• Language,  Montessori

    Spoken Language

    From maitrilearning:

      • Natural conversations
      • Conversations at a picture
      • Poetry (memorized)
      • Songs (memorized)
      • Books
      • Reading classified books (e.g., At the Market)
      • Reading literature (e.g., The Dot)
      • True stories
      • Listen & Do
      • Furnishings & surroundings
      • Names of the exercises
      • Objects within exercises
      • Classifications (e.g., all brushes)
      • Entire exercise (all parts)
      • Double commands (touch the third rod and pick up the smallest brown stair)
      • Spoken classification (e.g., think of fruits)
      • Question games
      • News periods
      • Holiday discussions
      • 3-period lessons
      • Parts of the body
      • Sensorial material language
      • Classified vocabulary cards (groups of things)
      • Naming
      • Discussing (elicit definition)
      • Sorting
      • Matching
      • Sorting & Matching
      • Sound games
        • Level 1: Beginning sounds
        • Level 2: Beginning & ending sounds
        • Level 3: Beginning, ending, and any other sounds
        • Level 4; Beginning, ending, and every other sound

    Notes: Lasts 3-5 minutes; Always teacher led; When children are
    consistently successful with Level 1, introduce the sandpaper letters; When they have mastered the sandpaper letters AND are consistently successful with Level 4 sound games, introduce the movable alphabet

  • Islamic Studies,  Quran

    Surah al-Falaq dan Surah an-Naas

    Quran Centre Work: Surah an-Nas dan Surah al-Falaq at A Muslim Child is Born
    Quran Curriculum: Surah an-Naas Project 

    Selepas selesai baca dan study makna ayat-ayat kedua-dua surah ini, dapat disimpulkan:

    1. Kedua-dua surah ini turun bersama-sama.
    2. Surah an-Naas, manusia diminta minta perlindungan dari Allah terhadap bisikan-bisikan yang mengganggu iman kita memujuk kita melakukan kejahatan manakala surah al-Falaq diminta manusia minta perlindungan Allah dari ciptaan Allah, kejahatan malam, ahli sihir dan penghasad dengki. Surah an-Naas untuk dalaman dan surah al-Falaq untuk luaran.

    Juz Amma Ibn Katheer 

    Hadis:

    Narrated `Aisha:

    Magic was worked on Allah’s Messenger (ﷺ) so that he began to imagine that he had done something although he had not. One day while he was with me, he invoked Allah and invoked for a long period and then said, “O `Aisha! Do you know that Allah has instructed me regarding the matter I asked Him about?” I asked, “What is that, O Allah’s Messenger (ﷺ)?” He said, “Two men came to me; one of them sat near my head and the other sat near my feet. One of them asked his companion, ‘What is the disease of this man?’ The other replied, ‘He is under the effect of magic.’ The first one asked, ‘Who has worked magic on him?” The other replied, ‘Labid bin A’sam, a Jew from the tribe of Bani Zuraiq.’ The (first one asked), ‘With what has it been done?’ The other replied, ‘With a a comb and the hair stuck to it and a skin of the pollen of a male datepalm tree.’ The first one asked, ‘Where is it?’ The other replied, ‘In the well of Dharwan.’ Then the Prophet (ﷺ) went along with some of his companions to that well and looked at that and there were date palms near to it. Then he returned to me and said, ‘By Allah the water of that well was (red) like the infusion of Henna leaves and its date-palms were like the heads of devils” I said, O Allah’s Messenger (ﷺ)! Did you take those materials out of the pollen skin?” He said, ‘No! As for me Allah has healed me and cured me and I was afraid that (by Showing that to the people) I would spread evil among them when he ordered that the well be filled up with earth, and it was filled up with earth ”

    حَدَّثَنَا عُبَيْدُ بْنُ إِسْمَاعِيلَ، حَدَّثَنَا أَبُو أُسَامَةَ، عَنْ هِشَامٍ، عَنْ أَبِيهِ، عَنْ عَائِشَةَ، قَالَتْ سُحِرَ النَّبِيُّ صلى الله عليه وسلم حَتَّى إِنَّهُ لَيُخَيَّلُ إِلَيْهِ أَنَّهُ يَفْعَلُ الشَّىْءَ وَمَا فَعَلَهُ، حَتَّى إِذَا كَانَ ذَاتَ يَوْمٍ وَهْوَ عِنْدِي دَعَا اللَّهَ وَدَعَاهُ، ثُمَّ قَالَ ‏”‏ أَشَعَرْتِ يَا عَائِشَةُ أَنَّ اللَّهَ قَدْ أَفْتَانِي فِيمَا اسْتَفْتَيْتُهُ فِيهِ ‏”‏‏.‏ قُلْتُ وَمَا ذَاكَ يَا رَسُولَ اللَّهِ قَالَ ‏”‏ جَاءَنِي رَجُلاَنِ، فَجَلَسَ أَحَدُهُمَا عِنْدَ رَأْسِي وَالآخَرُ عِنْدَ رِجْلَىَّ، ثُمَّ قَالَ أَحَدُهُمَا لِصَاحِبِهِ مَا وَجَعُ الرَّجُلِ قَالَ مَطْبُوبٌ‏.‏ قَالَ وَمَنْ طَبَّهُ قَالَ لَبِيدُ بْنُ الأَعْصَمِ، الْيَهُودِيُّ مِنْ بَنِي زُرَيْقٍ‏.‏ قَالَ فِيمَا ذَا قَالَ فِي مُشْطٍ وَمُشَاطَةٍ، وَجُفِّ طَلْعَةٍ ذَكَرٍ‏.‏ قَالَ فَأَيْنَ هُوَ قَالَ فِي بِئْرِ ذِي أَرْوَانَ ‏”‏‏.‏ قَالَ فَذَهَبَ النَّبِيُّ صلى الله عليه وسلم فِي أُنَاسٍ مِنْ أَصْحَابِهِ إِلَى الْبِئْرِ، فَنَظَرَ إِلَيْهَا وَعَلَيْهَا نَخْلٌ، ثُمَّ رَجَعَ إِلَى عَائِشَةَ فَقَالَ ‏”‏ وَاللَّهِ لَكَأَنَّ مَاءَهَا نُقَاعَةُ الْحِنَّاءِ، وَلَكَأَنَّ نَخْلَهَا رُءُوسُ الشَّيَاطِينِ ‏”‏‏.‏ قُلْتُ يَا رَسُولَ اللَّهِ أَفَأَخْرَجْتَهُ قَالَ ‏”‏ لاَ، أَمَّا أَنَا فَقَدْ عَافَانِي اللَّهُ وَشَفَانِي، وَخَشِيتُ أَنْ أُثَوِّرَ عَلَى النَّاسِ مِنْهُ شَرًّا ‏”‏‏.‏ وَأَمَرَ بِهَا فَدُفِنَتْ‏.‏
    Reference  : Sahih al-Bukhari 5766
    In-book reference  : Book 76, Hadith 80

    Kids Halaqa

    Amalan-amalan Rasulullah saw:

    • Sebelum tidur, Rasulullah saw baca surah al-Ikhlas, al-Falaq, surah an-Nas dan lumur tangan ke seluruh badan mula kepala, muka dan depan sebanyak 3 kali.
    • Rasulullah saw baca surah al-Falaq dan surah an-Nas ketika baginda sakit.
  • Montessori Notes,  Practical Life

    Practical Life

    Saya suka explanation Practical Life di sini:

    Practical: means basic, useful, purposeful
    Life: means the way of living.

    Practical life Exercises are just that, they are Exercises so the child can learn how to do living activities in a purposeful way.

    Dari Maitrilearning:

    “Remember that the child’s nature is non-utilitarian at this age. This means they do things just for the sake of doing them; they do not necessarily work towards a larger goal. For example, many young children love the challenge of carrying a bowlful of water across the room without spilling a drop. They don’t need to deliver the bowl to anyone. They are just happy to carry it back and forth across the room! It is this unique nature of the young child that we must take advantage of by offering preliminary exercises that prepare them for the larger tasks ahead.”

    Latihan practical life ni pelbagai ikut budaya masing-masing. Jadi, perlu cipta kurikulum praktikal yang akan membantu kanak-kanak bila mereka menghadapi situasi-situasi dalam budaya kontemporari mereka. Contoh, walaupun aktiviti-aktiviti tu universal contohnya basuh meja (salah satu aktiviti Practical Life Montessori) dan skill ni (staying hygiene) perlu walaupun di negara mana pun kita berada, secara amnya ianya bermula dari kiri ke kanan (dan kebanyakan aktiviti Montessori begitu) tujuannya untuk biasakan kanak-kanak dengan penulisan yang kebanyakannya bermula dari kiri ke kanan. Tetapi untuk saya sendiri, saya akan mulakan dengan kanan, kerana ianya sunnah, mulakan apa-apa dari arah kanan. Jadi untuk practical life ni, boleh disesuaikan dengan cara agama dan budaya kita.

    5 kategori dalam Practical Life:

    1. Latihan Awalan (Preliminary Exercises)
      • Task-task kecil yang kemudian bergabung jadi task besar contoh; sebelum kanak-kanak diharapkan pakai smock sebelum melukis, kanak-kanak perlu dulu belajar memakai, membuka dan menyimpan smock. Aktiviti ni dibuat berasingan dan tiada kaitan dengan melukis. Contoh lain: cara guna sinki, cara basahkan dan wring sponge, cara bawa buku, cara buka buku, cara guna clothespin, etc.
    2. Penjagaan Diri (Care of the Self)
      • Aktiviti-aktiviti untuk memenuhi keperluan penjagaan diri sendiri sepanjang hari. Kritikal untuk bina keyakinan diri contoh: butang, zip, tying, lacing, basuh tangan, basuh muka, sediakan makanan, cara guna pisau, spread jam, potong buah-buah, menjahit.
    3. Penjagaan Persekitaran (Care of the Environment)
      • Aktiviti-aktiviti menghubungkan kanak-kanak dengan alam persekitarannya dan membina tanggungjawab terhadap persekitarannya. Aktiviti-aktiviti ni membentuk rasa seronok, bangga dan gembira dalam bukan sahaja terhadap kebersihan, juga terhadap kecantikan dan semua elemen yang ada dalam ruang manusia (contoh tumbuhan, haiwan pelihara)
      • Contoh: dusting, sweeping, folding, washing table, washing cloths, ironing, setting a table, polishing, caring for pets,  caring for plants, flower arranging.
    4. Control of Movement
      • Dengan pergerakanlah kanak-kanak boleh mengatur dan membina intelligence. Pergerakan tak boleh asingkan dengan higher cognitive skills, sebab intrinsically related (seperti minda dan badan).
      • Contoh: Walking on line heel to toe, marching on a line, carrying a bowl of water across the room, wearing a blindfold and finding someone who is ringing a bell.
    5. Grace & Courtesy
      • Menyesuaikan diri dengan budaya. Aktiviti-aktiviti membantu kanak-kanak supaya berkelakuan baik dalam apa jua situasi. Di ajar dengan let’s pretend / role plays, contoh bagaimana cara untuk minta tolong, mendapatkan / memanggil perhatian dengan sopan, bagaimana nak nyatakan excuse me, please, thank you and you’re welcome, minta giliran, menunggu giliran, bagaimana ajak main, menolak dengan sopan, apa perlu buat jika barang dirampas dll.

    “When the trained guide creates a practical life exercise, the activity must:

    • Aid the child to mastery of self—developing his movements to an intelligent end
    • Be relevant for what happens in the child’s world today—current/contemporary
    • Have a purposeful, intelligent reason (not just busy work)
    • Be presented at the child’s level using real items that he will find in his own environment for their actual use (e.g., using a melon baller only to ball melons; using a strawberry huller only to hull strawberries)
    • Require purposeful movement
    • Lead to the refinement of gross and fine motor skills
    • Be ordered and sequenced
    • Allow for independence (the order will free them)
    • Allow for both physical and mental functioning
    • Correspond to the abilities of the group (ranging from easy to difficult to meet the needs of all children)
    • Allow for repetition
    • Encourage silence (which encourages concentration)
    • Have points of interest (to maintain the child’s interest and allow them to stay with the work so they can develop their attention span); there are generally 2, 3 or 4 points of interest for each work”
  • Montessori Notes

    Muscular Education

    Gymnastic yang disebutkan dalam buku Montessori Method adalah bukan gymnastic seperti yang kita biasa bayangkan dan yang biasa kita dengar (Montessori rasa latihan begini repress pergerakan spontan) tapi yang disebut dalam buku ni adalah, siri latihan yang membantu perkembangan perkembangan fisiologi normal seperti berjalan, bernafas, percakapan). Latihan-latihan ini justeru membantu kanak-kanak untuk melakukan the most ordinary acts of life seperti dressing, undressing, buttoning their clothes, lacing their shoes, bawa objek seperti bola, cubes dan lain-lain. Jadi umur 3-6 tahun sangat sesuai untuk latihan gymnastic. 

    Yang disebut dalam buku adalah

    1. Walking and lots of it
    2. Montessori perhatikan (observed) semasa kanak-kanak marching di laman, mereka yang berumur 3-6 tahun, kadang-kadang akan keluar dari perbarisan, kepenatan. Montessori sediakan kerusi-kerusi tetapi mereka tak guna, tetapi mereka akan panjat pagar yang ada berdekatan lebih kurang macam di bawah:

    They moved themselves along the wires

  • Montessori Notes

    Keperluan & Kecenderungan Manusia / Human Needs & Tendencies

    Berbeza dengan Teori Hierarki Keperluan Maslow, Montessori, bahagikan keperluan asas manusia kepada dua:

    Fizikal

    • sufficient food
    • appropriate clothing
    • shelter
    • defense
    • transportation.

    Rohani

    • love
    • arts/music
    • vanitas (to improve and embellish one’s environment)
    • religion

    Untuk memahami kecenderungan manusia baca sini:

    Kecenderungan ini membantu manusia mencapai keperluan asas mereka.

    • Setiap manusia ada keperluan, kecenderungan support keperluan manusia.
    • Semua manusia tidak kira masa atau tempat mempunyai keperluan yang sama.
    • Kecenderungan-kecenderungan ni berikan pelbagai penyelesaian kepada masalah yang sama – makanan, tempat berteduh, keselamatan.
    • One does not have to copy what others have done; Setiap orang boleh selesaikan masalah dengan cara sendiri berdasarkan situasi sendiri dan jalan penyelesaian yang ada jadi tak sama.

     

    Montessori kenalpasti semua manusia cenderung kepada (Human Tendencies dibincangkan oleh Mario Montessori secara terperinci; The Human Tendencies & Montessori Education)

    • Untuk berkomunikasi
    • Bersosial
    • Meniru (imitate)
    • Meneroka, Meneliti (Explore, we are curious)
    • Bergerak (Movement)
    • Ketepatan (Be exact/precise)
    • Menumpukan Perhatian (Concentrate)
    • Ulang (Repeat)
    • Maintain/discover order
    • Berdikari (Achieve independence)
    • Realize perfection/Control errors/Improve ourselves
    • Kawal diri (Control ourselves (physically, intellectually, emotionally))
    • Bekerja (Work)

    Maitrilearning: “And I would add to this list the human tendency to act compassionately, to show care and concern for other living beings”