• Cultural,  Montessori,  Resources,  Science

    Living & Non-Living Resources

    Untuk permulaan, ianya sebagai pengenalan dan lebih kepada untuk classify. It’s Ok to not get it first time, read books, go on nature walk and talk about it, and give experience.

    Dalam playgroup hanya sorting cards dan aktiviti tambahan cut & paste.

    Cards for sorting


    Untuk sorting, letakkan label di belakang ikut group masing-masing supaya anak-anak boleh check sendiri jawapan.

    Cut & Paste Activity

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    • I personally used this one. Tapi macam tak jumpa pula sumber kat mana download. Suka sebab gambar untuk sorting tu gambar real.
  • Montessori,  Montessori Notes

    Social Development

    There is only one specimen of each object, and if a piece is in use when another wants it, the latter – if he is normalised – will wait for it to be released. Important social qualities derive from this. The child comes to see that he must respect the work of others, not because someone has said he must, but because this is a reality that he meets in his daily experience. There is only one between many children, so there is nothing for it but to wait. And since this happens every hour of the day for years, the idea of respecting others, and of waiting one’s turn, becomes an habitual part of life which always grows more mature.

    …From their experiences another virtue develops in the children, the virtue of patience, which is a kind of denial of impulses by means of inhibition. So the character traits that we call virtues spring up spontaneously. We cannot teach this kind of morality to children of three, but experience can and because in other conditions normalisation is prevented so that people the world over see the children fighting for what they want – the fact that our children waited struck them as all the more impressive. I was often asked, “But how do you make these tinies behave so well? How do you teach them such discipline?” It was not I. It was the environment we had prepared so carefully and the freedom they found in it. Under these conditions, qualities formerly unknown in children of 3-6 were able to show themselves.

    – Absorbent Mind

  • Montessori,  Montessori Notes

    Sharing

    Sharing in Montessori Classroom

    Masa minggu pertama playgroup, honestly I was so inexperience in handling situations, berebut aktiviti, bila sorang buat kerja sorang terus datang grab kerja yang sorang tu tengah buat etc. I also have to let parents know how sharing works in Montessori and how we don’t encourage children to give up what they’re doing to give in to others.

    First, perlu faham ciri-ciri kanak-kanak 1st plane (0-6 tahun).


    The 0-6 plane is separated into two sections, the unconscious (0-3 years of age) and the conscious (3-6 years of age) stages. The unconscious stage is solely focused on the construction of self (learning who they are in relations to their environment). Children in this stage are not yet able to take into account another person’s actions/choices/desires. They are naturally very selfish but in the right way (in a matter of constructing themselves, unlike us adults who act selfishly out of self-interest).

    Pauline Meert for Trillium Montessori

    Seterusnya faham tentang apa itu sharing? Yang kita buat selama ni tu sharing atau surrenderring? Biasa kalau anak main ada kanak-kanak lain datang nak, kita mesti akan cakap, “Kawan nak main bagilah kawan main. Good girl/boy shares.” Anak kita samada tak nak main, jadi violent (terus kita label tak good), atau anak kita menangis/merajuk. Mesti akan ada satu pihak yang tak puas hati.

    Article ni terangkan dengan baik dua perkara ni, To share or not to Share?

    Ringkasan dari artikel tersebut:

    Kenapa ibu bapa nak anak-anak share?

    1. “They want their children to grow up to be socially-adept, happy adults able to have healthy relationships. The willingness to share is, in effect, treated as an important marker of other good social skills, skills such as being able to sustain friendships, being kind, considerate and respectful, and generally having benevolent, positive interactions with others.
    2. “It’s important to teach their children to be altruistic—i.e. to be mindful of others who may have greater needs than they do, and to choose to subordinate their own needs to those others.”

    Tapi dengan praktis biasa kita buat, kedua-dua sebab di atas tu tercapaikah?

    Maksud voluntary sharing:

    “We take voluntary sharing to mean giving something one has to another person because one gains some benefit out of that immediate interaction (say, the ability to play with another child, rather than playing alone), or because one values the relationship with the other person (say, a friend or a spouse). Sharing, in that sense, is a trade of values, a win-win interaction: while the other person receives the physical good, the sharer receives an intangible benefit—a smile on the face of one’s spouse, a playmate to join in one’s games, the knowledge one has made friend’s day. “

    Maksud surrender:

    “In contrast, in surrendering under compulsion, one sacrifices a value, either under the threat of physical force, or under the pressure to conform to societal norms or moral expectations, without getting a commensurate value in return.”

    Jadi,

    “If we make him surrender his toy mid-play, we unintentionally send the message that his needs don’t matter; that his play is unimportant; that anybody can take his things at will, and that adults morally expect him to surrender his things to anyone who demands them. He may react by being angry, maybe even becoming physically aggressive—or alternatively by learning to just give up and passively retreat whenever conflict arises. (This passivity is often mis-identified as being a “good little boy” or “good little girl”, but in fact it represents an arresting development of the child’s self.)

    The damage is not limited to the child whose toy is taken. The child taking the toy, if that behavior is endorsed, also learns unintended lessons: she learns that it is ok to take things from others against their will, without asking for permission. She learns that she just needs to claim “he isn’t sharing”, and like magic, an adult will take her side and give her whatever she wants. She certainly doesn’t learn to respect the rights and personal space of the other child, to empathize with his feelings, or to control her impulses to grab things!”

    Jadi macamana sharing di pupuk dalam kelas Montessori?

    Kanak-kanak dapat tumpukan perhatian sepenuhnya selama mana dia nak tanpa risau mainan/kerjanya diambil kawan lain.

    From this article:

    • Hanya ada satu sahaja setiap material/aktiviti
    • Jika kanak-kanak sedang buat kera, kerja tu tak boleh diambil tanpa izin.
    • Sharing hanya apabila kanak-kanak setuju ajak kawan bermain sama. Ianya tak dipaksa.
    • Bila kerja siap dibuat dan dikembalikan semula ke shelf barulah boleh diambil.
    \Raisha ajak Aqeel main sama-sama

    “In Montessori, children learn to share through understanding that they must wait when something isn’t available.  It’s a way of respecting others and, in turn, receiving respect from others.” The Little Gems Montessori

    Artikel ni pula kongsikan cara untuk sharing ni dipupuk dirumah:

    • Bila tetamu nak datang, bantu anak-anak simpan mainan yang dia paling suka yang dia tak nak share dengan orang lain untuk elakkan dari acara berebut.
    • Bila anak merengek “Nak gunaaa.. nak guna… lamanya dia mainnnn.” Cuba explain mainan tu hanya available bila kawan dah habis main, bila tiba turn, anak kita boleh main selama mana dia nak, pastu ajak dia cari mainan lain.
    • Untuk anak tahu yang kita faham seksanya menunggu tu kita boleh bagi contoh, “Ya, mama tahu susah nak tunggu. Pagi tadi masa mama nak guna toilet, mama kena tunggu papa siap mandi.” Bagi mereka faham menunggu tu adalah skill yang diperlukan dalam hidup.
  • Arts & Crafts,  Montessori

    Aktiviti Arts Montessori untuk bawah 2 tahun

    Sequence bagi pengenalan arts:

    1. Pegang crayon & pensil seperti yang ditunjukkan —> scribble —> create pictures
    2. Pegang stamp seperti yang ditunjukkan –> create pictures
    3. Pegang berus lukis seperti yang ditunjukkan –> create pictures
    4. Guna clay seperti yang ditunjukkan —> create sculpture
    5. Pegang gunting seperti yang ditunjukkan 
    6. Koyakkan kertas dengan tangan
  • 3y,  5y,  9y,  Aqeel,  Elementary,  Hana,  Haris,  Mathematics,  Montessori

    Weekly Update

    Minggu sebelum tu cuti je. Tak buat apa-apa aktiviti. They’re allowed 2 hours of screentime.

    Minggu ni pun sebenarnya tak plan apa-apa. My plan was to store all of the materials on shelves and tukar dengan new materials. Bukan ‘baru’ tapi kira ikut perkembangan terkini, interest, and what needs to be worked on.

    Sebelum masuk storage, bagi dulu diorang buat. Contoh brown stair ni.

  • Materials,  Mathematics,  Montessori

    DIY Montessori Addition Strip Board Pt. 1

     

    Minggu lepas mula kenalkan Hana dengan Addition Strip Board. Salah satu tujuan material ni adalah untuk memorisation of math facts dan ke arah abstraction. Note that, sebelum material ni digunakan, kanak-kanak dalam kelas Montessori telah terlebih dahulu didedahkan dengan keempat-empat operasi (tambah, tolak, darab, bahagi); untuk faham konsep dan static & dynamic addition. Lihat di sini untuk lihat secara ringkas bahagian dan sequence Matematik dalam Montessori. 

    Nota: Setiap presentation tak dibuat sekaligus. Biarkan anak-anak ulang sehingga mereka nampak selesa buat (tak struggle, faham) baru buat presentation seterusnya, you’ll know. Ini adalah sequence material ini digunakan.