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. |