Playing or working?

At IMS Sotogrande, Playing working is one of the key topics we explore in Montessori education. There is a common misunderstanding that children in a Montessori school spend all their time playing and that they can do whatever they want. None of these statements are correct.

What is Playing working?

Children are by nature curious and eager to acquire knowledge and skills. They naturally interact with their environment, so the “prepared environment” is created for them: certain materials are made available for them to practice sensory and practical skills. In the Montessori classroom, “play” is called “work” and children select materials that interest them and immerse themselves in the process of mastering the particular skill required.

The Montessori guide first introduces the new material to the child and then allows the child to practice.

Maria Montessori believed that children who are free to choose and act independently within an environment prepared according to her model, would act spontaneously for optimal development. In this sense, children are perhaps allowed to do what they want, but they are always gently guided to make the most of their time and efforts.

The question of discipline in a Montessori school is straightforward.

Discipline does not involve bribes, rewards, or punishments, These are all extrinsic motivations that do not help the child develop internal self-discipline. The Montessori approach to discipline instead builds intrinsic motivation, that is, doing something because you want to, or enjoy it, or simply believe it is the right thing to do.

How do we do this?

We listen to our children with respect, so they see that we value them. They come to understand that we are there to keep them safe and will support them if they need it. They learn to take responsibility when something goes wrong and over time they learn how to solve problems on their own. When we say “no” we need to give good reasons and we don’t yell to solve the problem: children model the behavior they see, so we are careful to model the kind of self-discipline we would like to see in our children.

We find ways to solve problems together so that the child understands why something is happening: over time, children begin to understand logic, but it can take many repetitions to instill this.

We often use the phrase “Freedomwithin limits”: We want our children to have the freedom to do the things they want without fear of getting into trouble, but we also recognize that they need limits and they need to know that there are limits to what they can do and they need to understand what impact their actions can have on others. Knowing their limits also lets them know that we care about them. When we are clear with the rules at home, children are clear too.

A Montessori approach to discipline requires patience and a lot of repetition on our part.

A classroom where children understand their freedoms and limits, and appreciate the effect of their actions on others is a happy place and contributes greatly to the progress that children make in their individual paths.