Montessori Philosophy & Practice

AGE 3-6+ YEARS—Games, Blocks & Puzzles


The following is the text from this section of the 2009-2010 edition of Child of the World, Montessori from Three to Six Years
To see other sections of this publication return to: http://www.michaelolaf.com/CWcontents.html

AN INTRODUCTION TO LATER ACADEMIC STUDIES
In the following pages you will find ideas for introducing the child to the world. We do not believe in pushing a child, but we believe strongly in providing an environment rich in all areas of learning so that the child can choose, from his own intuition, what he is ready to learn. Young children show an amazing interest in a wide range of subjects.

A rich environment creates interests and extends the child’s experience, widening her grasp of such things as music, art, history, geography, science, language, and math. Observations, over the years, of the child’s built-in curiosity and interest in all these areas of study and accomplishment, have taught us to focus on the preparation of an early environment that allows the child to choose and to teach herself. The adult's challenge is to be sure that the environment offers all the key experiences necessary for laying this foundation.

Rather than relying on verbal lessons, TV, or videos (or other examples of passive learning) because the subject is academic, we rely on the same abilities developed in the areas of practical life and good toys.

We create an environment rich in experiments, games, materials, and books which the child can select as the interest arises, providing experiences of hand and mind working together for an intelligent purpose.

BLOCKS
Blocks have been a favorite of children the world over forever. They can be made from simple stones, clay bricks, pieces of tree branches, or polished hardwoods. The attraction is that the imagination of the child is set free to create relationships between these physical objects.

Many mathematical and geometric relationships and architectural concepts are discovered, and physics principles are discovered as the structure gets too tall or too heavy. The child can also work out personal problems by playacting with blocks, animal models and little people. In our experience, next to doing real family work, playing with blocks has been the greatest aid to developing concentration..

PUZZLES
Puzzles provide visual discrimination practice as the child figures out exactly how the elements fit together visually, and eye-hand control as the pieces are fitted together. They teach the child that work/play is not only open-ended but can have a beautiful and logical structure. They more easily give practice in the beginning and ending of an activity and the satisfaction of completion. The progression of puzzles is first 1, 2, or 3 piece knobbed puzzles (found in Joyful Child, Michael Olaf's Essential Montessori for Birth to Three), then multiple-piece knobbed puzzles, simple jigsaw puzzles in frames with gradually increasing numbers of pieces, then cube puzzles and regular cardboard jigsaw puzzles.

Just as a child is eager to know the exact techniques for using a kitchen or woodworking tool, a gardening tool, or the technique of playing a musical instrument, she wants to know the exact ways to use "puzzle toys." We would be doing a child a disservice if we allowed her to use anything—blocks, a violin bow, a hand mixer—as a hammer, for example. This does not stifle creativity, but facilitates it!
Playing with open-ended toys, such as dolls, blocks, art materials, and so forth, is made infinitely richer by the child's knowledge of exact techniques in handling any toys or materials.

Through the use of all good materials the child learns how to think, to concentrate, to complete a train of thought and a cycle of activity, and to solve problems. She learns to bring the use of her body and especially her hands under the control of her will, to be self-disciplined. This is the foundation for the creativity of a professional artist or composer, and for the creativity of a child at any age.


© Susan Mayclin Stephenson, 2010 (www.susanart.net)
Permission to reprint or link to a website is granted if these words are include:
"Shared with permission of The Joyful Child Montessori Company: www.thejoyfulchild.us"


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