Infant/Toddler materials (Object Permanence Box)

Object Permanence Box with Tray
I am helping my friend with shower gift for her niece. Montessori toys are the first that comes to my mind. These are the information I have gathered.

Like all Montessori tools, this set encourages concentration (just trying to control the hand to fit the shape into the hole is a huge achievement for the infant!)

This material could be brought to the infant when he is old enough to sit. ("Montessori from the start" recommends around 10 months)

At the first introduction, the purpose is to give the right amount of stimulation to help develop intelligence through attention and concentration. Don't worry about not getting the ball in for the moment.

This material helps develop eye-hand coordination, object permanence concept and also knowledge of the cause and effect scenario. The fun and engaging aspects of seeing the ball rolls out also encourages the infant to use his hands again and again.The tray will keep the ball within reach of the child, thus encouraging independence and self-confidence.

This is what a typical presentation might be like.

1.Bring the box to the child

2.Name the box (it will be good to have a hand sign the box)

3.Show the child the ball and name it eg. "This is a ball"

4.Put the ball into the hole and watch the ball roll out onto the tray

5. Invite the infant to try if he is interested(otherwise, try again a few days later)

**Adult supervision is necessary

Infant & Toddler Matierials (Imbucare boxes)

Imbucare box with square prism

Imbucare box with large cylinder

Imbucare box with rectangular prism

A series of 4 Imbucare boxes of small cylinder, large cylinder, sqaure prism and rectangular prism.This series is also for the sitting infant to be used after the Object Permanence Box with Tray, as this series requires more precision and better eye-hand coordination (The ball of the Object Permanance Box does not have angles to fit).

Begin with the large cylinder, small cylinder, square, triangle and lastly rectangular prism individually.

This is what a typical presentation might be like.
1.Bring the box to the child
2.Name the box (it will be good to have a hand sign for each of the box)
3.Show the child the shape and name it eg. "This is a Large cylinder"
4.Put the shape into the hole
5.Open the door and take the shape out.
6. Invite the infant to try if he is interested(otherwise, try again a few days later)

Subsequently, when the infant is familiar with all the shapes, he can be given all the shapes and boxes at the same time.

**Adult supervision is necessary

Supporting Self-Education

Concentration, and encouraging it as early as possible is very much advocated in Montessori education.

How do we encourage concentration? By introducing concepts and materials that works the mind a little more, while not overbearing it. If a thing is too easy, we are bored with it quickly. Likewise when it is too far beyond our capability to grasp, we will lose interest in examining it further. Therefore, it is the observer, i.e. us as teachers of our children, to note and introduce items at the child's pace. If the child plays with it and looks away after a while, it could be that the item presented is too easy. If the child plays and shows frustration, the child may not be ready for the item.

Concentration is also encouraged when we keep ourselves as silent observers as the child works. Interruptions like,"Good job", however infrequent, cuts the depth of concentration. When we try to help/correct our child, as we see him struggle with a task, we are also affecting his effects to strengthen his concentration ability, and at the same time, taking away his joy and satisfaction (self reliance skill as a result) when he works out the issue on his own.

Do we need Montessori materials?

The materials are not a must in the home setting but it certainly helps in a child's learning. They are designed to progress in succession and highlight the quality that is to be taught, for instance, red rods is of the same size and colour except for the length to highlight a difference in height. Thus as a child builds upon his knowledge base, he is constantly amply challenged and thus will strengthen his ability to concentrate.

The materials also have control of error set in them. So the child can see for himself, without the help from adults, if the material has been done correctly.

The materials calls for motor activities of the child as it addresses the innate interests of a child to make and unmake, place and replace things for a long time.

Supporting Self Discipline

A disciplined being for Montessori means a person who is a master for himself, and is able to excercise self control as a respect for his environment and himself.

An individual on his way to becoming self discipline should be prevented from doing anything that is offending/hurting others, or which is impolite and improper. While Montessori encourages freedom and liberty in her schools, these are checked concurrently with rules and limits for the child who is on his way to becoming a normalised being.

The teacher of the child sets the rules, that is the basis of organised external discipline, in the child's surrounding.

• To build up a child's sense of order

All items have their rightful place, the child should be shown where a particular item can be found and to be returned after use. The child cannot abandon his material/work after use, he must be willing to return it to the same location out of respect for the environment and its rules. The child may never pass on nor take material from another. No matter how badly he wants the material, he should be patient and wait till the material is being returned (to its location) before taking it for his own use.

• To show respect for materials/work

When the material is being used in a way that does not attain it's goal in educating the child's mind, its usage should be stopped. If the child is calm and good tempered, the teacher will stop him sweetly. If the child shows otherwise behaviour, the teacher will exercise authority to guide him, but not in a way that seems to be a punishment for noise and disorder.

• To strengthen self control

The child might sometimes perform acts which baffled us, like scattering things about, acts that they know very well would upset us. It is best to deal with the matter on hand as clamly as possible (reflect the cause later), careful not to give the kind of attention (that the child had intended to get, eg. scolding/punishment) but to show your disapproval in the calmest manner. Wait for the child to calm down before giving him positive suggestions.

The Montessori Method

What is the Montessori method? This is a question I am often asked.

The Montessori Method is different, sometimes contrary to, what I am/we are accustomed to. . These key issues will probably take a lot of time to sink in and become part of me and my teaching intention.

1)It is NOT a question of giving the child a knowledge about qualities/quantities of things such as size, shape,and colour, by means of different objects.

2)It is NOT our aim to teach the child how to use the material correctly, meaning no spills when teaching wet pouring or that the knobbed cylinders are fitted into the right hole in the 1st attempt.

3) It is NOT about actively participating and correcting the child's every mistake until he had learned his lesson.

The Montessori Method is about helping the child to achieve self-education and self discipline. With this, he chooses the material that he wants to work on, be shown how the material works. From then, he is left to work with it as long as he wants. He is only to be observed that the material is being treated with respect and that it is adequate (neither too easy nor too had) for his developing mind.

Found this to be worth savouring in our fast paced life, where we want/forced to demand sometimes too much from our child, as she puts it

".. On the other hand, she(teacher) should not present objects to others who cannot as yet appreciate them and thus discourage their first childish enthusiasm."