Buku Montessori yang boleh di baca

Ramai yang tanya buku Montessori yang mana boleh di baca. Personally, saya baca buku-buku ni dan sangat recommend.

Untuk yang baru berjinak dan nak mengenali Montessori dengan ringkas untuk aplikasi di rumah boleh baca dua buku ni:

How To Raise An Amazing Child the Montessori Way by Tim Seldin
Beli di (please check availability and waiting time & shipping charges) MPH (RM75.50), Kinokuniya (RM75.50), Bookurve (RM70), Bookdepository (RM72.52)

Montessori Play and Learn by Lesley Britton (macam unavailable for purchase je, tak jumpa yang jual online)

Untuk presentations lesson-lesson montessori

Basic Montessori by David Gettman
Beli di (please check availability and waiting time & shipping charges): Kinokuniya (RM85.34), Bookurve (RM68), Bookdepository (RM56.05)

Teaching Montessori in the Home: The Pre-School Years by Elizabeth G Hainstock
Beli di (please check availability and waiting time & shipping charges): Kinokuniya (RM67.88), Bookurve (RM55), Bookdepository (RM41.15)

Buku yang ditulis oleh Maria Montessori, untuk mendalami kaedah beliau:

The Secret of Childhood by Maria Montessori

Buku ni explain poin-poin penting penemuan beliau masa observe kanak-kanak. Tak tebal dan boleh cuba baca yang ni untuk biasakan dengan cara penulisan beliau.
Beli di (please check availability and waiting time & shipping charges): Kinokuniya (RM34.76), Bookurve (RM38), Bookdepository (RM26.80), Opentrolley (must buy RM150 worth) (RM30.61)

The Absorbent Mind by Maria Montessori (buku terakhir)
Beli di (please check availability and waiting time & shipping charges): Kinokuniya (RM100.43), Bookdepository (RM68.01)

Untuk ajar membaca kaedah Montessori, boleh baca buku ni:

Montessori Read & Write by Lynn Lawrence
Beli di (please check availability and waiting time & shipping charges): Bookdepository (RM83.88)

Alternatively boleh cuba cek local library buku-buku ni especially Perpustakaan Negara dan Perpustakaan Kuala Lumpur.

*may contain affiliate link

Sensorial Period 2 Materials

Tengah setup sensorial shelf untuk Aqeel. Might as well putting up together this list to share dengan semua. If bergunalah. RM yang belah kanan tu yang sama macam kami guna. If korang ada jumpa yang lagi murah, silalah komen! Nanti akan diupdate list ni.

MaterialsRM
(Professional)
NoteRM
(Alternatives)
Knobbed Cylinder 480Dah ada mini47.30
Pink TowerDah ada mini
Brown StairMissing one stair42.90
Red RodsDah ada mini48.00
Color Box 1,2,3Box 1 guna dari Box 2
DIY Color Box 2
DIY Color Box 3
Geometry CabinetDIY
Binomial CubeDah ada
Geometry Solids103Dah ada mini25.00
Touch BoardsDIYDIY
Touch TabletsDIY
BlindfoldDIY
FabricsDah ada
Stereognostic BagDah ada
Baric TabletsDIY
Tasting BottlesDIY
Sound BoxesDIY

Normalisation

Pernah tak tengok video sekolah montessori, atau seharian aktiviti kanak-kanak dalam kelas montessori (authentic ones)? Mula sampai, shake hands directress, sangkut beg, coat, masuk kelas shake hands dan tegur kawan, pilih aktiviti di shelf, atau ngelap2, circle time, snack time, prepare, makan, basuh tangan, basuh pinggan, ada yang pilih baca buku, ada yang duk luar buat aktiviti diluar tanpa disuruh, mereka buat sendiri je? And I initially thought that’s normalisation, and there’s no way ‘we’ (our family) could ever achieve that. We didn’t do 3 hour work cycle, our house not fully prepared, I myself not prepared 😅 dan segala macam kriteria montessori. Tapi jangan salah faham dengan terms normalisation yang eh Montessori ni, anak kita yang bising, huru hara main je keje, tak fokus, suka sepah ni tak normallah? Normalisation dalam konteks montessori bermaksud “becoming a contributing member of the society”. Aloh, komplikated bunyi but we need that, don’t we? Look at the state of our teenagers and youngsters now? Anyway, someone asked me about normalisation the other day, and got me thinking again, and I did my research again. I reread Absorbent Mind on this chapter, read articles and discussions dan dapatlah pencerahan…. yang normalisation ni bukan bermaksud seperti yang dalam video-video kita tengok tu. Normalisation yang dimaksudkan tu adalah keadaan di mana kanak-kanak tu bila dia terlalu fokus dan terlalu concentrate terhadap sesuatu tu dan bila dia dah siap dan puas hati dengan kerja yang dia buat tu, dia akan rasa puas, content, refresh! That, that moment! Montessori discover moment ni bila dia observe sejumlah pelajar (rasanya yang mula-mula dia incharge, I have to go back and read this story) yang dari bermacam jenis background dan bermacam jenis perangai. You know, kids, some louds, some quiet, some lompat-lompat, some suka jatuhkan barang2. Tapi bila Montessori sesuaikan persekitaran mengikut keperluan kanak-kanak ni, she discovers this amazing view yang mana semua kanak-kanak yang tadi in deep concentration with work they’re doing. Bayangkan keadaan tu yang mana suasana lebih tenang dan Montessori anggap that’s who children really are.

Sebab tu dia namakan that moment tu yang mana kanak-kanak buat apa-apa yang dipilihnya with deep concentration and when done mereka content dan refresh, normalisation. Therefore, they will be in and out of normalisation. Dan bila continously macam ni they’ll develop self discipline and peace. Jadi legalah sikit yang normalisation ni achievable at home.

Color Box

Material untuk Color Box 1, Color Box 2, Color Box 3.

Saya tak beli color box, instead buat sendiri je. Print dari Montessori Album. Laminate. Belakangnya guna cardstock dan gam laminated printed color box 2 & 3.

Untuk Color Box 1, guna yang dari Color Box 2, sebab kenalkan secara berperingkat. Tak display ketiga-tiga sekali sebab jimat ruang. Ikut pengalaman Hana dan Aqeel, Box 1 go through cepat sangat.

Untuk Box 3 boleh download di sini.

Cylinder Block Language

 

Cylinder block bukan sahaja untuk visual discrimination tapi juga untuk language. Semua cylinders graded dari smallest to largest. 3 dimensi, tebal, lebar, tinggi. Blok 1, ketinggian sama, diameter dari thin to thick. Blok 2, ketinggian dari short to tall, diameter small to largest, berbeza 3 dimensi, thus smallest to largest. Blok 3, small to large tapi ketinggian berkurang dari tall to short. Blok 4, ketinggian short to tall, diameter sama. Pertama kali present satu per satu dahulu. Dah present semua, barulah mana-mana dua blok—> mana-mana tiga blok —> keempat-empat blok. Language untuk ni mula selepas language untuk pink tower, brown stair, red rods diberi). Since this is for visual discrimination, jangan gerakkan cylinder ke dalam lubang-lubang untuk cari match. Match visually. Guna jari masukkan ke dalam lubang, pusing rasa kedalaman dan diameter dan lakukan yang sama untuk cylinder. Ada video di youtube yang tunjukkan ni. Honestly I had presented wrongly before and too early. Nak baiki sekarang memang susahlah. Sebab tu bila baca-baca, sorokkan ni dulu dan tunggu waktu sesuai. Keluarkan balik dan cuba semula masih lagi mencabar. 😅 i think one of the challenges to do montessori lessons at home is to get their attention to our presentation. 😅😅Terpaksa tulis di belakang blok sequence dan language untuk ni sebab belum hadam. 😅

Puzzle Words

There are two main Montessori “styles” – one was developed by Maria Montessori, is described in her books (not entirely in detail), maintained by AMI for all languages, and summarized in a booklet by Muriel Dwyer.

The other is the pink/blue/green.

Based on my educational background (I started college with the intention of being a special ed teacher, but this was years ago so I am probably fuzzy on some of the details) —- the pink/blue/green is VERY phonetic-based.

The “AMI- Montessori – Dwyer-summarized” style is neither phonics nor whole word. It is its own style, but has similar components of both (we give 40-44 key sounds so children can start writing without worrying about spelling or without worrying about needing guidelines within the parameters of what they have already learned (as in pink/blue/green or any of the phonics-based leveled readers available) —- we also give a SHORT list of“puzzlewords” which are akin to sight words, but also have a different intent than just being sight words – I can discuss those separately for anyone who wants those details). With this style, when the sound games have been done (in the AMI style), then all the 40 sandpaper letters (individuals and double-letters), then the child has had lots of writing practice with the movable alphabet (while slowly adding in the remaining spelling variations), we find the child can immediately (when the child is ready!) jump into 2nd grade reading level or higher with ease.

(we are also giving rich vocabulary, lots of real life experiences to expand the child’s mind and to provide writing fodder and also leads to reading comprehension —- among other preparations —- and we have the full reading classification card sets (3-part cards are just one stage of them!) that allow children to read whole wordsthey have already heard many many times over)

So no need for leveled readers, phonics or whole-language approaches. We are ‘child-approach’ we could say.

The puzzle words are a list of less than 100words that are taught via a 3-period lesson so that children can read/write more fluently before those particular “rules” are learned (most of the time, these rules are ones that are based on etymological origins – thus more elementary-level suited)

 

 

Golden Beads Dynamic Addition

Dynamic Addition = perlu bawa ke unit seterusnya.

Aktiviti ni Serve hanya untuk pengenalan sahaja untuk faham konsep tambah dan dynamic addition. Tapi sekarang Hana macam boring nak buat, mungkin sebab leceh banyak sangat nak kena buatnya. Tapi aktiviti dengan golden beads ni sangat disarankan untuk buat dengan semua operasi untuk kenalkan anak-anak dengan cara operasi ni sebelum ke langkah seterusnya.

Dan juga direkemen untuk Change Game (10 unit tukar kepada 1 ten) untuk anak-anak grasp konsep tukar tu. Disebabkan Hana taknak buat, jadi rasanya boleh exercise Change Game tu dengan aktiviti ni. Dengan harapan sedar dengan sendiri. Yang mana masa pertama kenalkan Hana ni (memula reluctant sangat nak buat) oklah, tapi masih blur. Perlu buat beberapa kali sebelum ke operasi subtraction dan dynamic subtraction.

Tujuan:

Campur kuantiti yang besar.

Perlukan:

  1. Golden Beads, kami ada satu je yang real beads untuk thousands. Lain print sendiri buat kotak thousands. Boleh tengok sini macamana. Our version is slightly different.
  2. 1 set Large Numeral Cards
  3. 2 set Small Numeral Cards (rujuk sini kami buat ambil macamana)
  4. 2 Tray dengan bekas kecil untuk letak unit beads.
  5. Obviously rugs. (1 rug untuk susun kad-kad tu semua, 1 rug untuk susun beads, 1 rug ‘work rug’)

Presentation:

(Aktiviti ni banyak menyusun jadi kalau buat sorang memang Hana tak suka. Kalau sorang, kita kena join sama, atau ajak yang lain untuk join.)

  1. Ajak dan minta anak-anak ambil dan hamparkan rugs.
  2. Susun Large Numeral Cards di sebelah kanan rug.
  3. Susun 1 set Small Numeral Cards di sebelah kiri Large Numeral Cards.
  4. Susun 1 set lagi Small Numeral Cards di sebelah kiri set pertama Small Numeral Cards.
  5. Beri tray pada anak-anak.
  6. Minta seorang ambil small numeral cards di set pertama contoh (3964).
  7. Kemudian minta pula ambil beads ikut jumlah tu = 3964.
  8. Minta seorang lagi (atau kita sendiri yang ambil lakonkan macam anak-anak) ambil contohnya 1268 di set Small Numeral Cards yang satu lagi dan ambil beads ikut jumlah sama.
  9. Pergi ke ‘work rugs’. Minta anak pertama susun kad di sebelah kiri sambil sebut setiap nilai. Kemudian, letakkan semua beads di sebelah kanan kad.
  10. Ulang dengan anak kedua. (Susun di bawah set tadi.)
  11. “Jom, campurkan semua beads ni.” Beads atas di tarik kebawah untuk dicampurkan ikut urutan unit, tens, hundreds, thousands.
  12. Kira semua unit, bila dah cukup 10, tukar dengan 1 ten bar di ‘bank’ (kami panggil tempat untuk the rest of beads atas shelf). Letak 1 ten bar tu di kumpulan tens.
  13. Ambil Large Numeral Cards untuk kuantiti unit tu.
  14. Ulang proses untuk tens (cukup 10 tukar ke hundreds, hundreds & thousands.)
  15. Letak Large Numeral Cards ni di bawah Small Numeral Cards tadi.

Boleh baca di Montessori Primary Guide untuk lebih lanjut dan visual.

 

 

 

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