Disclaimer: This is not intended to be a Montessori tutorial in any way, shape or form; but rather, this is intended to share how we attempt to incorporate our understanding of Montessori principles in a DIY-minimalist-eco-friendly-raggamuslim-kinda way. Proceed, if you wish.
Hopefully by the age of two, your child understands that putting non-food items in her mouth is unsavory and undesirable. The boundaries of an activity can be articulated more clearly and the responsibility of enjoying an activity can be understood. These developments give way to the supervised enjoyment of playing with small items like beads for threading, cups of rice for pouring, and ingredients for cooking. Also, at this age, your child can more clearly articulate what they want to do and, more times than not, they want to imitate what they see you doing. The challenge for us as parents and facilitators of learning is to find safe and manageable ways for a young child to enjoy a real, productive task and not a mere simulation of one. Here are some ways that we have supported Lil’ Z in her pursuit of real work.
Long before writing begins, little hands need to be strengthened and their movements refined. In the Montessori paradigm, this effort can begin with a series of activities that transfer materials like water, rice, and beans by sponging, pouring, spooning, etc. from one container to another. What I found most challenging about such activities is that my daughter didn’t see transferring as the goal and I didn’t feel a need to stop her from exploring an activity in her very own way, on her very own terms. My only boundary was that the activity is to stay contained in its given space. I later concluded that a rice bin was much better for us all. In her own free style of play, she was able to accomplish a variety of transfers through free play and exploration. The rice bin does require a few lessons in the use of a hand broom to clean up spills and plenty of reminders about where rice does and doesn’t belong.
A clever way of introducing letters and their phonetic sounds is by tracing mounted sandpaper letters. Adding the tactile experience to a child’s learning creates another layer of depth for their experience. We purchased both Arabic and English sandpaper letters via My Happy Prayer Place and Enrighten. Montessori also advocates the teaching of phonetic sounds more than letter names which is really helpful when learning to read English, but less relevant when learning Arabic.
In the Kitchen
There’s a lot of learning that can take place in the kitchen. Of course, there’s the obvious work of cooking. By putting ingredients in small containers, I could step back and let my daughter make the batter for her oatcakes or prepare her own morning oatmeal. She can also use a butter knife to cut plantains and, with supervision, a dull knife to cut cucumbers.
The natural byproduct of any meal is dirty dishes and eventually Lil’ Z wanted to experience the joy of dishwashing for herself. Under the sink, we set up basins and a dish brush for dishwashing. Though a little dish rack would be ideal, we found a dishcloth adequate for placing her washed dishes.
Loading the washing machine is an easy chore for little people, as long as they don’t try climbing in. Eventually, they can pour detergent and help you sort light and dark-colored clothing. Once the laundry’s done, there is a clever child-sized drying rack for toddlers to hang their clothes on but we developed our own arrangement with shoelaces tied to chairs. Adjusted to her height, Lil’ Z can use clothespins to hang up her washcloths to dry in indoors. Now that she’s a little taller, she can help me hang socks on our full-sized drying rack on the balcony.
When her washcloths are dry, she then folds them in halves, then in quarters. When folding really piqued her interest, just the sight of unfolded washcloths was enough to draw her like a bee to honey . And then she would diligently fold each and every washcloth and stack them in a pile. It was amazing to see her focus and concentration, even without my prompting or participation; but once that new task was mastered, it never captivated her interest in the same way. We later progressed to folding pants and shirts.
Arts and Crafts
At around 2 ½ years old, we entered the wild world of art. Play dough was relatively easy, so was cutting and gluing, but painting took much more mental preparation for me. With the encouragement of a teacher friend of mine, we started with finger painting and progressed to paintbrushes and sponge painting. As I much as I thought I wasn’t ready for the mess of paint, it wasn’t so bad. A smock and old newspapers kept the paint spills contained, and seeing Lil’ Z’s satisfaction made it all worthwhile.
Threading wooden beads and cardboard shapes with shoelaces is another crafty activity that develops fine motor skills and hand-eye coordination.
Real Life Learning
Lil’ Z and I have developed a wonderful synergy during our days together. Our relationship has evolved and become a partnership. Every day, my goal is to make sure all of our needs our met in the most peaceful, graceful way possible. There are the basic needs of rest, food, and protection but Lil’ Z also needs healthy doses of focused attention, meaningful work, and free time. For me, I need quiet time for prayer and devotion, exercise, time for housecleaning and some internet time for communication and writing. I used to do the housecleaning when Lil’ Z was asleep but have come to learn that she should know the joy and effort that maintaining a home requires. This is a lesson in itself. There is no maid and no magic wand. We make time for work, play, and rest.
All in all, we weave together a day that is fulfilling. Without sitting down for lessons, Lil’ Z is learning a lot. The richness of our family relationships teaches both the tangible and intangible. We try to embody the character we want her to emulate and speak to her with the same respect and clarity that we hope she will use. Our rotated selection of activities and manipulatives aid in her development also, and I can’t highlight the importance of reading. At both naptime and bedtime, Lil’ Z delights in the world of her books before settling to sleep.
In the evenings, Urbndervish joins us, and he and Lil’ Z relish in their unbound collective creativity. They draw together–creating characters, stories, and giggle-worthy goofiness. After sharing our dinner meal and talking about our days, I retreat into the background to let them have at it. I can’t even begin to express how Lil’ Z adores her dad, but that’s a post for another day.
All in all, we’re grateful for the vision and model that Montessori offers us. We may not practice it all wholesale, but we see the benefits in what we do implement. For now, our daughter is unapologetically unschooled in an attempted Montessori home environment, and we have yet to see any indication that she’s missing what a standard classroom has to offer.