As I began caring for a one year old in 2020 I realized how little I know of the ‘parenting’ literature and early childhood education pedagogies.

Because 9 of the 25 students in our studio attend a Montessori school I was curious about the philosophy. I began checking out books from the library and watching videos online. My favorites here, here, and here.

What I read was sensible, doable, and meaningful. It felt good to acknowledge and respect the child as a whole human. It felt good to give the child a range of activities and the freedom to move from activity to activity on their own. It was a relief to pass off the responsibility of living to the child themselves, rather than doing everything (feeding, clothing, speaking, diapering) myself.

I also loved that in learning about Montessori I came to understand more those students in the studio who do go to Montessori schools.

Little things like setting out mats, responding to feedback, putting away materials at the end of activities, struggling with printed letters and many others made much more sense to me. I was also able to anticipate ways in which I could structure the environment of the studio to more closely match what they are used to.

Here are some of the strategies I’ve adopted.

• “Help them to help themselves.”
  I’ve learned to not give help unless it is invited. I try not to limit independent efforts or to steal the child’s own sense of empowerment.
• Working at the edge of ability.
  I’m working to provide tricky enough activities so that the child could move to the edge of their abilit of they chose. This is really important for review, scale work, and reading.
• frenetic activity is a symptom of boredom
  I’ve begun to understand, especially with the two year old I care for, that haphazard, glazed over behavior is most often because the child feels like they don’t have an activity to sink their teeth into. Rather than using my energy to direct their behavior I need to set up activities in the environment that suit their needs for learning.
• non-praise, or say what you see
  Using good/bad language steals the child’s’ own sense of accomplishment. Say what you see or don’t say anything at all. They feel proud of themselves. No need to arbitrate that pride through my limited vantage point.
• student selects the activity and the duration of the work
  I’ve been able to model this right away with the young child I care for each day. I’ve drafted a curriculum list to span the rest of the semester. On it is three new activities per week that stretch his abilities. Throughout the week I rotate through shelf-work that includes those activities and recycles old favorites. I never have more than three activities out at a time. It has been harder to adapt this model for violin lessons, though I am experimenting. One pilot is doing a six-game sequence with pre-twinklers. I present the games in the lesson, and in practice they chose which games they want to play and for how long. I’ve also experimenting with student directed lessons, “Where next?” and student directed practice moments, “Practice this for as long as you choose. Let me know when it feels easy.” More to come on this topic.
• real, simple objects.
  I’ve slowly been turning all of my teaching implements into Montessori-esque objects. I use a set of wooden balls and x’s to make repetition strings. I use a golden camel, beautiful smooth stones, and foreign coins to build maps and play the penny game with. I have a set of Animal Spirit Cards I use to develop musicality and add randomness into the lesson. Rather than using plastic chopsticks for Cathy Lee’s bow exercises I find a beautiful hand-carved set of tongs.
• sensitive periods
  I’m now more observant of students sensitivity to certain learning interests at certain times. When counting, or spelling, or reading, or storytelling becomes important to the student I take advantage of the opportunity to engage that excitement.
• “Watch”
  Don’t distract the student by demonstrating and speaking at the same. Simply say, “Watch.” Let them soak up the fullness of what you are doing with the fullness of their attention.

I’ve learned so much from the Montessori approach and have so much more to learn. I’m excited to keep experimenting.