Greystone House Montessori Schools Houston, Texas. Child care Montessori provider in Champions, The Woodlands, Spring Texas Greystone House Montessori Schools Houston
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NORMALIZATION
When a child first comes into the Montessori classroom, there is a period of disorientation. After this initial time of disorder, children become calmer and begin to be interested in the apparatus. They begin to work and to concentrate. Then those characteristics that adults normally attribute to childhood of noisiness, disobedience, and hyperactivity begin to disappear. Children begin to show their true, really natural characteristics. They choose tasks for themselves of their own free will, and work at them with great perseverance. They are calm and quiet, but full of happiness and satisfaction. They develop powers of self-control and willing obedience to requests that might be addressed to them.

Individuals who have a ‘happy temperament’ or a ‘good character’ are uncommon enough to be admired and envied. These characteristics are, in fact, the birthright of every child, and they will develop whenever the personality of the child is respected. Dr. Montessori says, “In the period of construction, the hand must work with the mind, guiding it. I recognized that when the hand and mind are not united, there is no unity in the individual and it is then that the superficial traits of badness, goodness, and brightness appear. We live in a world of virtues and devices which are rewarded and punished and among children who have always shown these defects because there was no opportunity for anything else to be expressed by them.” As long as adults have the idea that the child’s character is formed by teaching, training, rewards, punishments, scolding, or sermons, we shall never get any further. All these are obstacles to development.

What can we say about the truly normal children of this age? They are affectionate and obedient without clinging to the adult. They are independent and can choose their own occupations and persevere with them without guidance or supervision. They are happy and lively without making meaningless noise, and their movements are purposeful and controlled. This picture, so different from the conventional idea of childhood, is realized when the child is able to concentrate on some interesting task. It seems almost as if their concentration causes a stillness in the mind that had hitherto been in continual oscillation, reacting to one stimulus over another in an automatic way. For children to be able to concentrate, they must work with their hands. And so it is in the classroom, a world peaceful and at peace.

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