AGE
3-6+ PLANTS & ANIMALS:
Introduction
The nature table or shelf
Plants
Animals
Reprinted from:
Child of the World, Essential Montessori for Age three to Twelve
ISBN: 1-879264-011-0
INTRODUCTION
Solicitous
care for living things affords satisfaction to one of the most lively
instincts of the child's mind. Nothing is better calculated than this
to awaken an attitude of foresight.
—Dr. Maria Montessori, MD
We repeat this quote which you have read in the "Plant"
section, because it is so important. The attitude of respect for nature,
plants and animals begins in the home and in the first years of life—spending
as much time as is possible outside, in all seasons, experiencing animals
in the natural world—listening to birds, collecting shells on the
beach, reading about animals, learning to recognize and to name insects,
fish, amphibians, reptiles, birds, mammals.
A NATURE TABLE OR SHELF
A little table or shelf, in the home or classroom, dedicated
to a changing array of beautiful objects from nature, is a delight to
children. Some suggestions are a fallen nest, a rock, fossils or shells,
leaves, a plant experiment (from the biology curriculum for the 3-6 class).
It is important to keep this area very clean, beautiful,
and constantly changing. A little tray with a magnifying glass could be
kept on the nature table for closer observation.
In the 3-6 classroom a plastic mat, bucket and sponge,
and a small drying towel are kept on a tray under or near the nature table
and one of the favorite activities is to carefully clean the table and
the items on the table. Lay out a plastic mat and carefully remove everything
from the shelf. If there are dry leaves or soil, show the child how to
wipe them off the edge of the table and into his hand. Next show him how
to dip and wring out the sponge, and to wipe the top of the table and
the legs. With a drying cloth dry everything. Wipe and dry the plastic
mat, then clean the sponge, hang the drying cloth up to dry and replace
it with a fresh one. And replace the items on the table, letting the child
decide on their arrangement.
Now the child knows how to carry out this activity at
any time, independently of an adult's permission. This gives the child
the feeling of really caring for the beautiful objects and not just looking
at them.
Add to the nature area, or the special table or shelf
you use for plant specimens, the child's collection of shells, found birds
nests or old nests of insects, found bones and perhaps famous artwork
depicting animals.
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ANIMALS
Children have a wonderful affinity for animals at an early
age. Just as they are learning to be kind to each other, and to respect
the environment in general, this is the time to show them exact ways to
be kind to animals. One of the lessons I learned to give in my first training
course in London was to pick up and hold a cat, beginning with giving
attention to being quiet and moving slowly and carefully as one even approaches
the cat. Then to speak with a gentle voice. And finally I learned to show
the child exactly where to put his hands as he picks up the cat and gently
cradles it to his chest. Children are delighted to learn the tiny details
of caring for animals, and we should not expect them to automatically
know how to treat animals without having had careful, hands-on lessons.
Animals are best observed free in nature. If we hang a bird feeder just
outside the window and show the child how to sit quietly so that the birds
won't be afraid, we provide a way to watch birds being natural, rather
than in a cage. Binoculars give the child a feeling of participating in
the birds' activities, and allow the child to watch birds from a distance.
It is surprising to see how a child can focus and become still when the
interest in watching an ant or a bird has been awakened.
If animals visit the classroom, we must whenever possible prepare for
all of the animal's needs ahead of time—comfort, exercise, food,
warmth, gentle handling—and have the visit last only as long as the
guest is comfortable, the consideration for the animal being more important
than the satisfaction of our curiosity. In our home we kept two containers
always clean and ready to receive a guest salamander or small garden snake.
It takes no time at all to dig up a dandelion or another small plant,
and to put it in the terrarium with a sprinkle of water for the animal
to hide under for its short visit. A terrarium can be as elaborate as
a ten gallon aquarium with a wire top, or a simple jar. The most important
thing to keep in mind is that, even though it may be a short visit, the
animal will need air. If a container such as a large jar is used, be sure
to show the child that there must be holes in the metal top, or show how
to fasten cheesecloth with a rubber band to make a breathable top. There
should also be moisture but it is easy to put too much water in a container
than is comfortable for the creature. These lessons can be practiced ahead
of time and presented slowly and carefully. This shows that the adult
respects the work and expects the child to be careful and to do his best.
Hatching cocoons in the home or the classroom is a truly magical experience
for the child, and there are mail-order larvae available so that this
can be done safely at the correct time. This is a good way to introduce
the amazing phenomenon of life cycles in different animals, such as tadpole
to frog, and the difference between placental and other mammals.
Because animals are less accessible to the children than plants, we suggest,
after the firsthand experience of a few live animals (for example cats
and dogs) more models, pictures, and books about them. We can give them
simple picture books, beginning reading books, and even advanced reference
books. Look for colored pictures of entire animals, with a white background,
so the child knows exactly what we mean when we say "tiger"
(and not "tiger" and rock and bushes, or just the head of a
tiger. )
Compare humans with other animals, the hands, the eyes, mouths, legs,
and so forth, focusing attention on the similarity and differences between
humans and other animals. Discussing the need of all creatures for food,
water, shelter, warmth, protection, shows that we are all part of the
same family of life on earth.
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© Copyright Michael Olaf, 2004
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TEXT - To return to
the Child of the World main page of the philosophy and practice text,
go to: michaelolaf.net/
/1CWhome.html
PRODUCTS - For "Age
3-6+ Plants and Animals" products, go to: www.michaelolaf.com/1CW36animals.html
The products selected by the Michael Olaf Montessori
staff are very different from those commonly available for children. They
are made of natural materials whenever possible; they are beautiful; they
meet an important developmental need; and they have proven themselves
over the years, or have been well-tested to meet the highest standards.
Products which support this section of Child of the World, Essential Montessori
for Age Three to Twelve, include: biology curriculum for the 3-6+ class,
small flower arranging vases and cotton doilies, plant mister, garden
tools, plant books, plant card games, leaf and flower press, nuts, seeds,
herbs, and spices cards, binoculars, layered leaf puzzles, animal sound
game, stethoscope, butterfly garden, metamorphosis books and puzzles,
animal models and posters, shell collection, cards, game, books,
animal books, human body books, fossils and fossil books.
If you would like to order a copy of Child of the
World to read at your leisure, and to share with non-internet friends
and associates, please see http://www.michaelolaf.net/ordering.html
Return to the Michael Olaf home pages:
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information on Montessori philosophy and practice)
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