One is control of error and other is mixed ages and social interaction. We do not believe that one is self disciplined only when he is artificially made as silent as a mute and as motionless as a paralytic. When the environment provides consistency, nurturing adults and stimulating work, the child can go about his most important work, creating the adult he will become. This can be achieved by allowing the child to make choices for himself. Given freedom to choose they become calm and controlled.
It was by giving freedom that discipline arose naturally and it was this discovery that so fascinated Montessori and spurred her on to further investigation. At this stage the child has internalized obedience, or we might say, had developed self-discipline where he sees clearly the value of what is being offered to him by authority and rushes to obey. When they have something of their choice, they concentrate and will not indulge in random activity they do it repeat it and after that they wont get tired but will be satisfied. When there is no repetition there is hardly any development. Children who are happily engaged in self-satisfying activities with a clear purpose experience a great sense of accomplishment and power.
It means external rewards or punishment are not necessary. This freedom requires a set of limits, with few simple rules for what is acceptable and not of which we must explained to the child in a way for them to understand. But, many people assume that discipline is something that is imposed from without by an authority figure who should be obeyed without question. Strengthening of will has taken place. Think of parents rushing around preparing for dinner guests.
How can adults set clear and appropriate limits so that children can grow happily and achieve inner discipline? They are the foundation of the classroom, as they set a tone of respect and kindness. During the academic year she trains Primary teachers at Loyola University Maryland's Washington Montessori Institute. The adults and children in the classroom environment set limits for behavior. It is not enough to see or hear items described, it is necessary for the young child to touch, hold, and use things for the full satisfaction of the needs of inner life. Parenting courses and parent support networks are a wonderful way to create bridges between the classroom and family environments. If the choice is according to sensitive period and tendencies , slowly and gradually child is gaining independence, his own initiative from the inner directives gets satisfied.
Freedom, discipline, obedience are closely related. Montessori described as a fragile bud in bloom. We cannot give the child an aimless activity. She observed that imagination was at its height with children 6-12 years of age. Adler was a contemporary and a colleague of Dr.
To do that, as guides, we envisage the potential of each individual and the whole community. By kindergarten or early Elementary they are planning out their activities for a week. The purpose of limits is to protect the collective interest of the children. This independence is the basis on which freedom is built. We accept donations from individuals, corporations, foundations, other non-profits, churches and anyone who would like to make a contribution to our mission of educating teachers and parents.
Welcome their support in the house. Children learn self-regulation gradually and through many sources and strategies. For children and adults, when there is freedom, a person can look at the things around him, become interested in something, and remain focused and engaged. Will and Self-discipline Discipline comes from within, not without. Each child builds up his own involvement in his work and is his own timekeeper with no bells, alienating time blocks, or teacher imposed activities. Life is based on choice, so they learn to make their own decisions.
Child will choose and start working on them. They make better decisions because they listen to their own inner voice instead of external influences. In the right environment this can lead to purposeful work, providing opportunity for the will to develop. We are educational professionals who value insights that we share from other professionals who work with children today. This way, they will find harmony as a part of the family and the school community.
The child does not need external validation of his actions from others as he is able to form personal judgement of his actions. We should not idealize the harsh reality of subsistence living; but we do a terrible disservice to ourselves if we denigrate the value of work. Eventually, they will be able to think through and predict the possible consequences before they acts and will learn to choose wisely. A word that not in tradition to affiliate with discipline. They are free to move about, with purpose.