Touch Boards & Touch Tablets

Touch boards dan touch tablets adalah untuk latihan refine deria sentuhan.

Touch boards yang sebenar macam ni.

Gambar ni diambil di website Montessori Album.

Satu permukaan kasar (sandpaper) dan satu permukaan licin. Kanak-kanak di latih untuk membezakan kasar dan licin (rough and smooth). Sambil tu mereka juga belajar bahasa, kasar dan licin. Saya DIY je, guna mounting board dan kertas pasir untuk permukaan kasar. Satu lagi guna kertas untuk print gambar untuk permukaan licin.

Cara nak persembahkan boleh rujuk sini atau sini.

Kalau ikut album, sepatutnya ada lagi satu atau dua seperti gambar di bawah, strip kasar dan licin, dan graded touch.

Tapi kami skip yang ni dan terus ke Touch Tablets. Sebab saya fikir macam fungsinya lebih kurang.

Gambar dari Montessori Primary Guide.

Aktiviti ni anak-anak perlu padankan tekstur gred kertas pasir yang sama. Jadi untuk setiap satu gred tu ada 2 tablet. Cara persembahan boleh rujuk di sini dan sini. Yang ni pun kami DIY juga. Saya beli 5 gred berbeza. Dari yang betul-betul kasar jarak dia jauh untuk anak-anak mudah rasa perbezaan tekstur (ingat setiap aktiviti adalah untuk anak mudah berjaya buat) dan untuk kedua terakhir tu je saya beli yang grednya dekat, bila sentuh lebih kurang sama. Dan note juga bila anak-anak salah pairing, jangan betulkan dan jangan cakap apa-apa. They would want to this again and again and perfecting their senses eventually. 

Human Tendencies 2

Ianya berkait rapat dengan Human Needs & Tendencies. Bila dapat kenalpasti keperluan dan kecenderungan ni dapat bantu perkembangan anak-anak.

  • Movement
    • Ruang untuk pergerakan yang cukup. Macam sekarang dalam rumah ada ruang yang cukup untuk mereka berlari, berbasikal. Tak banyak barang. Kurang barang kaca.
  • Exploration
    • Exploration is an inclination to investigate, inquire, find out and look around.
    • Yang ni mungkin lack. Mungkin boleh bila buat monthly theme ke buat satu sudut untuk mereka boleh explore. Tetapi kadang-kadang mereka request untuk apa-apa I gladly gave them too.
    • Human beings are naturally curious. Through exploration and investigation they learn from their discoveries.
    • Exploration is how Montessori children are taught to view the world.  To experience the world through the five senses is much more powerful than just to read a book or listen to a lecture. Teachers must be very aware of providing ways for the real world to be explored both inside and outside the classroom.
  • Curiosity
  • Orientation
    • This is the ability to find one’s way and to situate oneself physically, emotionally, intellectually, socially.
    • People want to know their place in the world. They want to know how the people and things in it compare to themselves, to understand where they fit in.
    • To thrive children must orient themselves in their environment. Children must know where they are and how to negotiate that space physical and socially. Consistency and explanation are key ways for children to orient themselves in the six to nine classroom. A child must be orientated before he may fully explore.
  • Order
    • Chaos and confusion are unsettling. Therefore humans try to find patterns and classification systems so that they can make sense of the world.
    • The human mind strives for a logical processing of information.  This clarity is found in order. In the six to nine classroom, this order is no longer expressed by outward precision as often as it was in younger stages of development. At this plane of development, order has moved inward, and the child is developing a sense of internal order. Although the child may begin to seem not to care about rugs, shelves, and an ordered classroom, he has internalized the order and has moved it into a more intellectual process whereby he classifies, logically observes, and reviews information much more in his mind. Order is essential to proper orientation.
  • Observation
  • Communication
    • There is a natural desire to communicate. Regardless of the culture or time period, human beings have shared experiences and exchanged information.
    • Communication makes it possible for us to live in a society. Expression of needs and reactions to others is made possible through communication.  Instruction and explanation are received through communication. Proper communication allows for the mind to more fully explore the world, intellectually and socially.
  • Work
    • Throughout history humans have shown the ability and willingness to work and strive for not only survival, but improvement in life.
    • Having a purpose in an activity encourages children to work. Work brings great joy when it is voluntary and allows for mastery.
  • Activity
    • Active involvement with the surrounding environment allows people to learn and further their self-development.
  • Exactness
    •  Humans perceive when things don’t fit together. When this happens, they adjust, refine, and improve.
    • Exactitude allows children to know how to know when perfection is achieved. Through the tendency of exactness, the logical processing of information has allowed man to reach many scientific planes. Children use the tendency of exactitude at a young age to know through physical exploration whether or not they have reached perfection. As children reach the six to nine classroom, the lessons of deep physical exploration have encouraged the children to have an innate awareness of perfection.
  • Perfection
    • The drive to repeat tasks until mastery reflects the human tendency to reach for perfection. Children who are allowed to repeat until mastery is achieved are joyful people. Internal satisfaction through completing internally set goals is much more satisfying than completing a task assigned to you. This is not a perfectionism that crushes creativity and joy, but the deep satisfaction of a job well done.
  • Repetition
    • All humans learn through practice. This repetition allows them to reach closer to perfection.
    • Mastery of tasks requires repetition. Humanity has a drive to do something over and over until we gain control over the task. Dr. Montessori encouraged children to repeat items as often as desired. The child’s repetition was complete when she decided that she was finished. This produces within the child the ability for powerful concentration.
  • Manipulation
    •  There is a connection between learning and doing. Humans work with their hands to establish the connection between their mind and their hands.
  • Abstraction & Creativity
    • Humans have an ability to draw conclusions, conceptualize, synthesize & imagine from experiences in the real world. They can imagine that which does not exist, and can think beyond the concrete and real.Self-perfection: Healthy human beings have a natural desire to improve. They find satisfaction in their own personal growth and want to perfect themselves.
    • The power to abstract ideas into other situations is beginning to bloom in the six to nine classroom. This ability is developed by concrete experiences that provide a framework to build the ability of abstraction. This ability is often forced in traditional classrooms at a young age. Dr. Montessori observed that provided enough concrete experiences children will naturally abstract very complex ideas with deep and thorough understanding.
  • Self Discipline
    • Self-discipline is the ability to anticipate the future and sacrifice to achieve a goal beyond the moment. This act of the will allows the child to order his world. Choices and consequences aid in the creation of self-control.

 

Rujukan:
Montessori Print Shop
Somewhat in the Air
The Montessori Nanny
Montessori Nuggets
Park Road Montessori
JonteBoucher
MMI Article
COL Montessori
Mead Montessori School
Montessori Commons

Keperluan anak-anak

Pernah dengar tak Teori Hierarki Keperluan Manusia Maslow?

Well, recent read at howwemontessori, What is it that my children need? got me thinking about mine as well.

Jadi buat bacaan tentang ni dan memang ada pakar dan pengkaji early childhood kaitkan teori ni dengan perkembangan awal kanak-kanak.

Untuk refresh semula, Teori Hierarki Keperluan Maslow cartanya macam ni.

Quoted here:

Bila satu keperluan dicapai, keperluan yang seterusnya akan menjadi satu keperluan atau keutamaan seterusnya. Setiap individu akan memastikan tahap keperluan terendah dipenuhi terlebih dahulu sebelum berusaha untuk memenuhi keperluan tahap yang lebih tinggi.

Jadi, apa yang diperlukan oleh anak-anak baytzuhr?

Keperluan Fisiologi

  • Makanan bernutrisi
    • Yang ni perlu sangat banyak improve
  • Rehat yang cukup.
    • Haris especially
  • Exercise
    • Perlu mula semula, regularly make it as part of routine
  • Tidur yang cukup
    • Sleep early!!!!

Keperluan Keselamatan

  • Routine
    • Establish routine. Kurangkan changes.
  • Order
    • Environment dalam rumah most of it rasanya dah tercapai.
  • Security
    • Still need to go through dan bincang apa perlu buat kalau jadi apa-apa. Cari beberapa situasi dan bincangkan. Contoh, jika ada orang pegang, ingat nombor telefon dan rumah, terpisah di luar, emergency di rumah dsb. Cyber safety.
  • Predicatability
    • Beritahu what we and they’ll be expecting if something out of routine or order.
  • Trust
  • Free space to move

*predictable barulah kana-kanak rasa selamat dan secure

Belonging

  • My time/My attention/ My energy
  • Family
  • Friends
  • Neighbourhood

Esteem Needs

  • Real life experiences
  • Purposeful activity
  • Respect
  • Self Esteem, Confidence – they can be successful, they can make choices, they can achieve. (Aktiviti-aktiviti Montessori semuanya purposeful, control of error. She encourage buat aktiviti yang dia boleh buat.

Self-Actualisation

  • Support whatever their interests are

 

 

 

References:

PHD In Parenting 
The Chiildhood 
How Young Children Learn
The Creative Curriculum for Preschool
Sunny Brook Montessori
Montessori Training
Simply Psychology

4 Peringkat Perkembangan (ringkas)

“The child passes through certain phases, each of which has its own particular needs. The characteristics of each are so different that the passages from one phase to another have been described by certain psychologists as ‘rebirths’. (Montessori, “The Four Planes of Education”, p.1, reprinted in 2004).

Perkembangan manusia ikut Montessori tidak menaik tapi berombak.

Boleh nampak perubahan dari segi personaliti, kemahiran kognitif dan tingkah laku pada setiap peringkat.

Setiap peringkat mula semula dengan set ciri-ciri, keperluan dan tingkah laku yang baru. Bila satu-satu peringkat tu naik sampai ke kemuncak, ia mula menurun untuk beri laluan peralihan ke peringkat seterusnya.


Baca lebih lanjut di sini.

Sensitive Period for Order

“A very important and mysterious period is the one which makes a child extremely sensitive to order. This sensitiveness appears in a child’s first year and continues on through the second. It may seem to us slightly fantastic that children should have a sensitive period with respect to external order, since it is a common opinion that children are disorderly by their nature.”

Dalam pemerhatian Dr Montessori, pada zamannya tu, kanak-kanak dibesarkan dalam persekitaran dewasa (dan sekarang pun, tapi kesedaran terhadap early childhood ni makin meningkat). Bila baca tu, sangat boleh relate, sebab masa kecil biasa kita dengar dari mak ayah, penjaga atau orang dewasa di sekeliling kita cakap “Jangan sentuh tu nanti pecah! (hiasan-hiasan kaca dalam rumah). “Jangan panjat tu nanti jatuh!” (nak naik kerusi meja makan.) Even diri sendiri pun when I was teenager pun I had to care for nephew and niece pun cenggitulah. Jadi seperti yang dikatakan oleh Dr Montessori di atas, memang kita fikir kanak-kanak ni “disorderly by nature”. Tapi Dr. Montessori fikir sebaliknya. Yang mana, dalam pemerhatian beliau, kanak-kanak ni mula sensitive period pada order sejak dari lahir lagi! Bila sensitive period for order ni tidak dipenuhi, mereka akan respon dengan tantrums, nangis berterusan dll.

Contoh pemerhatian beliau yang beliau ceritakan dalam buku “The Secret of Childhood“:

Seorang bayi yang berumur lebih kurang 6 bulan, berada dalam biliknya. Dia dah biasa melihat aturan sekitar biliknya. Satu hari seorang wanita masuk ke dalam bilik tu dan letakkan parasol atas meja. Bayi tu mula gelisah dan mula menangis bila melihat beberapa ketika pada parasol tu (dan bukan menangis bila melihat pada wanita tu). Wanita tu ingat bayi tu nakkan parasol tu jadi dia pun ambil dan cuba beri pada bayi tu, tapi bayu tu tolak dan menjerit. Wanita tu memujuk-mujuk bayi tu tapi raungan masih kuat. Apa yang perlu dia buat? Tiba-tiba ibu kepada bayi tu dapat rasa apa yang bayi nak, bangun, dan ambil payung tu dan bawa keluar ke bilik lain. Dengan serta merta bayi tu tenang semula. Penyebab bayi bertindak begitu adalah kerana payung yang ada di atas meja tu; objek yang tetiba datang terjah dan kacau memori patternnya terhadap susun atur bilik tu.

 

Sequence Kemahiran Menggunting / Scissors Skills Sequence

Aktiviti menggunting biasanya dikenalkan kepada anak-anak mula umur 2 tahun ke atas dalam kelas Montessori dan yang mana homeschool anak-anak guna kaedah Montessori ada juga yang kenalkan lebih awal. Ikut kebolehan keseluruhan anak. Samada dia bersedia atau tidak. Gunting yang digunakan dalam persekitaran Montessori adalah gunting yang betul  tapi saiz kanak-kanak (blunt edges).

Menggunting adalah salah satu aktiviti banyak manfaatnya pada kanak-kanak terutamanya pada perkembangan motor halus kanak-kanak. Pergerakan buka tutup masa menggunting ini menguatkan otot tangan yang mana ianya penting untuk kebolehan menulis.

Antara faedah menggunting:

  • Kemahiran motor halus; pergerakan buka tutup masa menggunting tu menguatkan otot tangan
  • Kemahiran koordinasi tangan dan mata di mana kanak-kanak memegang kertas di sebelah tangan dan menggunting menggunakan tangan sebelah lagi dan menggunakan mata untuk track pergerakan gunting.
  • Kemahiran koordinasi bilateral; pengggunaan kedua-dua belah badan (kiri dan kanak) pada masa yang sama tapi tugas yang berbeza! Contoh, menggunting bentuk bulat di kertas, kanak-kanak perlu pegang kertas dan pusingkannya dengan sebelah tangan dan sebelah tangan lagi buka tutup gunting dan menggunting ikut garisan.

Aktiviti awal (prerequisite) yang boleh membantu sebelum kenalkan aktiviti menggunting pada kanak-kanak adalah transferring activity menggunakan pengepit (tongs), atau hole puncher, untuk kuatkan tangan dan membantu pergerakan buka tutup gunting.

Macamana nak tahu anak belum sedia guna gunting dan kita kenalkan terlalu awal?

  • Bila mereka gunakan dengan tidak sepatutnya.
  • Bila mereka gunakan kedua-dua belah tangan untuk menggunting.
  • Bila mereka tak ikut arahan keselamatan gunakan gunting.

Cara nak kenalkan:

Sediakan kertas tebal (cardstock) (saya guna 180gsm-230gsm) (guna kertas tebal sebab masa pegang tak lembik jatuh-jatuh mudahkan bagi anak-anak).

Potong kertas panjang-panjang seinci lebar. Tunjuk kat mana dia perlu letakkan jari-jari dia, kita pegangkan kertas dan tolong bukakan gunting dan dia akan snip atau boleh juga kita sama-sama gunting dengan dia. Masa demo perlu tunjukkan dengan perlahan, kita tidak bercakap banyak (minimal words) dan pause antara setiap step.

Contoh:

“Ini gunting, dan mama akan tunjuk macamana nak gunting.”

“Pegang gunting macam ni.” Ambil gunting dan masuk jari perlahan-lahan. (Buat gerakan buka tutup gunting.)

Pause.

Say, “Open.”  Buka gunting dengan perlahan.

Pause.

“Close.” Tutup dengan perlahan.

“Ini kertas.” (Tunjuk cara pegang.) “Gunting kertas macam ni.” Tunjukkan cara menggunting dan pause antara setiap step.

Jika beberapa kali dia masih lagi tak menggunakan dengan betul, put it away. Dia belum sedia dan ada je kanak-kanak yang belum confident guna gunting hingga umur 4-5 tahun. So, it’s OK! Follow the child.

Sequence Menggunting

Mula dengan 1 inch strip kosong (tak perlu garis) –> bila dah mahir baru garis-gariskan straight lines yang tebal pada strip, minta dia gunting ikut line –> line nipis (thin lines) –> kertas yang kurang berat

Mula dengan 1 snip (1 inch) –> lebih dari 1 snip –> dan satu kertas penuh

Pegang gunting dengan betul –> Snipping –> Cutting straight lines –> diagonal –> zigzag –> curves –> waves –> spirals

Selain kertas boleh juga guna benang, yarn, playdough, kertas foil, pelbagai jenis kertas, rumput-rumput, daun-daun yang dikutip di luar, straw, dan lain-lain lagi.

Printable pattern untuk gunting boleh download di sini:

Paper Cutting di JMJ Publishing

Montessori style cutting box with free printable patterns