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AGE 3-6+ PEOPLE:
Introduction
Teaching geography
Globes, maps, and flags
Teaching history
Reprinted from:
Child of the World, Essential Montessori for Age three to Twelve
ISBN: 1-879264-11-0
TEACHING GEOGRAPHY
We are very fortunate in the United States to be living in a
melting pot of peoples from all over the world. Even the Native Americans
came from somewhere else. This wonderful living lesson in geography teaches
us that the main difference between us is when we came to our country and
why.
The study of geography and of history revolves around the needs of humans
for such basic things as food, housing, a means of transportation, clothing,
and the mental and spiritual needs for work, play, and worship. In the early
years children are given concrete examples, stories and pictures of people
all over the world, in order to build a foundation in geography and history.
The first lessons center around how people have developed a culture because
of the place where they live. How and why are the clothes, houses, food,
and transportation of a group of people living north of the arctic circle
different from those of a group of people living near the equator? This
gives a healthy, nonjudgmental, non-ethnocentric, non-nationalistic, basis
of exploration of peoples of the world.
The seeds of the study of history are given through experiences, such as
ethnic foods and music, and through objects, pictures, and books. We try
to include examples that will provide a point of reference in later history
studies. Later children will use these impressions taken in during this
time of the absorbent mind, the age when they literally become all of the
impressions taken in from the environment, to make sense of the history
of the world.
TEACHING HISTORY
In the "Earth" section you will find materials
for teaching the concepts of solar system, constellations, and other subjects
which will tie in with the later studies of history. At this age we give
bits of information, stories from the past, experiences of place. These
will all come together when the child reaches the age of six or seven
or so and can reach back into time with the imagination. That is the time
to give the many timelines.
Biographies of famous people are important pieces of the puzzle which
will create the child's ultimate understanding of the history of the world.
The teacher begins this with simple stories about herself.
I remember one story I told over and over. It was about the experience
of getting up one morning, going through the living room to fix breakfast
and seeing our horse staring in the living room window at me. That's all,
no plot, just a true experience, and the children loved it—asking
for me to repeat the little story over and over. This kind of story is
followed by stories of famous people, especially as little children.
The final element of history and geography is the interconnectedness of
humans with the earth, the plants and animals, and with each other. All
the bits of information are given with this final understanding in mind.
The mental construction of geography and history will come together in
a different way for each child. It is our responsibility to arrange for
many varied and interesting experiences which inspire the child to want
to know more.
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INTRODUCTION
Madame Montessori,
Even as you, out of love for children,
are endeavoring to teach children, through your numerous institutions,
the best that can be brought out of them, even so, I hope that it will
be possible not only for the children of the wealthy and the well-to-do,
but for the children of paupers to receive training of this nature. You
have very truly remarked that if we are to reach real peace in this world,
and if we are to carry on a real war against war, we shall have to begin
with children, and if they will grow up in their natural innocence, we
won't have to struggle, we won't have to pass fruitless idle resolutions,
but we shall go from love to love and peace to peace, until at last all
the corners of the world are covered with that peace and love for which,
consciously or unconsciously, the whole world is hungering.
- M. K. Gandhi, 1943
Today, from preschool through university, parents and
educators have come to cherish diversity—economic, racial, all kinds—to
prepare children for living in the real world. Gandhi's desire is coming
to pass.
Through individual effort, the internet, and school exchange programs,
there is an increasing awareness of the importance of teaching students
the value of service. There are schools and families on all continents
who are often in touch with, and learning from, each other. This is an
important element in the child's world view, and in developing a concern
for people all over the world, and people of all parts of society.
GLOBES, MAPS, AND
FLAGS
The more easily available a globe and map is to a child, the more often
it will be referred to and the more geography will be learned in a very
simple and enjoyable way. In providing experiences for the child we move
from the general view to the specific—from the whole earth to continents
to countries to counties, then towns and neighborhoods.
I remember one day my oldest daughter, then age three and recently having
begun attending a Montessori school, was watching me, along with some
of her older friends (ages six and eight), pour some beaten eggs into
a skillet. She said "That looks like Africa!" One of the children
who were with her asked, "What is Africa?" to which Narda replied
"It is a continent." The other friend asked her what a continent
was and Narda said, with a little bit of exasperation "Come with
me." She then got out the globe and sat the older girls down for
a very enjoyable lesson on the names of the continents and countries of
the world. There is no reason to put off geographical studies until later
grades. Children want to have an idea of where they live on a globe of
Earth at very young ages.
Since this is the time when children love to do puzzles, and to know the
names of everything in the environment, we follow the children's interests
by offering puzzles of real value. Puzzle maps have been used in 3-6 classes
for many years. Children easily "absorb" and memorize the relative
sizes, the shapes, the location of continents and countries of the world
in this motor-sensorial time of life. They delight in learning the names
of every country and capital, the states, the rivers and mountains. These
impressions are likely to stay with them forever.
We also give national songs, dances, instrumental music, costumes, pictures
of state birds, flowers, flags, architecture, inventions, and adults and
children carrying out the many aspects of life. We are very careful not
to give the impression that any culture is superior in any way to any
other. Each culture has its own strengths and weaknesses, its own gifts
to the whole.
Flags of the world have a special attraction to children. Ideally every
classroom has a set of the flags of the world. A child might come in one
morning with a story about India. She will gather all of the objects related
to India in the classroom—a folder of pictures of Asia, the map of
Asia with the puzzle piece of India, maybe a brass pitcher or statue from
India, the flag of India, and so on. Often other children will join in
the search, and maybe remind her of a song or poem from this country.
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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+ Earth" products, go to: www.michaelolaf.com/1CW36people.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: geography & history curriculum for
the 3-6+ class, children of the world puzzle and books, continent charts,
first atlas, United Nations flag set and wooden base, flags book, history
books, children's biographies of artists, musicians and other great people,
United States puzzle maps, state flower and birds stickers.
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:
http://www.michaelolaf.net (free
information on Montessori philosophy and practice)
http://www.michaelolaf.com (products)
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