Mother Talkers

Peace and Preschool

by Amy

Tue Jun 05, 2007 at 11:21:19 PM PDT

Every weekday morning, I drop my son off at preschool. As I continue on my way to work, I turn on the radio and hear about the latest horrors taking place a hemisphere away. While there is a great gulf between the violence in Iraq and my daily routine, there are also threads that tie them together. Two of the most influential preschool educational methods--Montessori and Reggio Emilia--were the by-products of war.

When Dr. Maria Montessori refused to turn the children in her schools into soldiers, Mussolini forced her into exile. Later, she fled Spain when the Spanish Civil War broke out. By 1949, Montessori had lived through two World Wars, and the pursuit of peace became the primary goal of her education model.

In 1932, Montessori addressed the International Bureau of Education in Geneva:

If a person were to grow up with a healthy soul, enjoying the full development of a strong character and a clear intellect, they could not endure to uphold two kinds of justice—the one protecting life and the other destroying it. Nor would they consent to cultivate in their heart both love and hate. Neither could they tolerate two disciplines—the one aimed at building, and the other at tearing down what has been built.

Better humans than we are would use their intellects and the attainments of civilization to end the fury of war. War would not be a problem for them at all. They would see it simply as a barbarous state, opposed to civilization—an absurd and incomprehensible phenomenon, as expendable and defeatable as the plague.

In 1931, Mahatma Ghandi and Maria Montessori met at the Montessori Training College in London. Gandhi personally taught all the children in his Ashrams using techniques similar to and inspired by the Montessori system.

I first observed a Montessori classroom in the early 90s, when my then-boyfriend's son began a Montessori preschool. My main impression was surprise that there were so many children packed in a room, each doing his or her own thing, yet chaos did not reign. Invisible rules seemed to guide the movements of the little comets. There were personal space delineations, and rituals to invite, accept, and decline play with others. Although I knew nothing of Montessori's ideas, I remember thinking that whatever was going on in the classroom would be beneficial to future denizens of a population-dense world. An intense amount of diverse independent activity was occuring harmoniously in close quarters. Maybe Maria was on to something...

  • ::

"We cannot achieve world harmony simply by attempting to unite all these adult people who are so different,"  said Maria Montessori, "but we can achieve it as we begin with the child who is not born with racial prejudices."

Many of Montessori's precepts were designed to cultivate peace-makers: mixed-age groups compelled older kids to mentor younger ones, students took responsibility for the care of the classroom, and community service was required.

The teacher in my son's preschool class follows the Reggio Emilia Approach, which was started by the parents of the villages around Reggio Emilia in Italy after World War II.

Ironically, this lively method of learning literally arose from the rubble of World War II. Sick of war, the citizens of the town of Reggio Emilia in northern Italy used the money from the sale of old tanks to invest in their future by building quality preschools. A young educator named Loris Malaguzzi was impressed by the community's commitment to its children and worked with the people to develop this child-honoring approach.

In this approach, teachers observe the children closely, noting what attracts their interest. They then improvise involved, long-term projects that draw the children in deeper. The kids come together and strategize; they work toward the next step of the project. From le wiki:

Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration. Because curriculum decisions are based on developmental and sociocultural concerns, small groups of children of varying abilities and interests, including those with special needs, work together on projects.

Projects begin with teachers observing and questioning children about the topic of interest. Based on children's responses, teachers introduce materials, questions, and opportunities that provoke children to further explore the topic. While some of these teacher provocations are anticipated, projects often move in unanticipated directions as a result of problems children identify. Thus, curriculum planning and implementation revolve around open-ended and often long-term projects that are based on the reciprocal nature of teacher-directed and child-initiated activity.

The people of Reggio Emilia believed that the best way to rebuild their war-torn town was to come together around the education of their youngest citizens. The education system they developed was based on maximum participation by the community; steering meetings were held in the evenings so all the working mothers and fathers could participate. Perhaps as a result of their wartime experience, these Italian citizens wanted to teach their children how to come together as one, to pursue interests and goals with spontenaiety and flexibility, and to draw upon their collective problem-solving abilities to maneuver around obstacles. This may not prevent war, as was Maria Montessori's hope, but it may give children the skills and fortitude to survive it.

Tags: preschool, war, peace, montessori, reggio emilia (all tags)

Permalink | 28 comments

  • Thanks! (0 / 0)

    I need to read this again when I'm not so tired, but my son is in an Emilio Reggio-based preschool. This looks like a short but interesting bit about a side of it that I've not heard before...

    by cbfly on Tue Jun 05, 2007 at 11:48:58 PM PDT

  • Thanks for this diary (0 / 0)

    I've always been interested in both of these preschool approaches, and often find them mis-applied.  I remember a presentation of Reggio Emilia many years ago - it was so inspiring!

    by Sue in Queens on Wed Jun 06, 2007 at 04:13:22 AM PDT

  • My observations (0 / 0)

    My youngest two children (kindergarten and 3rd grade) attend a public Montessori school, while my oldest (4th grade) is in a traditional public school.  One difference I have noticed is the absence of cliques at the Montessori school.  While my oldest has for the past two years or more been dealing with the emergence of all sorts of mean-spirited, exclusionary behavior, I've not witnessed any of that at the Montessori school.  The kids at the Montessori school certainly have their own groups of friends, but they are willing to allow others to join them, and don't seem to erect the sorts of barriers I see at the traditional school.  Obviously, my sample size is much too small to make any real conclusions, but on a gut level, I feel like the multi-age Montessori classroom allows children to form more natural relationships.  Children are not restricted to finding friends among children who happen to have been born in the same year, and older children feel responsibility for how they treat the younger kids in the class.  Whether this will carry over to the middle school years remains to be seen - unfortunately, we have no public Montessori beyond grade 5.

    by Molly Bee on Wed Jun 06, 2007 at 05:39:08 AM PDT

  • My son (0 / 0)

    went to a Reggio Emilia based preschool in our UU church.  It was an excellent experience for him, as he was not ready to sit and listen (as many boys age 4 are not) and really only wanted to do things he was interested in.  I did not know of it's origin, thanks for posting that.  

    My daughter will go to a local preschool that's in a technical school.  She'll have high school students learning to be preschool teachers and of course other adult teachers supervising them.  I would have loved to send her to the UU church preschool where her brother went, but now that we live further away and gas prices are high, this just makes more sense.  It's a little more academic based than I'd like, but I think she'll do fine with it.  She'll go 4x a week, 2 hours at a time.  

    Montessori is way, way, out of our budget.  If it had been more affordable, I would have definitely considered it.  Also, since I'm a SAHM, I wasn't crazy about an everyday/FT school.  A couple of them offer 1/2 day, but most full day.  

    American Son ~ Wes Clark

    by 1plain1peanut on Wed Jun 06, 2007 at 06:17:35 AM PDT

  • Jess goes to a (0 / 0)

    playgroup at a Montessori pre-school. I love it - it's been very interesting to see Jess get into the flow of it. The first few weeks of the term, she was totally overwhelmed by the diversity and did loops around the classroom, unable to settle on anything. But after about three weeks, it started to sink in and it's really amazing to see the impact on her attention span, and to watch how she goes from one activity to another. I have her on the waiting list for this school as a pre-school; we'll see what happens.

    by Rachel on Wed Jun 06, 2007 at 06:54:08 AM PDT

  • I was wondering.. (0 / 0)

    of everyone who has their child in a Montessori-like school, do you ever feel like your child is missing some key component of schooling?  I have mixed feelings about Montessori schools in general.  My mother teaches reading (she is trained in the Wilson program, which from what I have seen has amazing results).  Half of her clients are children from Montessori/Montessori-like schools that cannot read or write on their age level.  From the impression that she gets from parents, emphasis on the writing is especially lacking (simply copying over and over from the board...perhaps not the best way to teach writing).  

    I always thought the idea of learning about what you are interested in seemed wonderful.  I think I would have been so happy in a place without cliques.  Yet, I am a product of a public education, even all the way through college (Yay, UMaine!), and I think I turned out okay.  I was just wondering if anyone has thought that their child was in some way not learning all the criteria that s/he would later need in order to survive being placed in a public high school or go to college.

    Thanks for any info.

    by MoanaLiz on Wed Jun 06, 2007 at 06:59:46 AM PDT

    • It may depend on the school (0 / 0)

      As I mentioned below, I went to Montessori through age 9. That year my mom put me in public school because she couldn't afford the Montessori school's tuition any more. It was the middle of the school year, and I felt like I had been tossed out to sea. The cliques were a new experience entirely!

      As for preparation with reading and writing, that was not my experience at all. I was reading independantly by 4.5, and I distinctly remember learning writing by 5 or so. When I moved to public school, I was in the highest level reading and writing groups (our classroom was broken into groups for math, reading and language seesions). There are a lot of store-front Montessori schools that aren't actually affiliated with the national Montessori association -- so it's possible that some of your mother's kids aren't truly getting a Montessori education depending on the schools in her area. The materials at my daughter's school are the same ones I learned on, too, so I don't think that the program has changed over the years.

      by jenna on Wed Jun 06, 2007 at 07:13:19 AM PDT

      [ Parent ]

    • not real Montessori (0 / 0)

      Before I got into journalism as a career I was in education and I went through a training program to be a Montessori teacher. I left teaching because my calling was to be a writer, but I was deeply affected by my education in the Montessori method. She was a brilliant woman who had true insight into the nature of children. My son attends Montessori school now.

      It sounds to me like the kids your mom taught did not go to real Montessori schools. As Jenna mentioned, anyone can say they are a Montessori school. I've never seen copying words as part of the Montessori curriculum. Children in a Montessori classroom learn reading and writing from tactile experiences. They trace their fingers over letters made from sandpaper and they practice spelling using moveable letters. There is some tracing, but nothing that you wouldn't see in a traditional classroom. As for reading, students learn through phonetics and many children read by the time they are five.

      If anything, I would say that kids who go to Montessori schools need time outside of school to use their imagination and creativity. Not that they aren't allowed to do that in school, but many of the Montessori materials have a "right" way to be done. The kids enjoy the order and sense of control and mastery they get from these materials. But just to be sure, I like to sit down with my son and some art materials and let him go nuts. He enjoys that too.

      by Stacey on Wed Jun 06, 2007 at 09:59:51 AM PDT

      [ Parent ]

    • From what I've observed, (0 / 0)

      the kids in the Montessori program in my public school are far better writers than those in the traditional public school.  Not only do they have beautiful penmanship (cursive writing is taught from the very start), but they write with much greater skill than their peers.  The public school my kids attend has both Montessori and traditional classrooms, and the Montessori kids outscore the traditional kids on all the standardized tests.  (This is partly due to demographics - families who opt for Montessori tend to be more stable and better educated in this case.)

      I also think that the math curriculum is far superior to what is being taught in the rest of my school district.  It builds in a very logical, ordered sequence so that kids can understand the relationships inherent in mathematics.

      I don't think that Montessori is right for every kid - some need far more structure to succeed, and some parents are very uncomfortable without the written assignments coming home to prove that something was actually taught.

      by Molly Bee on Wed Jun 06, 2007 at 11:54:10 AM PDT

      [ Parent ]

    • My experience (0 / 0)

      My children both attend Montessori school.  My oldest was reading by the end of his second year of 3-6 and writing cursive as a stay-upper (is it only our school that calls it this--it's the equivalent of Kindergarden).  It seems in large part the other kids were on the same pace.  I agree with others that even though school may call themselves Montessori, they really aren't in many regards.

      We feel so fortunate to be able to send our children to this school.  My older son is at sleep away camp for this last week of school with his entire level (he's in 6-9 now).  The amount of respect this philosophy shows to our children is astounding.  I certainly didn't think my 7-year-old was ready to leave home for a week, but his teachers had every confidence he'd do fine.  And I'm sure he is.

      by chicagomom on Thu Jun 07, 2007 at 09:02:13 AM PDT

      [ Parent ]

  • A strange and wonderful thing (0 / 0)

    I was in Montessori school until I was 9, so I shouldn't have been surprised when I did an observational day at my daughter's then-future school. We're so used to seeing kids in large numbers acting wild and the noise level escalating. I'm sure most preschools vary, and it's not just the Montessori style that can achieve the peaceful atmosphere, but I was truly impressed watching 12 2-3 year olds going about their work in that way. Avery's school goes through kindergarten, so she'll be there as long until 1st grade. I wish it was possible to have her continue on -- there are a couple of school's within a 30-min drive that go through 8th grade -- but it is a huge chunk of change. From what I have read, the preschool years are the most important for a child's education, so I'm glad that what I earn from my home business can pay for a Montessori education. This is my busy season, so I'm already socking away for next year's tuition! She'll be going every day next year, for 3 hours each day (up from 2x per week this year), and with the new baby coming, it will be a great thing!

    by jenna on Wed Jun 06, 2007 at 07:06:25 AM PDT

  • great post! (0 / 0)

    Thanks for digging up all that information! I recently watched the movie Ghandi and I was blown away by his mission of peace. His message, that people with dignity cannot be oppressed, matches so well with Maria Montessori's ideas about the rights and dignity of children. It makes sense to me that they had met and appreciated each other's work.

    by Stacey on Wed Jun 06, 2007 at 10:05:09 AM PDT

  • emergent curriculum (0 / 0)

    This seems to be a really key component to helping kids feel calm and centered at school -- following in to their interests, with adult support / scaffolding, as well as peer challenges to their thinking ("This one's bigger," "No, wait, this one's bigger") -- the right amount of experimentation and disequilibrium to ensure that they really solidify their own understanding.  

    I see a lot of "behavior problems" which are rooted in an adult-centric curriculum, and are a child's way of saying, "You're asking me to sit in a certain place [in the red square], in a certain way [criss-cross applesauce], and look at something that you think I should care about, but honestly, I don't.  So, I'm going to walk away, or rock my body, or punch my neighbor -- I need something to keep myself awake for cryin' out loud!"

    There are many adults who will argue that kids need to learn to submit at school, to go along with the program, sit at a desk, quietly filling out one worksheet after another, cutting out the same pumpkin as every other kid, without room for individual preferences.  As someone who's very interested in cognitive development, I don't see that as a useful model at any age, and particularly not at preschool.

    It's a lot more work for a teacher to not be controlling, but it's so worth it. Seeing a child really own something she's just mastered because she was really motivated to figure it out, whether it's painting or an abacus or how to unlatch the worm bin, is to see the synapses clicking at their most spectacular.  Those are flow moments for me.

    by mamacita on Wed Jun 06, 2007 at 11:29:13 AM PDT

    • this is exactly why (0 / 0)

      we enrolled our DS in a Montessori school now that we have finally settled into our new home in Texas.  DS will be 4 in October and the typical high energy boy; interested in Dinosaurs, elephants and cars.  He is not interested in being told to sit in a circle and listen for long periods of time or be told what he can and can't play with.

      He started yesterday and its been a miracle.  He came home saying how much he loves his new school.  He is excited about his "work", can actually talk about what he's working on.   He even got up this morning, got out his own clothes and came downstairs and asked to go early to school.  I nearly fell down.  

      I had looked at other Montessori schools but felt that the children were very unhappy. This school has a magical feeling about it.  And your post hit the nail on the head, the kids are totally empower to learn what  they need to know through whatever interests them.

      Anne W

      by Anne W on Wed Jun 06, 2007 at 09:15:00 PM PDT

      [ Parent ]

    • Question for you (0 / 0)

      Question for you Mamacita, on your second paragraph...

      I thought that learning how to sit during circle time or whatever and watch and listen to what is going on was a large part of preschool.  Learning how to follow directions and not necessarily being able to do whatever you want to do, whenever you want to do it.  Obviously, it should be age-appropriate.

      The reason I ask is because we recently got a report from my son's preschool teacher that he resists sitting for circle time or the work at the tables (crafts, cutting, that kind of thing).  She said he will ignore her calls to come sit, and wander around the room acting like he doesn't hear her and "like he's lost".

      I asked if it's all activities and she said No, that he's fine when it's playground time, snack time and lunch time.  

      I suspect that he just isn't interested in circle time or table time and sees other things he would rather do.  He never acts like that at home, but I don't make him do circle time.  I do call him to read books with me a few times a day and other commands (let's go take a bath, go wash your hands, all that) and he always listens.

      I really didn't know what to say to her.  I told her to keep me posted and I reminded him to follow directions the next time I dropped him off.  I'm kind of confused, because isn't that the teacher's job to figure out how to get the kids to follow directions in a classroom.  I'm not there, so I'm not sure what I can do and I thought that was part of what I was paying the school to do (get him acclimated to a classsroom).

      What do you think?

      by NJmom on Thu Jun 07, 2007 at 05:53:46 AM PDT

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      • many people would agree with you (0 / 0)

        that the purpose of school is to learn how to do things we don't actually want to do (or aren't ready for).  To me, that is counterproductive.  So we may have a philosophical difference about what preschool is for.

        What do I think?  I think typically developing children are natural learners, and they are naturally cooperative.  In a proper environment, they are productive and friendly and well-regulated. In a developmentally inappropriate environment, they can be squirrelly, off-task, aggressive, spaced-out, disruptive.  I think if a child with no physical, cognitive, or mental health problems is not conforming to a classroom curriculum, the chances are good that the curriculum is not developmentally appropriate for that child.  

        In my experience, most 4 year old boys don't get much out of circle time or tabletop tasks.  More often, what compels them is using their large muscles; their fine muscles and their willingness to politely sit through meaningless presentations are not as well-developed.  They are able to use a good pincer grasp to pick up bugs, and they have all the attention in the world for hide & seek or tag or creating a finely balanced marble run, and these are perfectly fine pursuits.  

        But many preschool classrooms are not set up for 4 year old boys.  Often, they are set up to suit the interests of an adult female teacher.  So the question becomes, Is it the job of the typically-developing child to suppress their natural interests and "get through" unpleasant activities for a large part of the day?  Or is there perhaps a better use of that child's time?

        I think of myself being asked to sit through something boring or do something I'm not very good at.  I have all kinds of strategies to avoid those things.  Kids do, too.  When what I'm asked to do is meaningful to me, I become absorbed and engaged.  Kids do, too.

        Does that answer your question?  If not, I will keep trying :-)

        by mamacita on Thu Jun 07, 2007 at 08:45:17 AM PDT

        [ Parent ]

        • Perhaps slightly O/T but this reminds me (0 / 0)

          very much of something a dear ECE friend of mine often says w/ regard to "preparing" children for school or the next grade level:  If you knew there would be a famine next year, would you practice for it by starving now, or would you attempt to fatten your body with every delightful food you can so that your body might sustain you through the lean times?  

          by TeachPeace on Thu Jun 07, 2007 at 09:53:16 AM PDT

          [ Parent ]

        • asdf (0 / 0)

          Your reply was so helpful and informative!

          I guess this is where I struggle with the whole concept of preschool.  I actually had a hard time warming up to the idea of preschool in general since I'm home anyway.

          If a child is going to be in a regular, public school one day, where he is going to be expected to sit and do circle time and table work and all that, shouldn't preschool be the prep for that (although in much smaller doses of time)?

          On the other hand, I also believe that what comes easy to a child that is five or six years old (formal learning and listening) may not be natural for a four year old boy.  In other words, like TeachPeace said, do you practice for a famine by starving yourself now?

          I agree with you that the typical preschool classroom is not set up for four-year-old boys.  And perhaps that what is going on here.  The fact that he is able to listen and come for the playground, snack and lunch and is also agreeable at home tells me he is just not interested in whatever they are doing.  Maybe it is boring to him.

          So, is it a possibility that this classroom is not appropriate for him?  If that's the case, what do I do now?  Do I keep him in there?  

          by NJmom on Thu Jun 07, 2007 at 10:21:30 AM PDT

          [ Parent ]

          • goodness of fit (0 / 0)

            I would ask myself, What percentage of the day is he engaged, relaxed and happy, and what percentage of the day is he pushed out of his comfort zone?  He should be comfortable a majority of the time, with some natural, healthy tensions at times when he is growing into a new skill.

            I love TeachPeace's example.  We all hope our kids will learn trig, but we don't expect them to get there without first counting on their fingers (and a bunch of other steps).  We all expect our children to eventually be responsible group members, but there is a lot of self-regulation to be learned first. Figuring out who we are, what we like, and appropriate ways to get those needs met are precursors to respectful negotiation and compromise.  First things first.

            Based on your description, I would say there's a good possibility this classroom is not appropriate for him. Is there a developmentally appropriate alternative available for your son?  A place with lots of opportunities for movement; a nice, inviting outdoor play area; lots of chances to make his own choices; and minimal expectations for sitting still for extended periods?  I would try to find a place that fits him.  

            Children learn best when they're happy.  If he can be comfortable at school, his maturation into being a happy, relaxed member of a daily circle will probably happen pretty effortlessly.  If he's feeling hounded and wrong, it may take a little longer.  

            by mamacita on Thu Jun 07, 2007 at 02:06:27 PM PDT

            [ Parent ]

            • Can't find one (0 / 0)

              He's as happy as could be.  He strolls in there every day happy, leaves happy, tells me all about it, talks about the kids, made a little friend that he has playdates with, on and on.  

              I think his behavior is just irritating the teacher?

              I can't think of an alternative.  All the schools around here are kind of the same as far as philosophy and schedule of the day.  This one is actually on the nicer end.  The facilities are really nice including the playground and the teachers have all been there a long time.  I did look at a Montessori, but they had rules about staying for K which we don't want to do.

              So, I guess if he is happy, I'll stick with it for now?  But when I think of the money I am paying for this, it is downright painful, especially if it isn't the right fit.  And since I'm home anyway.  

              by NJmom on Thu Jun 07, 2007 at 02:52:11 PM PDT

              [ Parent ]

              • oh, I think I assumed (0 / 0)

                that since the teacher was complaining, your son must be feeling put down.  But it doesn't sound like that's happening, which is great.  

                Then I guess I would ask, What are you hoping to get for your money?  It sounds like this place is working for him when it comes to socializing, which is a big plus, and that he feels comfortable and happy there.  And even if he's not sitting still for a long circle time, he is still becoming acclimated to classroom life -- and it sounds like that agrees with him!  Does that seem like enough to you, or were hoping for more bang for your buck?  

                You might want to ask the teacher what she thinks.  If she is expecting different behavior from him and she doesn't get it, what will happen?  Maybe she has some ideas or objectives that it would be useful for you to know about.

                by mamacita on Thu Jun 07, 2007 at 04:46:10 PM PDT

                [ Parent ]

                • Happy (0 / 0)

                  No, he's as happy as a clam.  She just complains to me.

                  I guess, for my money, as long as he is happy, I am happy, but if this continues to be an issue, then I'll be annoyed.

                  I like your last suggestion.  I am going to ask her that.

                  Thanks Mamacita!

                  by NJmom on Fri Jun 08, 2007 at 05:28:22 AM PDT

                  [ Parent ]

  • I'm a Montessori child :-) (0 / 0)

    Attended a Montessori school - founded by a couple who trained directly under Maria Montessori - from the time I was 2.5 until 15!! I transitioned from there to The Bishops' School in the 10th grade. I was reading by 4, and wrote My Life Story when I was 6 :-)) The only thing I needed some support on initially at Bishops was to catch me up in algebra. The first semester was a transitional challenge of course, but I was getting all As and Bs by the second half of 10th grade and kept it up all the way through graduation.

    It is SOOO critical to make sure a Montessori school is doing it correctly. Yes, they are expensive. The only school in my area is out of my range. I wish I could have sent my older one there though. He so so so would have done better there than he did in public school. As with anything, of course everyone was still perfectly well educated in the public school systems, but this is just another choice which might fit certain personality and learning types more completely. My youngest is 100% flourishing in public school and I feel no need to look elsewhere.

    Funny, but being IN it, I never thought of the social differences! Yes, all ages learned together and yes, I did often help out the younger ones. Looking back now, it was really a strong community! We incorporated cooking, cleaning, gardening, farming (had chickens for instance and grew our own vegetables), music, dance and stage with academics. And yes, it is true that there were no social cliques. It was also a very small school though when I was there. I definitely struggled mightily socially as I transitioned to the private high school. But then - who really goes into high school without some social angst?

    Trees, Flowers & Birds SanDiegoDem on all other blogs!

    by Christina on Wed Jun 06, 2007 at 11:44:26 AM PDT

    • interesting to hear your experience (0 / 0)

      we're considering keeping our son in Montessori through eighth grade. it will depend on a number of factors - his interest, affordability, etc. but assuming it happens, i hope he won't have too much trouble adjusting to the high school curriculum and social life.

      by Stacey on Wed Jun 06, 2007 at 01:09:34 PM PDT

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    • Another good point (0 / 0)

      Something you touched on made me think of another reason I love the Montessori method --  The kids in different kinds of schools may all learn the same thing, score the same on tests, get the same grades in the end. But, with Montessori it's also about HOW the children are taught to learn. It encourages the love of learning itself, which the child takes throughout formal education and then life. And really, if a person loves to learn, their live is going to be that much richer.

      by jenna on Wed Jun 06, 2007 at 09:04:57 PM PDT

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  • Montessori and the Senses (0 / 0)

    "Aesthetic and moral education are tightly tied to sensory education. Multiplying sensations and developing the capacity to appreciate small differences between stimuli sharpens our sensibility and increases our pleasures. Beauty is in harmony, not contrasts, and harmony is enhanced when there is the sensory delicacy needed to perceive it. The aesthetic harmonies of nature and of art flee those who have coarse senses — their world is limited and rough."

    This quote was part of my culinary school text. But it made sense in both contexts. I decided I needed to make my child's sensory experience a priority. I started taking her to the spice store to smell hundreds of different spices and herbs. We do this at home, too. It's a wonderful exploration. It also means a lot to me as a parent to provide these experiences at home, not letting the teachers have all the fun!

    Thanks for reading! Expat Chef http://expatriateskitchen.blogspot.com

    by Expat Chef on Thu Jun 07, 2007 at 10:34:50 AM PDT

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