What is Montessori. Part 4
/The Nido Room (0-3): It’s about respect
Dr. Maria Montessori had a simple approach to babies. She believed we should:
respect all babies and individual human beings
allow them as much freedom of movement as possible
help them to become increasingly independent by creating a safe, nurturing, child friendly environment for them to explore.
The following are a few guidelines with ways that the Athenree Montessori teachers can show our respect for the children in our care: (with a huge shout out to our inspiration Toni Christie and her work on Respect).
We recognise that children need to develop a strong and reciprocal relationship with at least one teacher in the environment and we implement a primary caregiver system to cater for that primary need. We Inviting children to engage and waiting for their approval prior to interacting with them.
We believe strongly that all teacher/child interactions should begin with some form of invitation by the teacher. This can take the form of a verbal invitation accompanied by outstretched open hands with palms facing up. After this initial verbal and physical invitation, the caregiver needs to wait for a response. Hammond (2009) advises: When an adult speaks quietly about what is happening and waits for a response, the child does not need to be on alert that a change could be coming at any moment unannounced (p. 17)
“Interpreting children’s intentions by peacefully observing them and paying close attention to their body language, cues and gestures. Through subtle signs and gestures in the presence of sensitive, attuned observers, even the youngest child can express his or her opinion and therefore have his or her human rights upheld (United Nations Committee on the Rights of the Child, 2003)” (Christie, 2012).
Slowing down and recognising that children may prefer an unhurried approach to their individual care routines, learning and development. Being flexible about breaks and making them work according to the needs and rhythms of the children as opposed to working by the clock. In order to give infants unhurried time, teachers have to make a commitment to slow down and be emotionally present with infants (Kovach & Da Ros-Voseles, 2008). This provides the child valuable, uninterrupted, quality time and attention.
We believe strongly in offering the children choices about what is happening for them and waiting for a response to the choices offered. As above, this is often about slowing down.
Being available to the infant and supporting them in their learning, but resisting the urge to intervene unnecessarily in their problem-solving efforts and mastery of their own physical development. Christie (2012) explains “Infants are capable of solving their own problems and having opinions. As the responsible adult we can be tempted to rush in and ‘save’ the child when he or she looks challenged. These are the moments we need to really challenge our own understanding of what it means to be a teacher in early childhood. Being close by and supportive but allowing an infant the space and time to learn for herself will prove more valuable than ‘helping’ her by intervening in her learning. Support rather than intervention is a mark of respect for the child.”
