Observation: Why its Important
- Discoveries made through observation is the best way to provide for, in your environment, a way to support the natural development of children.
Through observation, Maria Montessori was the first to discover that it is important to provide child size materials and furniture, for example.
When given the tools and materials to their size, they become fully capable human beings who can care for themselves, others, and the environment.
Challenges..
The greatest challenge to observation lies in our own preconceptions, prejudgments, and expectations. Montessori training focuses on discovering and transforming such obstacles within ourselves. But another great challenge is making the time to observe. Sometimes, when we observe it feels as if we aren’t ‘working’. But in fact, observation is the foundation of Montessori work. Embracing that fact will be a big step towards committing the time every day throughout the day to observe and discover – without prejudice – what children constantly reveal through their own activity. And only on the basis of those revelations can we plan effective responses.
WHAT TO LOOK FOR WHEN OBSERVING CHILDREN:
- Concentration
- Independence
- Development of the will
- Sensitive Periods
- Human Tendencies
We are a natural scientist. Our job is to witness the unfolding learning in children. We are not talking about forming a hypothesis and testing it. A natural scientist will gather natural data patiently and objectively as to reflect, to arrive to a conclusion and take appropriate steps to respond.
Example: If a child is looking at another child's work intensely, this observation is the key to unlock the child's learning.
CONCENTRATION
- When the child spends their time working on a material for a good length of time.
- Focused on their work
- Not easily distracted by others in the environment
Concentration builds executive function: working memory, problem solving ability, etc. These skills carry on into adult hood.
INDEPENDENCE
How does he achieve independence? He does it by means of a continuous activity. How does he become free? By means of constant effort." (Montessori 1949, p.96)
A child who take care of themselves, be it functionally, socially, or economocally, is able to take care of their greater environment. Supporting the growth of independence in the child supports the evolution of society and culture at large.
Role of the Adult: Resist the temptation to intervene too quickly. Allow the child to receive organic feedback which enables the child to become a member of society, contribute, and participate in human solidarity.
DEVELOPMENT OF THE WILL
"This flower looks kind of dry. I need to water it"
"There is only 5 pieces of paper and I used 2 already.
I'll save the remaining paper for a friend."
In a silence activity, a child is able to restrict
all impulses and movement until his name is called.
SENSITIVE PERIODS
Optimal period of time when the human is sensitive to environmental stimuli or impressions that are important for development.
There are 4 sensitive periods in the first plane (age group: birth to age 6):
- Language
- Order
- Refinement of the senses
- Movement
Observable manifestations:
when exposed to a good kind of order, the child will go home and try to organize his/her home. When exposed to the opposite, a child may appear emotional, restless, disruptive.
HUMAN TENDENCIES
- Orientation
- Order
- Communication
- To know/To reason
- Abstraction
- Imagination
- Mathematical mind
- Work
- Repetition
- Exactness
- Activity
- Manipulation
- Self-perfection
- Explore
Understand that we have 14 human tendencies. The Montessori concept focuses on the universal child and the potential as human beings to be transformed for the better through an environment that is grounded with their true natural learning desire.
When we develop ourselves as spiritual and scientific observers we are able to truly serve the children with love. The secrets of childhood reveal themselves to us through our observations and as Montessori suggests “Life acts of itself, and in order to study it, to divine its secrets or to direct its activity, it is necessary to observe it and to understand it without intervening—this idea, I say, is very difficult for anyone to assimilate and to put into practice” (The Montessori Method 88).
The practice and art of observation must become a habit of mind, fully engrained in us, never to be abandoned or neglected. We must diligently attend to what is in front of us, to the smallest details. As we move along the path, side by side with the child, we strive to prepare both the environment and ourselves to support the spontaneous activity of children, in an atmosphere of freedom. Observation is our core and most ardent ally in these fundamental preparations. It protects the integrity of the method and the work of the child. It fuels our understanding of each unique individual child allowing us to truly serve her needs in an exact and thoughtful manner.
Montessori reminds us, “As we observe children, we see the vitality of their spirit, the maximum effort put forth in all they do, the intuition, attention and focus they bring to all life’s events, and the sheer joy they experience in living” (The Child, Society, and the World 99). Be as the children, and we will thrive; we will become joyful observers.
