“Reasoning keeps things in their relation to one another, compares them, deduces from them, arrives at conclusions and when the conclusions have been arrived at, there is a state of psychic satisfaction and with this is a sense of calm and respose.”
Mario Montessori said: “…the prepared environment should…reflect that amount of organization and order necessary for community to function properly”.
There are similarities betwenn the Primary/Children’s House and the Elementary/Primary environments:
- clearly defined workspace
- inclusion of plants and animals
Both environments serve the needs of each child and provides for the manifestation of the tendencies for each plane.
3 to 6
- Contains anything needed for the development within a safe and protected environment.
- The adult/teacher sets the ground rules for maintenance and preservation of the environment.
- The adult needs to gradually show and make them understand the the rules so they can implement them themselves.
6 to 12
- The childrenneed both, classroom and the outside world to fullfill their needs.
- The adult/teacher together with the children form and build the rules for the maintenance and preservation of the environment.
- The children practice and gradually take more and more responsibility.
The 2nd plane child is interested in how the world came to be.
We give them the keys to their imagination.
The child can use this imagination to reconstruct the past, see the present and visualize the future. He/She can identify the mistakes that have been made and give possibility for correction.
The information given needs to be clear and limited to what is essential. It needs to be related to their interest in life, their questions and their seeking intellects.
It all should give a vision of creation and the human kind.
Examples of humans that personify compashion and serenity in their efforts to change the course of time, should be given as much as possible. It is important to appeal to the spirit of the child and not just the senses.
All this information, lessons, stories and facts are told to give keys for the child’s own exploration.
Montessori called this
“giving the seeds to be sown”
The construction of the individual takes place. It is the HORME within the child, that forces to learn and act like a human being. It urges the child on to construct himself – it makes the child a humen being.
(HORME – n. Psychology, vital energy directed to in active purpose. hormic, a. hormist, n believer in horme as fundamental psychological factor.)
The tendencies for exploration, orientation and order are manifested as the child develops his sensory organs.
Society needs freedom to carry out movements to fulfill the tendencies.
The child in this plane needs freedom and limits:
- freedom for movement – exploration.
- develop a taste of what it means to be human.
Limits are responsability:
- conform to family life.
- rules are set for the good of everyone
- safeguards rather than prohibitions
So if the child is understood and helped during this years from 0 – 3, than the years from 3 – 6 can take the concious individual and develop that potential that has been founded.