and restore proper living conditions. “Practical” means basic, meaningful or purposeful and “life” means the way of living, therefore the introduction of Exercises of Practical Life in a Montessori classroom helps children to learn to lead their lives in a purposeful manner by carrying out meaningful activities.
Introduction:
          The credit of introducing EPL in an early childhood curriculum goes to Dr. Maria Montessori. She observed that the children take great interest in what is being done by the adults in the environment around them. Children go through different sensitive stages from birth to 6 years and the sensitive stage to learn EPL also falls under this age range. They are naturally inclined to copy or imitate these actions in an attempt to satisfy their inner urge to learn about their environment and its workings. Therefore, Dr. Montessori introduced the learning of EPL so that the children could learn to carry out activities of daily life and thus adapt and orientate themselves in their environment. EPL allow the children to be fully functional members of their society. Practical Life Exercises also aid the growth and development of the children’s intellect and concentration and will in turn also help them develop an orderly way of thinking.
          A systematic approach is followed in teaching everyday activities to children. The children are introduced to easier or simpler activities and given the opportunity to move step by step towards more complex activities. The children thus become capable of performing complicated everyday activities. In addition, religious and moral teachings can also be easily taught by incorporating them into EPL. For example children can be taught how to pray and basic greeting and social skills like knocking on the door, eating and drinking properly saying excuse me and please etc.
Importance of EPL:
          During early childhood years children should be given the opportunity to practice various practical life skills in the Montessori prepared environment and at home. Dr. Montessori believed that EPL play a major role in an individual’s overall development. Dr. Maria Montessori said:
If education is to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?”
          Therefore, EPL hold a great role in the overall development of child especially during the early years when his/her personality is being formed. The significance and numerous benefits of EPL are discussed below:
1.   For Helping children become Independent:
It has now been scientifically proved that every effort to grow, develop and progress is an effort towards gaining independence. Children develop quickly during the early childhood years. They go through various sensitive stages like sensorial, speech etc. as well as EPL.  They learn by following their natural inner urges to carry out different activities including EPL. If however, they receive unnecessary superfluous help by parents and other members of the family they will not be able to learn the necessary skills to become independent.
          Different areas are being developed during early childhood years and the personality of the children is taking shape. Children are learning to be independent or dependent according to the conditions provided in their environment. If things are done for them all the time they learn to become dependent on others. However, if they are helped to “help themselves” they develop this personality trait and not only become independent in carry out their everyday activities but also help others.
“A felicitous environment that guides the children and offers them the means to exercise their own faculties permits the teacher to absent herself temporarily. The creation of such an environment is already the realization of great progress.”
-      Dr. Maria Montessori
          If children are helped too much during their sensitive period to learn EPL and are thus restrained from doing their own work, the consequences can be life long and sometimes difficult to reverse. For example, it is considered something traditional to do things for the male members of the society since childhood as a sign of respect. However, this causes problems for them and other members of the family even when they have grown up. They become way to dependant on females of the family for everyday activities and don’t even get up to fetch a glass of water for themselves. This may result in a stereotypical harsh behaviour which may also lead to various relationship problems. Similarly, girls are pampered by their mothers and other family members when they are young. Everything is done for them and the sensitive period for learning EPL is lost. However as they grow older they are forced to learn to do household care duties but it becomes difficult for them since the sensitive period for learning has been lost. They do all those things as a result of pressure even after they get married and come into practical life, but not out of love or joy for work.
          Parents, other members of the family and teachers may feel great pride and joy in providing for the children and doing things for them. However, just as no parent would want to keep holding their child in their arms when he wants to walk and stop him from learning to walk. Similarly, it should be comprehended that children ‘need’ to learn to do things for themselves and if we do not let them, then we are depriving them.  It must be remembered that it would be greater service to them if they are ‘helped to help themselves’. In this way, children will become more responsible, independent and productive members of the society, even when they have grown up.
“The first aim of the prepared environment is, as far as possible, to render the growing child independent of the adult.” – Dr. Maria Montessori
2.   For Developing Love for Work:
Early childhood is the right age for learning EPL. Children during the early years love to carry out activities of practical life. EPL give children and understanding of their environment and its workings. If they don’t practice EPL at this age, they might still learn to do practical life activities at a later age but will do it unwillingly and unhappily not because they want to do it but because of pressure. Hence, they will not develop love for work but feel unhappy to do something they are not used to do. Therefore introducing EPL to children during the early years will give them the joy of carrying out meaningful activities and hence develop the love for work at an early age. They not feel a sense of accomplishment in being able to purposefully contribute to their environment but also making their surroundings worthwhile living. The children get a sense of being important.
3.   For Happiness, Self-satisfaction and Self-Respect:
Children love to carry out different types of activities they witness the adults doing in their environment. Working gives them pleasure and happiness. The activities should be taught very seriously and accurately because it gives the children a sense of being responsible and learn essential skills like being dextrous and well-equipped in taking care of their environment. They will gain various skills while their intelligence also improves. If the children are appreciated for their work, they gain a lot of self-respect and self-esteem. In addition, if the children are given the impression that everyday activities are done with pleasure and not taken as a mere burden by the adult then they will also do this work happily, responsibly and with care. This prepares children for maturity and future responsibilities.
If children are allowed to help in the everyday work, they not only learn vital skills at an early age but also get a fulfilled sense of achievement that they are involved in meaningful and purposeful work which the grown-ups are doing. They gain a great degree of self-respect and self-esteem that they are able to do their own work and learning to become completely independent. If they are not allowed to help out in work with adults it sends them the message that adults don’t consider them worth doing these activities. Thus they will not only be deprived of learning useful skills and knowledge but also feel unimportant. Hence, children should be given the opportunity to help at home and learn through prepared environment in a Montessori House of Children and not only become independent but also feel important and worthwhile.
Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity, which is derived from a sense of independence.
   -    Dr. Maria Montessori
4.   For Making the world a better Organized and Tidier place:
In a Montessori House of Children, organizing and tidying up also plays a significant role. Children not only learn to work but also how to be organized and keep their environment tidy. A simple rule is followed by the Montessori schools that “There is a place for everything and everything has a place.” This rule helps children from an early age to put things at their right place not only to make their environment more organized but also to be able to find things quickly and without hassle when they are required.
We all must have witnessed during sometime in our life that out of mere carelessness and lack of organization people put things here and there ignoring their actual place. Thus when things are required they are nowhere to be found.
In a Montessori house children are provided with shelves and taught how to use them to store things. They are given a fixed amount of things to care for because a clutter or useless objects can confuse young minds and hinder the process of becoming organized. The same practice should be followed at home and children should be given proper space and taught how to utilize the space to place things in their right places. In keeping their environment orderly, the children use their intelligence and memory. Things should not be labelled or colour coded since this would hinder the child’s natural thinking process and they will not observe but place things in order just by matching colours or labels. Through practice of EPL and following the rule of tidying up after completing an activity and by placing things at their right places, children inculcate good habits and learn to become well-organized. If children are taught how to become organized when they are young they follow the same habit in future when they are older and will help make the world are better organized and tidier place.
5.   For Learning to Give and Take Help Gracefully:
The conventional concept of work is that of a burden in our society and sometimes we don’t know how to give and take help gracefully. EPL taught in a Montessori House of Children also aims to teach children not just to help themselves but also others in a graceful manner. Work is seen as a pleasing activity done willingly and not with reluctance. 
The children are not ‘ordered’ to do their work but asked politely in a manner that is graceful and pleasing so that they don’t feel pressurized to do it but feel an inner urge to work. Thus when they grow up they understand that work is to be done by everyone in the family and not just a few people. They learn to give and take help, understanding that everyone must participate without burdening just a few or one person in the family.
6.   To Pass on Good Working Habits:
It is very important to give children a good example to follow since parents, elders and teachers are their role models in life. Children learn from them by imitating them. Adults should take pride in doing their own work with their own hands in order to set an example for the children. Even when they are demonstrating an activity to the children, they should do so in a good mood and make the activity a pleasing and interesting one. They should not complain about their daily tasks and should not show any dislike for the work they do, because if children see them complaining about their task they will also dislike doing their work and will avoid these activities even when they grow up. In order to pass on good working habits adults should love doing their own work, demonstrate in a kind, gentle way in a calm and peaceful environment and ensure that all activities presented to the child are pleasing for him to do. By setting good examples, we will reap the benefits in the future when the children will grow up to become responsible individuals of the society who love their work and do not avoid it.
7.   For Perfection of Movement:
Dr. Montessori observed that children learn to master their movements during the early years of life. A child who is almost immobile in terms walking or crawling at the time of birth, gains the ability to crawl, stand, and walk by the age of around one year. This shows the importance of movement in children’s development. Children exhibit an inner irresistible urge to move during the early childhood years. They seem to be constantly on the move. They are not only learning to bring their motor impulses to the will but are also exploring and discovering their environment and its working. With a greater degree of development children become more in control of their motor impulses and can subject them to their will.
Children at this age need to practice different movements in order to get better control over their motor impulses. If they are not provided with the right conditions and the right activities they may lag behind or their sensitive stage for movement may be lost. Therefore they should be exposed to meaningful activities involving proper movements like carrying objects without dropping them, rolling up carpets, mopping the floor, drawing curtains, spooning etc. which will not only give their limbs proper exercise but also give them a proper motive and reason to move their body. These exercises may be deemed more important than any exercises in the gym since they are meaningful activities, very appropriately termed as “work” by Dr. Maria Montessori. The muscles should always serve the intellect and thus preserve their functional unity with the human personality, which is achieved by properly practicing EPL from the right age.
Through practicing EPL children also learn to move with grace and courtesy and gain control over their movements. Thus their movements are in their control and they avoid superfluous movements. Superfluous movements, as seen in many young children, sometimes cause them to look clumsy and may lead them to damage furniture or other things in the environment. A child who has mastered the art of motion will move freely even amongst fragile furniture without fearing that he may damage them.
8.   For Normalization of the Child:
Dr. Montessori observed children very closely. She discovered that children undergo different sensitive stage during early childhood years and learn through following their inner urges. If children are not provided with the right conditions, activities and environment they tend to deviate from the normal behaviour. They may behave disobediently and in a stubborn and destructive manner. If however, children receive the right material and environment are allowed to practice according their inner urges (like in a Montessori House of Children) they will behave calmly and responsibly, they attain normality. Therefore in order to help children act in a normal way and avoid deviation, then they their inner urges should not be suppressed and they should be assisted by adults and provided with the right material and environment. The sensitive stage to learn EPL falls during the early years of childhood. The children should be allowed to practice everyday activities like cutting, sweeping, mopping, pouring water etc. which will help them achieve independence, a lot of useful skill and most of all normality.
9.   For Developing Love for the Universe:
In EPL the children are not only taught how to care for themselves but also care for the environment, care for living as well as non-living objects. They are taught exercises of grace and courtesy so that they do not cause inconvenience for themselves or others around them. Thus by practicing all these activities children learn to care for everything in the entire universe. The habit of caring is inculcated in their nature right from a very early age. As they grow up caring becomes an integral part of their personality.
10.                To Prevent Personality Disorders:
Some children appear to behave in a disorderly manner or may lack of confidence and or may seem as introverts, actually behave this way because they have not been exposed to the rightful experiences during their sensitive stages. Their learning phases were not utilized and thus lost. The adults did not pay heed to their learning needs at the right time and may have neglected, rejected or turned them down instead of letting them practice the correct EPL activities during their learning sensitive stages.
Sensitive stages, according to Dr. Maria Montessori, are short time periods when it is the best time to acquire some new and specific skill for example, speech, sensorial, EPL etc. If children’s natural urge to acquire this skill is suppressed then this time is lost forever and learning the same skill becomes immensely difficult at a later time and age. Hence, it is our duty as adults that we should closely observe the children in our care and provide them with appropriate environment, material and opportunity to maximize their learning during a specific sensitive stage and learning phase. By getting a chance to gain maximum benefit from their learning phase the children will develop normally and this will prevent the development of possible personality disorders. Thus by practicing EPL during the right age, children will be able to reap lifelong benefits by not only acquiring vital skills but also avoiding personality disorders even when they grow up.