Wednesday, 30 May 2012

Age of the child: birth to 15 months

Making picture cards of common objects

To make these cards is very easy. Simply cut the bristle board in equal square pieces. To begin with introducing 5 cards is enough. Pictures can be cut out from any old magazines and pasted on to the cards. These picture cards are excellent to develop vocabulary in such young children.
To present just lay the cards on the mat in order, starting from left to right. Then holding one card at a time just say the name of the picture. Repetition of such an activity will help child remember the names of the pictures. Later on many more games can be played with the same card. Just be informed that infants experiment and even rip the corners of edges not finished properly. So it is advisable to laminate them or simply use wide scotch tape to cover the edges. For example
  • knock, Knock game
  • finding the cards
  • sound games
  • word games etc.








Monday, 28 May 2012

Teaching young children

If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities which they can perform themselves and which keep them from being a burden to others because of their inabilities. We must help them to learn how to walk without assistance, to run, to go up and down the stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs in a way that is clearly understood, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence."
(The Discovery of the Child, Maria Montessori)

Sunday, 27 May 2012


“We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.”
(Dr. Maria Montessori)

Wednesday, 9 May 2012

Education and Peace

EDUCATION AND PEACE
"Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment. The task of the teacher becomes that of preparing a series of motives of cultural activity, spread over a specially prepared environment, and then refraining from obtrusive interference. Human teachers can only help the great work that is being done, as servants help the master. Doing so, they will be witnesses to the unfolding of the human soul and to the rising of a New Man who will not be the victim of event, but will have the clarity of vision to direct and shape the future of human society."


("Education for a New World", Maria Montessori, 1870-1952)

Tuesday, 8 May 2012

Solving problems at the peace table 

When children need help to resolve issues themselves, direct them to the peace table

From time to time, children fall out with siblings or friends-it may be over something simple as whose turn it is to   play with a toy or over a bigger issue such as friendships. Sometimes they reach the point where they are too angry to reason with each other. This is where the peace table comes in, providing a place where the children can cool off as they follow a procedure that stops the argument in its tracks.

The peace table is usually a child-sized table with two chairs, a bell, and a flower or ornament that symbolizes peace perhaps a rose, an olive twig, or a dove. If you're short of space, two chairs together are fine, or a rug in the corner of a room, or even a particular spot on the stairs. When children are accustomed to the ritual they may go to the peace table without being prompted; at other times a parent or older sibling may see a row developing and suggest the participants try to solve their problem at the peace table.

Once at the table, a certain procedure ensues. The child who feels especially wronged  places one hand on the table and her other hand on her heart, indicating that she speaks the truth, from her heart. She then looks at the other child speaks her name, and explains how she feels about what has occurred and how she would like the disagreement to be settled.

The second child then has a turn and the dialogue continues until an agreement is reached. If the children cannot manage this themselves, they may need a mediator-maybe an older sibling or a parent. If the problem is too involved, they may ask for a family council, where the whole family listens to both sides of the story.

What children learn from the peace table is that regardless of their size, age or position in the family, their point of view will be heard and they can expect to be treated fairly. The core experience they gain from these procedures is that arguments need to be settled with honesty and good will to maintain a harmonious, cooperative atmosphere at home.

COPING WITH CONFLICT
It started with an argument over a toy, but now Tom and Gemma are hurting each other and are unable to listen to reason.

TIME TO TALK
In an effort to resolve their dispute, Gemma and Tom each take a seat at the peace table.

TOM'S TURN
Tom puts one hand on the peace table and his other hand on his heart and calmly explains to Gemma what is  about her behaviour that is upsetting him.

NEXT IT'S GEMMA'S TURN
Gemma now proceeds in the same way, placing one hand on the table and the other on her heart, and responds to what Tom has said.

IN AGREEMENT
When both Gemma and Tom feel that the differences between them are resolved they ring a bell together to let the rest of the family know.

( written by,  anonymous)

Monday, 7 May 2012

all it is to be noted that the child has a passionate love for order and work, and possess"Above es intellectual qualities superior by far to what might have been expected."
- Peace and Education, p. 38