The Child

Freedom and Boundaries

A high-society lady once visited Maria Montessori’s school and said to a little boy: “So, this is the school where you do whatever you like?” “No, ma'am,” the child replied. “We don't do whatever we like, but we like what we do.”

"The Montessori schools where children do whatever they want" or "The Montessori schools that are very strict." Neither of these is true…

Neither a "dictator teacher" nor a "king child." In a Montessori environment, the concepts of freedom and boundaries form the foundation for building self-discipline. It is a discipline that is not externally imposed, but chosen by the child who applies it. The educator operates with empathy and acceptance, using active listening and a deep understanding of the child's nature as their tools.

The Child's Adaptation to the Montessori Way of Life

Security and trust are the two key words that allow each child to develop, discover the world, and express their unique personality. And all of this is under the framework of respect and love for the little child, who, as M. Montessori said, "deserves the best."

No matter how young or old a child is—2, 3, or 4 years old—preschool is their first step into the world, their second home after their own.

This step must be steady and secure, taken with joy, in the time and pace that each child needs. And because "the beginning is half of everything," adaptation to preschool is the Alpha and Omega for their future progress.

The Benefits of the Montessori Method for the Child

The Montessori teaching method is a holistic, balanced approach that helps a person’s physical, emotional, intellectual, and moral development. It doesn’t aim solely to impart knowledge, but to create a complete personality capable of managing the beautiful and difficult events of life. Specifically: By living in a small community, the child has the opportunity to develop social skills that are the foundation of a citizen with initiative, responsibility, and independence.

Mixed-age groups create a microcosm of real social coexistence, where all members have an equal role. Everyone has been in the position of the youngest, and everyone will be in the position of the eldest. Younger children strive to acquire skills inspired by the older ones, who become their mentors and role models. On the other hand, older children gain self-confidence by confirming their achievements, which they share with younger children, thereby learning solidarity.

Punishment and Reward

Of all the texts we wrote for this site, the one on punishment and reward turned out to be the most challenging. It required rewriting several times to explain, lovingly and without criticism, the reason why both punishment and reward hinder the learning and development process of the child.

As strange as it may sound, both reward and punishment negatively affect the child’s psyche.

When we talk about reward, we do not refer to the positive messages we use to communicate with a child. These are absolutely essential. They enhance self-confidence, fulfill the child’s need to belong, and nourish their personality and work. Here, we refer to the reward as it is done in a typical school environment or at home, where the things the child does, the achievements they attain, are rewarded externally with continuous praise for every little thing, or with material goods (gifts, special badges, grades, etc.).

Play

Adults work; children play.

A child’s play is equivalent to an adult’s work. Sometimes we forget this and deprive our children of their right to play, perhaps because no one has taught us how important and beneficial it is for their development!

Physically, it accelerates blood circulation, increases metabolism, and strengthens the nervous system. The body’s parts are perfected while play enhances perception and improves flexibility, balance, accuracy, and grace of movement.

Emotionally, play is a crucial factor in the child’s mental health! It brings joy and laughter, pleasure, and satisfaction—useful "tools" for dealing with stressful situations. Through play, a child overcomes their inhibitions, enhances their self-confidence and respect, and sharpens their thinking and judgment.

A Day in a Montessori School

My mom rings the doorbell. A smile and a hug greet us. "Good morning, how are you?" my teacher says, extending her hand to me. I smile and hop over to the reception area, take off my jacket, and lay it on the table. I fetch the hanger and hang up my jacket, first one sleeve, then the other, just like George showed me.

George is older. I take off my shoes and look for the box with my picture and name. I can’t read yet. I take my slippers and put my shoes inside. I enter the classroom.

My teacher is sitting in the circle for our news and is telling the children a funny story about her daughter. I grab a pillow and sit in the circle. I can’t wait to tell how I spent yesterday with my cousin, Maria. Now it’s time to choose a game.