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laws of growth (in children aged 0-6 years)

TIMES SENSITIVE: A PROGRAMMING "PSYCHIC

The very young child is not simply an" absorbent mind . His mental activity does not only record the phenomena. The observation of its development shows a particular activity that allows him to assimilate the events and the order of a particularly clever way. It is as if a psychic programming provided him the ability to integrate all these impressions to give them an intelligible form. Maria Montessori observed that during the early years of growth, all children have a succession of periods within their model psychic. Leveraging its experience, she observed that some activities seem to benefit children in some very specific periods. These are sensitive times. These faculties are developed at a particular time and ensure the psychological development of children. The knowledge can serve the development of the child without forcing nature while addressing psychological needs.

The succession of these periods follows a specific direction. Each time preparing the next. All these periods are interconnected and serve the development of a unified person. And development the psyche of the child does not proceed at random. It follows a very specific plan guided by these transitional periods that are deemed "critical" in the psychological vocabulary .

These sensitive periods provide the conquest by the child's psychological. Then acquired the capacity will remain as a "character" of his personality. It is therefore important to identify them. Once past, acquisitions are no longer naturally. The development of the sensitivity remain possible. But it will somehow forcing the program starts ... In the Montessori method is particularly environmentally which will enable the child to respond to these sensitive periods. If growth is not by chance, the proposed activities can not be either. The child must be able to find its food in its environment psychic. Indeed these periods make the child aware of certain things and indifferent to others. When there is a period we can say that it is as if a light had just clarify certain aspects of its environment, leaving the others more or less in the shade. These periods are also found in animal and plant world as shown by the Dutch botanist Hugo de Vries in the early twentieth century.

WHAT ARE THE SENSITIVE PERIODS?

Sensitive periods that we know best in children aged 0-6 years are six in number. They are the pillars of its development. We often see in their final stage (order, language, ..) without identifying what is their peak intensity.

1. sensory perception: it begins at birth and continues until age 5. During this sensitive period, the child needs to stimulate all five senses as much as possible. To respond to this impulse, it is important to let the child move and get in touch with his environment.
2. sensitivity for language : it starts around the age of three months and lasts until the age of 5 years. First sensitive to sounds of voice, he subsequently distinguished the movements of its mouth speaks. Among the sounds, it distinguishes those who belong to the human family who are foreign.
3. sensitivity to the order : the sensitive period is certainly the most important Development child's initial. It occurs during the first year and continues for the second year that it knows its peak and decreases gradually at the age of 3 years. The order of this sensitive period should not be confused with the idea that adults would do it for example promote the comfort and excellence in work. For the child, the order addresses the pressing need to find in its environment of reference points (people and objects) stable allowing it to feel safe. This basic feeling it will develop a harmonious personality. The child in this period, which will see a object moved from its usual place may manifest a form of anxiety or anger. It will also time to put in their place the shoes or dad to align its business . If he reacts strongly when you put in "disorder" because he feels threatened in its security psychic. This sensitive period it will develop its internal order. It gradually acquires consciousness of the place it occupies in its environment. It will then be able to order 3 years after its environment in a more intellectual (eg classifications of animals, plants, etc.). Quite the homogeneous development of its intelligence that lies latent in this particular sensitivity.
4. The sensitivity for details David Gettman, in his book Basic Montessori speaks wonderfully based on the character of Sherlock Holmes. " The Sherlock Holmes story highlights two vital components of human intelligence: we must be able to extend our powers of observation to all phenomena as the meaning of a situation is not necessarily in the The most obvious phenomenon, then we must be able to concentrate our intellectual power on specific problems. "Thus, this sensitive period will give the child a special sensitivity to the thousand details that surround it to enable it later to focus later on phenomena that are less visible.
5. The sensitivity to movement coordination : it rises about 2 years and a half and lasts up to 4 years. It means that the child will try to submit the movements of his body in the power of his will. It 's try to use one or another of its members to gain control and coordination. At 3 years the child washes his hands sometimes repeatedly not to make them more and cleaner, but to achieve better and better to use soap and water using both hands.
6. The sensitivity to social relations: it starts to 2years and a half and lasts until the age of 5 years. It allows the child to acquire the characteristics of its culture to adapt. The child will pay particular attention to responses to their behavior. This period will allow the child to develop friendly behavior to take part in the life of small groups.

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Wash the mirror ... Some current activities

After a presentation of activity "wash a mirror rather successful, Gregory had a passion for this activity.

We started with cotton balls to spread the whiting, but Gregory was not happy for two reasons: cotton sticks with the product, so to spread, we must support that cotton remains. .. Otherwise some glue to the mirror with the product ... The second reason was that if you are not careful, your hands get dirty ... and as our fellow hates dirty hands he started to "whine" ... So I took

cotton swabs with which he spreads good whiting. But if he uses both sides of the swab, he complained again of having dirty hands ... The problem is that swabs it requires concentration and endurance ... So Gregory often asked me to spread the white finish ... I must find a way to spread white with an "instrument" bigger than a cotton swab and can be used without dirtying your hands If you have any ideas ... I am!

Gregory was fascinated to see that its image in the mirror disappeared. So, the first line follows closely developments in the disappearance.

Yes, "it's dirty," he understood ... he looks at how a fabric very clean, all white can become gray and dirty ...

To clean the mirror after the white has been dry, it must rub ... Besides this topic, I find it quite difficult clean the mirror up and down ... It takes great force to and from the white to make the mirror clean. Have you had this same problem? Have you had this same problem? How do you do? To remove the white around the edges and corners, you use a brush? Because with the cloth is a bit difficult ... same for me ...

My fellow abdicated most of the time before the end ... when he sees his face again and that he is happy enough for him ...

Despite the difficulties, Gregory likes this plateau and the fate at least once a day. The product in the cup of a dry day to another. Since early morning I have not had time to take care of the trays is Gregoire which brings the cup in the sink to add a little water ... He is very conscientious to the task and proudly brings the cup to his table to first be seen in the mirror and do not start then ... with two cotton stalk (and yes, for want of an easier and faster to spread the white, Gregory is quick solutions ...)!

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Gregory grows and desires change ... Right now, it's up to artistic activities with glue, paint, pulp plasticine, scissors ...

long time, when Gregory sees me with a tape or a glue, it asks me to make room ... Then I realized it was time to put these activities in place ...

I put at his disposal an adhesive, a small bowl with small pieces of paper in the three primary colors (which he masters more or less) and it starts to stick. Generally, it sticks good books on the white paper and then added a layer of glue on top ...

He discovers the pleasure (?) To have sticky hands, something he does not like ..., capacity stick himself and the joy of seeing that it really sticks. He did a bit of traction (sometimes a bit too) by screwing the tube ... he brought out the glue and fit into the tube ... That's good, but hey, sometimes I find the glue on the floor and it's not always the one who will pick it up for back in the tube ...

Like Gregory is in a transition phase. I noticed that it sometimes takes activities that reassure him ... he can not miss ... I therefore set up a tray that is to put the straw in a bottle ... It was good once ... he quickly realized it could put together several straws in the neck ... For such activities, the "piggy bank" is ultimately more popular, the fact work longer and holds more concentrated ... It was a test, but I think we will soon change this plateau against another ...

keys of all types and locks the draw a lot right now. We can no longer leave the house without asking us the keys to open the car or to open the door himself ... Although initially his first attempts to put the key in a lock were not always conclusive, it achieved now with the ability to "want to get there" (while the mom gets impatient but tries not to interfere unless support is specifically requested ...). It often takes with her house keys and also with his long locks that have been "at rest".

Gregory, the scoundrel, has discovered that the key lock will also for the blue red locks ... but not the other way ... That's our little man made his first Audit Quality ... Thank you the low-end industrial production (the mom buys ...)!

Opening and closing boxes generate new interest in Gregory. He spent yesterday a good quarter of an hour to open and close, reopen and close to ... and offered a moment of concentration!

Draw on the blackboard is more fashionable ... clean is a lot more fun! Gregory regularly cleans its table (which is now always clean) with a sponge and water ... The fact that the table is clean before you clean it does not seem to worry ... That is our adult logic that makes us say that we must clean it when dirty .... We do find no interest in a task that is sufficient unto itself ... The children themselves are different ...

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Spiritual development of new educators

Maria Montessori has caused shockwaves around the world by revealing the child standard. Many celebrities are then came to visit its schools to contemplate what then seemed miraculous. Rather than invent a new teaching method, Maria Montessori has primarily highlighted the stages of psychological and spiritual development of children. His method is not an assumption asked to priori. She marries as finely as possible stages of child development free from the constraints imposed by the adult world.

All Montessori is built around a triad. Mainstream schools to develop most of the time a report on the pedagogy teacher / student or in other words, teacher and learner. By introducing the third term fundamental environmental Montessori amend the report introduces a classic triad of teaching: child / director / environment. It is now possible to leave the "battle" binary between student and teacher. The teacher becomes the bridge that connects the child's environment. It is no longer the source of information, but one that is in contact with the source. Because the information is first in the environment before becoming lodged in the head teacher. The primary function of the educator is not to teach but to guide the natural energy of the child to be able to better capture all the information embedded in the structures of the universe.

Getting together to serve the child asks the teacher a profound change in his look and attitude. There are few teachers who have both insisted that Maria Montessori on the spiritual that the educator must develop to be able to accompany the metamorphoses of childhood.

RECOGNIZING THE DIGNITY OF THE CHILD

The Montessori education must know how to prepare the environment and present the material as an artist. It must also prepare themselves spiritually for his work makes a real service to the soul of the child. The child is the creator of the adult he is becoming. The teacher supports and guides the energy wealth in which the child draws for its development. Maria Montessori, the spiritual preparation of the adult is the most important task without which everything else may miss its target.

Before anything else the teacher must change his look. The child is not to be a thank you to his will. It is a full human being whose dignity must be recognized. His spontaneous activities are indicative of a very high psychic activity which reveals his spiritual capacity. Divine laws are at work in each child that the adult must learn to serve and recognize.

Our physical height often leads us to "take down "the smallest of us. Their small size is an invitation for us to regain our" stature "spiritual in us" decreasing "to enable them to grow. Humility is the characteristic arrangement of Montessori education . To serve life, there is no other way. The meaning of education is not acquired by Time psychological knowledge and cultural knowledge by this ability to serve.

When we are in an adult society, it always reminds us our faults. If I'm bitter mood, I will raise around me a certain aggressiveness. This mirror effect allow me to realize my faults. Children remind us of our much less than through the adult world. Because they absorb them ... With them we are much more difficult to identify our problem behaviors.
However, the company does not return us our bad moods. It also sets our behavior. From this point of view, it can help to blind us to the situation that we subject to the smallest. To serve them, so we must clean our eyes to see clearly again. "Blessed are those who see ..."

Is it so far that educators are all perfect people? At this price, you better stop to "cogitate" on educational data. With pragmatism, Maria Montessori calls the educator to fight against the two sins "deadly" it faces: pride and anger. By releasing these two deviations, the teacher can build a true partnership with the child.

PRIDE AND ANGER

These are the two threats that can jeopardize the work of any educator. In society adult, the ego takes pride sometimes seems like a quality. Competition, constant challenge, the careerism, social position are often swollen ego. The individual loses the sense of proportion and just over the other. He forgets to belong to the same humanity, which develops only in reciprocity.
The struggle and the pressure that we can remain proud to stand sometimes push us beyond our limits. The anger comes when expressing this break with our needs really basic.

If the company in his current organization, sometimes tends to build value in the man capable of pride and anger, it does play its supervisory role and keeps us well explosions. This is not to explode in the presence of his peers ...

However, before the little child who can not play the role of "social control" and does not return our psychic deviations, then it is possible to leave room for the bully in all of us ...

MOSES AND PHARAOH

To reach the promised land (vacant) must leave Pharaoh and his tyrannical empire. Moses invites us to cross the waters of anger and pride, to leave them behind us. This program archetypal proposes that sacred history is a remarkable echo in the mind of Maria Montessori, which emphasizes that the greatest danger to the educator lies in its "potential" tyranny. " A person who is in a position of authority indisputée, free from criticism runs the danger of becoming a tyrant. The next step will be to consider this authority as her right and to consider any insult against him as a crime. Many teachers, often unconscious and look at their authority in this way by claiming a right dictatorial on the child. Respect is then due only on one side, that of small screws towards the fort. Any abuse by the teacher is legitimate, he may find adversely the child, speak ill of him in front of others, and sometimes even go on strike ... but any protest from the child is considered as insubordination intolérabl e ".

Thus, Maria Montessori, the action of the educator must begin with an act of humility" t out as does the priest when he said before the Confiteor s' approach the altar. "With humility, the adult will observe germination spiritual at work in every child. He will then see all the beauty of the soul awake. To be human is to serve the development. The soul of the child is certainly the most wonderful masterpiece ... The adult who can see ux is near the Kingdom of God ...

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From unconscious absorbent mind ... the conscious absorbent mind ...

The child is not a small adult ... His mind is totally different from that of adults. In wanting to see the child a miniature adult was simply ignored her psychic singularity. Too long ignored and misunderstood, its specificity remained in the shadows of history ... Maria Montessori was finally brought to light by his observations repeated throughout his rich experience. The child is in a state of growth and metamorphosis, while the adult has reached the standard of our species.

Metamorphosis

Let us take the example of the metamorphosis of a butterfly. Coming out of its egg, a small caterpillar grows and grows quickly while keeping its shape. One day, the caterpillar "adult" lives a profound change: it stops eating with lust and she began to weave a cocoon in which it will fall into a deep sleep, worthy of that of Adam, in which she lives a long sequence of transformations ... The continued growth but it takes a new direction ... until day the caterpillar will become a butterfly emerge from its cocoon. This butterfly has now reached the standard of its kind, it is now adult! ...

The developmental stages of children between 0 and 6 years

Everyone knows the various stages of physical development of a baby. But in terms of mental development of children remains unclear. A century ago by Maria Montessori discovered the major laws. To emphasize their characteristics, it speaks of a transformation of the infant growth. The child does not grow just like a tree wins centimeters, year after year, but rather as a butterfly that moves from one form to another psychic.

Different stages differ so that Maria Montessori shared with other psychologists opinion that human development is like a sequence of "new birth". Of course this is only an image, but it is clear that humans crossed step by step thresholds of consciousness. The man is standing up to reach its genesis resemblance to his creator. Therein lies the message of the first book of the Bible within which the secret of human development called for move the image in the likeness of God. The "Tohu_Bohu" (chaos) contains all the initial seeds of creation in the making ...

These changes are particularly evident during the first period of the child who goes from 0 to 6 years. Maria Montessori still divides this period into two sub-periods which are both marked with the sign of the "absorbent mind", each in a particular way. The absorbent mind is the spirit that is different from that of an adult! The nature and way of working of this spirit are the windows that open on the UK's childhood ...

The unconscious absorbent mind

From birth until three years, the child's mind absorbs ever impressions taken from its environment. It absorbs free will, unconsciously, because he has not yet developed a consciousness of itself.
is "because there was nothing before that" this period is a period of creation, because individuality begins with this "nothing" yet rich with extraordinary potential energy. To accomplish this miracle creator he will one day become a man, the newborn child needs another form psychic than adults.

The baby absorbs them all the environment, before they can move ... and all this only through this form known as the singular psychic unconscious absorbent mind. One can get an idea of what it means by watching the mother language learning that develops simple and effortless. The child hears and absorbs ...

Maria Montessori gives us the following comparison to make us feel all the psychological difference between the terms of the child and those of adults: take a photo and create a drawing. If we wanted to draw ten men, it would take ten times longer, but the camera, it takes the photo in a "click" they pose there is a person or a hundred people. "The 'absorbent mind works this way even faster: it absorbs everything and easily . Maria Montessori went on to say that the film should stand in the dark before developing and fixing the images and after this process, we can put the photo finalized in the light. In the depths of the unconscious mind is absorbing all the impressions, he developed and fixed and then it releases them into consciousness where they will reside forever (see training given by Mr Montessori in Ahmedabad, India 1947).

From unconscious to conscious

The passage of the absorbent mind unconscious absorbent mind is conscious " by the movement that follows the path of pleasure and love. When the child begins to move, his mind was already receptive and conceptual long absorbed whole environment. Through movement, the child comes to consciousness. The child of two years, yes, even that of a year always has something in his hand while practicing with his hand, it controls playing, trying and making the test printing absorbed earlier. Thus the child acquires clarity and awareness and builds himself that way. The hand is the tool of intelligence . "

When we understand what it means to the unconscious absorbent mind and the forces that arise, we reach the following conclusion: we can not achieve this in mind, we can not directly influence the We ... can not intervene voluntarily in the journey of the unconscious mind to the conscious mind. It is a process that advances without our intervention ... But we can assist by offering the best conditions for development.

In the first three years (0-3yrs), child and creates various faculties during the next three years (3-6yrs), children develop these abilities created previously. The period of 3-6years is also a time of creation, but is is so "conscious" for the child who now consciously absorbs its environment.
The child has forgotten the events and experiences of its first three years, but because he uses his skills developed during this initial period, it may now WANT, THINK and REMEMBER. The memory is a whole new ability and the will. The child continues the process of becoming and creation of "self", but now relies on a conscious will to act. If we had the impression before an invisible force animating the child is now his "Ego", his own "I", his own will that guides and controls. Now the child is conscious experiences through the action of his hands. The hand has become the tool of intelligence. By working with his hands as the child experiences enriches and builds itself.

The construction of individuality: the conscious absorbent mind

The first six years of the child are paramount for the construction of his personality. The child is not yet a social being in every sense of the word, because for now its energies are laid on the acquisition and development of new features.
In this mysterious process that is the transition from unconscious to the conscious, we can not intervene. The child does not need outside help at this point. This also helps in generating growth. The child really needs to move freely and to act without the intervention of an uncomprehending adult. That's why Maria Montessori recommends establishing a suitable environment, cared for and prepared in which the child can freely choose their activities while building social contacts (it comes from children who are 3 years in a School Montessori).
If the child has the opportunity to "live life" in such a setting, he learned to act by himself, he develops new capacities (moral and social) and made progress impressive in the learning of cultural elements. aigt As the child still under the inspiration of the absorbent mind, he learned spontaneously and without fatigue to write and read, it captures the number and the numbers with enthusiasm, and s 'interested in the whole culture that is proposed. If the child has the opportunity for self-employment to build its individuality, then he will reach the normal high that many observers have called "the revelation of the new child."

After my readings, including Montessori, her life and work "by EM Standing (which I am very inspired for this article which I translated some passages), I realized that what called "opposition period" or "terrible two" or "the crisis of two years and a half" ... is simply due to the development of the child and particularly the transition of two periods: the absorbent mind unconscious to the conscious absorbent mind.
When you think, it seems obvious! In the period of the unconscious mind, the child still feels more or less the world as a "prolongation" of the mother, he is not aware that he has his own body, he is a being separated from its surroundings. Inevitably, when consciousness appears between 2 and 3 years, this must be terribly distressing for the child! Imagine, so far it has not been aware of its existence separate from any other person! Imagine then that the child discovers that he can have a will, he can choose, he finds his physical strength! This is also the motivation, enthusiasm but sometimes terrorize ... If a child has not been afraid of the animals may suddenly be afraid to for a dog .. if a child has slept all night, may suddenly start to have nightmares ... if a child was nice with others, can start a fight ... examples there is full and I think everyone can make such comments in her children.

But when you think that children experience a "spiritual transformation", there should be more attentive to this little being overwhelmed by its own strength, his will, his thoughts, his memory etc. ... In fact this transition is not a period "against parents" but a construction period of oneself! This is inevitable and important. Of course, this can happen more or less, depending on the child, environment etc ...

Having found the key to many questions of the moment (and yes, we can say that Gregory has in recent months in a transitional period ... which is sometimes difficult to live ...) I permit a clearer perspective and lots of things.
So I'm trying to let go even further, to be calmer, more understanding ... (Even if sometimes it is not always obvious ...).
With some difficult moments from time to time (especially when Mom is tired ...) I marvel at the spirit that is in full processing, full construction of the "self" ... It is fascinating to see the memory appear to hear the initial thoughts logical to see changes that may seem regressive, but ultimately help the child to build, to grow. Once past this stage of transition "between two minds," conscious absorbent mind is a real delight for anyone who can observe ...

Still while writing this article, the passion I have for this Italian woman totally unconventional and revolutionary discoveries can only deepen more ... A passion that I won a whole, which changed my life and my family ... a passion that continues to grow and which I hope will be fruitful not only for our children but also for others ... Thank you again, dear dotoressa!

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The photographer and painter

Maria Montessori was very interested in the formation of language. This is probably considering his prodigious child development that has come to isolate the characteristics of his psyche: the absorbent mind. Watching a child learn its mother tongue, Maria Montessori was able to perceive how such a period during which the child grows in "unconscious" is that fertility no longer exists as it were in adults. This period is the creation of man.

LISTENING SUBTLE

"To develop language, they must have a very fine play and the ability to identify hear every little detail in his environment already .(...) at the age of three months the child is looking with great attention the mouths of those who put to the floor .(...) It is very important that you see this and you notice that these facts are generally set aside . (...) Young children are enthralled to see how the mouth of an adult moves, because they have heard this weird music that is the human voice, because when we talk to our little ones are particularly ringing voice. "

THIS WHAT THE ENGINEERING CHILD

"The child is a genius who feels driven to perform a huge work. It's a great thing that is being built. Language is something artistic that does not exist in nature. It is a creation of man. This is an acquisition of intelligence. It is not written into human nature. Each culture has its particular language. Human language is very old. It was created several thousand years ago through the culture. It exists in the environment, but it is not just a natural phenomenon. It is the advent of human intelligence. How this language can it interest the baby?

The language does not exist in the infant, but the sensitivity is there to enable him to acquire it. We are on a psychic level. If we interpret this phenomenon we must understand that we study an unconscious phenomenon. Before consciousness occurs, there is a great activity of the unconscious. The child is unconscious but has a great ability and great strength. It is a miracle of human nature. The psyche of human nature is what is most admirable in the world ".

THIS MASTER OF LANGUAGE

We all know how the learning of a foreign language is difficult. We often spend days and years learning grammar, vocabulary, syntax ... Yet despite the time few would succeed in mastering a foreign language as perfectly as the child has its own language.

It is very interesting noted qu''un child living in a bilingual environment will have no trouble learning each language and that according to his interlocutors he will adapt naturally.

Whatever indeed the supposed difficulty of the language, the child that does not represent any particular obstacle. At the same age, all children of the world become the masters of language. We are certainly accustomed to living the "explosion" of language. They show, however, the surprising psychic activity of the child and the singularity of its operation. "This is further evidence showing that the child's psyche is different from that of adults. For us this is not the same thing to learn a complicated language or not when we want to learn it. (...) When we have learned a language as a child, we have learned with accuracy and ease. Only the language we call mother will be what we proficiently. But although we called mother tongue is not the mother who teaches that language to the child. (...) When we say that we absolutely do not want to diminish the role of the mother, but we want to recognize the child that belongs to him. "

SPIRIT PHOTO

To understand the difference between the spirit of the child and adult, Maria Montessori uses an image that can help us understand his comments. "We can compare the darkness of the darkroom to the unconscious. Objects that pass are" set "and stay there forever. That is the difference between the mind of a child than an adult: the child has a psyche "photographic" while that of the adult resembles the painter. In adults its many efforts needed to wait for perfection and it is possible to follow very clearly all the stages of progress " .

This image allows us to better define the difference. Put a photographer and a painter before a complex landscape. In a "click" the photographer will be "absorbed" the perfect image of what he observes. The artist, meanwhile, will have to work several days before reaching a "reproduction" acceptable.

SPEAK TO WOMEN

Maria Montessori concluded his talk by making a "wink anthropological women. "Women are often accused of talking a lot. And yet, perhaps one of the most unique gifts that Nature has given women for the welfare of children. It is obvious that the young child to develop language must be accompanied by adults who speak with him. Nothing is more logical, because the language does not grow like a flower or a tree is a skill most complex it is impossible for children to learn without the intense contact with people who use it. "

Justice is done ... Or rather, once again, the doctor shows us how nature is intelligible ... So let us talk, let us talk, let's talk, ... slowly and clearly for the greater good of the children around us ...

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Plays ... and thoughts of the moment ... From

Here are some points raised when reading about the period 0-3yrs (but more particularly for 2-3years) that I think are important and that I had forgotten ...
This is not an exhaustive list ... and sometimes it may lack the consistency of a well thought ...

The atmosphere of 0-3yrs

Very young children divide their time between practical life (mostly) and sensory life (some initiations). Most of the time, the material of everyday life is suitable for all young children (for example he puts at the disposal of small plates, with raised edges, possibly anti-slip etc. ...).

A very young child carrying a tray that is attention to the plate he wears, or at the direction it takes .... The tray and saw a translation dangerous ... We must therefore organize the plates so that the child is not put in a position to fail. Neurological and psychomotor development does not yet allow the child to be able to pay attention and to the plate and the direction in which he argues ... This development is completed between 3 and 6 years old. Children who were able to practice between 0 and 3 years can quickly get there!

Often, the gestures for the activities are simpler, less numerous than for 3-6yrs. For this reason, we will not find some trays or activities for 0-3years.

Presentations materials are different from how to make from 3-6yrs and objective of the work evenly.

The vast difference between the two age groups is the passage " the unconscious absorbent mind "to " conscious absorbent mind "(that is the subject of a future article ...).

The practical life activities are divided into four parts (parts relate also children 3-6yrs):

• preparatory exercises (movements common to all people: drinking, bend, wear ...)
• living activities practices (environmental care, personal care: dusting, clean mirrors, wash hands)
• grace and courtesy (interactions with others)
• movement control (the child will understand his own movements, to refine its coordination included walking on the line)

Montessori also recognized the need for the child to order, and the repetition of a sequence of movements. The practical life activities are helping to coordinate the movements of the Child, to develop balance, grace, and his need for silence.

characteristics of practical life activities
These activities should be based closer to our daily lives, our everyday objects. So he agrees to make available to the child of things that can break (not necessarily the crystal ....), which are functional, that it finds in its environment, which are familiar to him. Materials must also have a relationship with the child's culture and his era. To allow the child to engage in activity and use all the equipment the whole must always be clean, orderly and complete.
The teacher must ensure that equipment is stowed in a consistent manner, depending on the difficulty. This allows the child to quickly find and develop at the same time a sense of classification and order.
The attraction of the material has vital importance. Maria Montessori believed that it must submit the child's best and most wonderful to help get into "a world more complex and subtle."

Activities are free access to the child can make a real choice. This is the same for 3-6yrs. But the attitude of the educator is different: 0-3years, the child works with adult, the adult the accompanying really and 3-6yrs, even if the child still needs the attention of adults to support its work, the self and individual is sought.

Although often the term "free access" appear in a demanding family planning, it is easier than you might think. When the adult is playing its role as an accompanist, the little child away equipment. As the child needs the attention of adults, mostly it does not work alone. If the adult is not there, the child rarely works, and if he works he left quickly and does not complete the activity.

The motto is " help me to do by myself . This quest for autonomy of the child focuses on the gestures of everyday life: dress, shoes and close to, opening and closing all kinds of containers, open and close doors, drawers, padlocks ...

should then provide the child with activities that allow him to exercise his skills and refine them. At this age, we must seek the autonomy of the child, the fact that he is an actor, he works, he does with his hands. This is not the concentration that characterizes this period as is sometimes believed. The research concentration is naturally and progressively becomes a goal in the period 3-6yrs through sensory activities.

The attitude of the educator with the child during the presentations and during labor

Until the child is in the period 0-3yrs, it should be supported in its work. The adult passes to the child the tools, methods and techniques to gain independence.

The presentations as they were then made in band 3-6yrs are different for younger . They are less formal. Of course this is as far as possible activities for children, but there is more talk, we explain with words what you do (well, this can vary depending on the child).

Montessori reminds us of a few principles:

"If you talk, do not move, and if you move, do not talk."

" Teaching and non teaching correct "

" Our job is to show how we must carry on the business and at the same time to avoid any risk of imitation . "

The child must develop his own way, to exercise these activities so that movement becomes real and not synthetic.

By the fact of the absorbent mind, which encourages children to become independent, the mere fact of saying "I'll show you" enough that the child watches carefully to rebuild after voluntarily. Becoming autonomous is a real need for the very young child. Although younger people are also sensitive to slow movements and precise, it is shown to advantage by talking, by inviting the child, inciting and encouraging. Activities are done "together", under the watchful eye of the teacher. Thus, we show the child how do, then the child tries. But it does not when it acts, even if the child goes about it differently. Only when we demand our aid "comes", but just for what he asks. Then the child is allowed to continue. And especially when the child is "active", it is hard at work, do not confuse with anything ... they are silent, you get little ... "I must decrease so that it grows" ... It thus leaves the child to work alone.

However, it should remain near the child, if he needs us. Sometimes he needs our support to revive its business. When his "action engine" loses its force when it meets or too difficult, then it is there and it is intended to help. At 2 ½ years the child can recognize an action too difficult for him. He said. If the child accepts our help, we help. But do not perform the action with the child's hand. It would lose its autonomy and become a mere puppet. We just need to show him and let him play then.

Briefly : adult is there to help the child to fulfill completely its activity, to encourage him when he meets a difficulty for any help at his request, and prompt after a completed activity to store the material before moving on to something else. The adult may also refer if necessary to a new activity. The presence of adults is necessary and should be almost constant. But this necessity of presence fades gradually as and when the child goes to the period of 3-6yrs.

At the end of an activity, the teacher must be vigilant and assess whether it is appropriate to encourage children to leave to another activity. A simple sentence like "and if we Now the dishes coming out of the machine? "may be enough to stoke the embers of desire ... But it remains difficult ... because it should always observe the child to see if it is still available for work or does not want ... And, last but one activity that truly responds to the needs of the moment ...

Regarding storage, it is necessary to emphasize the store before making a new activity. The child does not necessarily want to store forever and everything ... It is so encouraging. If he does not respond, we offered our help and if it still does not put away in its place, without assistance. When the child will that must be counted each time range and that each time, he will spontaneously self-... but maybe not as fast as the adult wishes ... The example of the benevolent adult enough to make him act ... one day or another ...

Justin Bieber Go To Church

you let me whisper sweet words my dear

the Scottish terrier

Digital Playground Streamng

We will win! A friend

(Agence Science-Presse) The controversy over creationism has tangible effects in the U.S.: 60% of biology teachers choose not not talk about evolution!

Although the past 40 years, all attempts of creationists to reintroduce their belief in public schools have failed in the courts, the fear of controversy with parents is enough to muzzle teachers, see Eric Plutzer and Michael Berkman, University Penn State, authors of a study published Jan. 27 in Science . There are those who spend even 13% for at least one hour in class to introduce creationism in a positive light. "

Finally! It was time! I bet that will soon pastafarism taught in science classes alongside religions less credible.

Modern Wedding Cut Cake Songs

A sterilization and cons give more than good care "Dynamite" scottish terrier female LOF two years.
Dynamite will be placed after making inquiries.

Not serious and curious refrain.

the Scottish terrier

Unemployment Was Not Paid.

"Multi" Montessori during the Christmas holidays

It is difficult to go on holiday with her parents and all Materials Montessori .... So we are left with nothing. Having no material prepared nor prepared environment, it was with what we had, especially with what I could find in the kitchen ... and his uncle Gregory Dominicus needed to work .. . Some are paid

installed quickly and two boys set off ... They liked it despite the improvisation ....

Dominicus was supposed to fill an egg with a spoon found more quickly, pour the water directly into it ... it was busy and it remained concentrated for a long time to pay ...

Gregory is transferring from corn in small glasses with a spoon ...

Place fishing ....

Activity appreciated by Dominicus: putting chestnuts in the egg carton after being decanted from one bowl to another

Pour water into glasses of different sizes ...

... and clean if necessary ... I am always impressed by the enthusiasm with which they clean this they have reversed ... it's like they liked clean ... In fact this activity meets the real need to do by yourself ...

Gregory exerted to cut the banana muesli for his dad ...

Part of pancakes where children participated: each has served to make the dough and the dough out of the frying pan ... Before all this, Dominicus was so excited by the prospect of making pancakes, he wanted to make the dough alone in its corner unnoticed: a mixture of flour, jam and butter ... He was also very active in preparing for the "real" pulp: he broke the eggs (I was admiring), mixing with the whip ...

When you have exhausted all possible activities (we have no photos for all ...), I did in the very simple: two wooden spoons and rubber bands to put it ...

Both were very excited and when Gregory had had enough, Dominicus finished with all elastic his spoon! A beautiful moment of concentration!

To experience how the elastic roll when we reverse the spoon has fascinated the two "engineers" ...

And one fine day, another part of my order finally arrived Montessori ... General excitement to open all the boxes and discover the treasures ...

Gregory wanted to do the puzzles zoos

Unpacking the Cabinet of geometry ...

passion for puzzles geographical adults had fun and made records: 20min at 1.10 to the puzzle of Africa ...

A day of manufacture (binomial "Montessori) with" Opa, "the grandfather of Gregory in the cellar ...

And finally, an evening for find the formulas of the binomial and trinomial from Montessori materials ...

short, Montessori developed the inter-generational link ....