Sponge

Why Children Prefer to ‘Work’ Instead of ‘Play’ (and Why It’s Not What You Think!)

| Stephany

If you’ve ever come across the famous quote by Maria Montessori that goes, “The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist,‘” you might have wondered why she used the term “work” instead of “play.” After all, childhood is often associated with carefree play and fun, right? 

In the Montessori method, “work” does not connote labor, chores, or boring tasks. Instead, it refers to a child’s earnest efforts to explore, discover, and learn about the world around them. Montessori believed that children have a natural inclination to engage in meaningful, purposeful activities, which she called “work.” This work is not only educational but also deeply satisfying for the child. 

Children are like little sponges, soaking up knowledge from their surroundings. They’re curious and inquisitive, always seeking to make sense of the world they’re growing into. This natural curiosity drives them to actively seek out information and skills. In this context, “work” becomes the vehicle through which they gain knowledge, confidence, and independence. For instance, imagine a child stacking colorful wooden blocks to create a tower. To an observer, it may seem like play, but to the child, it’s a serious task. They’re learning about balance, geometry, and problem-solving. Every time they build a taller tower or change the design, they’re actively experimenting and learning. 

One of the key reasons children prefer “work” to “play” in Montessori’s view is the immense satisfaction they gain from mastering tasks and gaining new skills. For example, when a child waters the classroom plants, they are “working” according to Montessori. This task teaches them responsibility, biology, and the satisfaction of nurturing life. They actively observe the plants’ growth, adapt their watering techniques, and develop a sense of care for the environment. When children engage in these meaningful activities, they experience a deep sense of accomplishment. This sense of achievement, no matter how small, boosts their self-esteem and motivates them to keep exploring and learning. 

In a sense, Montessori believed that “work” was not just about education. It was about nurturing a child’s sense of purpose and autonomy. In this way, children actively shape their own learning experiences, setting the foundation for a lifelong love of learning. So, “work” in this context is not a burden but a joyous and fulfilling process where children eagerly explore, discover, and master the world around them.

The “Why” Phase: A Toddler’s Curious Adventure

| Stephany

Let’s diving deep into the enchanting world of toddlers and their relentless “why” phase. You know the one we’re talking about—when every answer you give seems to be met with an enthusiastic chorus of “Why?” This phase can be both endearing and perplexing, so let’s explore why toddlers ask “why” so many times and how the Montessori approach can help parents navigate this fascinating stage of development.

Why, Oh Why, Do They Keep Asking?

Toddlers, those little explorers of the world, are natural-born scientists. They’re driven by an insatiable curiosity and a thirst for knowledge. The “why” phase typically kicks in around the age of two, marking a significant milestone in their cognitive development. So, why do they keep asking “why”?

Toddlers are on a mission to make sense of their surroundings. “Why” is their way of seeking clarity and understanding about how the world works. It’s like they’re little detectives, trying to solve the grand puzzle of life. Asking “why” is also an excellent way for toddlers to practice their language skills. It’s an opportunity for them to explore new words and phrases, enhance their vocabulary, and refine their communication abilities. Additionally, when your toddler asks “why,” they’re inviting you to engage with them. It’s a chance to strengthen your emotional connection as they rely on your knowledge and guidance.

How the Montessori Approach Sheds Light

Maria Montessori, the visionary educator, recognised the importance of nurturing a child’s natural curiosity. Montessori encourages independence and respects a child’s natural drive to explore and learn. When your toddler asks “why,” see it as a sign of their emerging autonomy, and honour it by providing thoughtful responses. Montessori also emphasises on the importance of observing a child’s interests and providing an environment that fosters exploration. Ensure your home is filled with age-appropriate materials and experiences to quench their thirst for knowledge. Lastly, instead of offering quick answers, guide your toddler to discover answers on their own. Encourage them to explore, experiment, and investigate the “whys” through hands-on experiences. It’s a big opportunity to encourage their critical thinking!

Responding to the Never-Ending “Whys”

So, how should parents respond to their toddler’s incessant “why” questions? Take a moment to give a clear, concise, and accurate response. Even if it feels repetitive, it’s essential for their understanding. When possible, turn their “why” into a hands-on learning experience. If they ask why leaves fall, go outside and explore the changing seasons together. You can also flip the script and ask them why they think something works the way it does. This encourages critical thinking and deeper exploration. 

Remember, this phase won’t last forever. Stay patient and empathetic, and cherish these moments of curiosity—they’re a beautiful part of your child’s development. So, the next time your toddler asks “why” for the hundredth time, take a deep breath and embark on a fascinating adventure of discovery together! 

Absorbent Mind: What is it and how do we support it ?

| Stephany

The Absorbent Mind refers to a child’s mind during the ages of 0 to 6 years, and just like a sponge, the little ones are absorbing all the information that they are exposed to during these early years. There are two stages to the absorbent mind. The first stage, from 0 – 3 years old, is when the unconscious learning happens. Children are taking things exactly as they are, without any filter. They are unable to make decisions or choices for themselves. On the other hand, during 3 – 6 years of life or the conscious learning stage, children are able to choose what they want or don’t want to take in. This “special intelligence” is universal and timeless. It’s present in all children regardless of date, culture or place of birth. It’s incredible how effortlessly, tirelessly and instantaneously they take everything in. It’s also a self-constructive and a non-judgmental process. 

[The Absorbent Mind] which receives all, does not judge, does not refuse, does not react. It absorbs everything and incarnates it in the coming man. The child performs this work of incarnation to achieve equality with other men and to adapt himself to live with them.

Maria Montessori
The Absorbent Mind, p. 266

As a guide who has worked with many children, I have found to believe that kids are masters of imitation. They have the eye and the ear for it. They perk up at all kinds of sounds that sometimes even I can’t hear. I was able to capture very recently the works of a child’s absorbent mind taking things in. More specifically, I was watching the 2 year old walking next to her father. I was stunned when I noticed how they have the same swagger. Imitation can strengthen little ones’ individuality by the conscious and unconscious selections of what to copy. It allows them to become aware of their full potential by encouraging them to do things they’d have probably never thought of on their own. 

The role of the adult is crucial as they need to prepare the right environment for their child to continue to develop their fundamental human characteristics. It’s critical for adults to understand the child is taking in everything at once, holistically. In other words, the child is focusing on all of the qualities of what it means to be a human being, and so it’s essential that adults become good role models.  Adults should also actively and constantly prepare the human and physical environment for their child. Removing obstacles and making necessary changes along the way are also part of this preparation. Taking these measures will assure that the little ones will have everything they need to develop their fundamental human characteristics and consequently, employ their little absorbent minds to the fullest extent.