• Montessori Notes

    Bayi dan food comfort leads to obese?

    Ha. What a tajuk. Clickbait punya tajuk. Sebenarnya intrigued dengan statement ni.

    I find this extremely interesting coming from a country with a major obesity problem. Perhaps if we tried harder to “comfort” our infants in other ways than to always provide food or pacifiers—which teaches them that the way to happiness lies in putting something in the mouth—we could help raise children who are more in touch with their needs.

    Michael Olaf, Prenatal & First Year

    Tengah baca tentang maklumat tentang Montessori Infant particularly their sensory development. Suka baca artikel dari Michael Olaf ni. Salah satu poin yang tarik perhatian ni adalah kenyataannya di atas.

    Beliau lawat satu sekolah di Rome dan tertarik dengan cara seorang Professor ni mententeramkan bayi menangis. Dia eliminate satu per satu punca bayi tu menangis. Dari mula-mula beritahu yang ada orang di sisinya. Kepada pegang dengan lembut badan bayi kepada cek apa yang tak selesa, lampin basah etc. Kepada tukar posisi. Jaranglah mereka nangis sebab lapar. Jadi kaitan? Jadi masa kecil lagi kita dah biasakan nangis je suap makan (susu) tak selesa je suap makan, besar-besar habit tu jadi stress je makan. Happy je makan. Sedih pun makan. Huhuhu.

    Itulah, kita biasa fikir kalau bayi menangis tu nombor satu adalah sebab diorang lapar, cepat-cepat suap susu. Baby refuse susu, bagi puting. If rasa cam baby tak lapar mesti kembung perut. Huhu. Tapi sebenarnya mereka nangis it could be lots of other things macam (quote:) “worried, having bad memories, wet, cold, hot, afraid, lonely, or bored. There are many reasons for calling out for help.

    Kalau kita cukup attentive pada anak kita, kita mesti boleh perasan punya, dia nangis cara ni dia lapar, dia nangis cara ni dia nak attention kita, dia nangis cara ni dia sakit. Jadi menangis tu adalah cara mereka berkomunikasi, beritahu their needs to us.

  • 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.
  • Montessori Notes

    Peace


    “Confronted with the question of        natural disasters against which man is powerless, many scholars passionately devote themselves to the study of the hidden causes responsible for such phenomenon and should thus be all the more accesible to inquiring human minds.”


    Education and Peace , Maria Montessori.

    How she said, manusia yang berperang ni pun diselubungi banyak misteri, tapi seperti yang dinyatakan di atas, ramai scholars yang kaji benda-benda di luar, dan tidak cukup kajian yang dibuat untuk dalaman diri manusia.

  • Montessori Notes,  Tips & Tricks

    Organise Mainan

    Beberapa hari lepas, kita berbincang tentang topik mainan di IG. Bermula dari quote Montessori:

    “Our children revealed to us a level of mind yet unexplored, and their activities manifested tendencies never dealt with by psychologists or educators. For instance, the children were never attracted to objects such as toys, which were supposed to please them, nor were they interested in fairy tales. Instead, they all sought to free themselves from adults and to do everything by themselves, manifesting clearly the desire not to be helped unless such help was absolutely necessary. They were tranquil, absorbed and intensely interested in their work, achieving an amazing level of serenity.” 

    Book: The child in the Family
  • Montessori,  Montessori Notes

    Mielination dan Kaitannya dengan Perkembangan Bayi

    Mielination ni menarik. First time dengar terms ni masa training. Ni kira terms medic dah ni, tapi penting untuk tahu dan faham perkembangan kanak-kanak terutamanya peringkat bayi. Ianya banyak berkait dengan development of movement kanak-kanak, particularly pergerakan voluntari (yang boleh dikawal). (*saya bukan doktor dan pakar dalam bidang ni, hanya nota dari apa yang dibaca. Kalau salah sila betulkan.)

    Mielin ni merujuk kepada sarung mielin yang menyelaputi sel saraf/neuron. Sarung ni dibentuk oleh tisu lemak otak menyelaputi axon. Tugasnya adalah untuk melindungi signal/mesej-mesej yang disampaikan dari pelbagai otot dalam badan dan memastikan pergerakan signal maklumat laju dan berkualiti.

  • Montessori Notes

    Kita Sebagai Pereka Prepared Environment

    3 aspek peranan dewasa dalam persekitaran Montessori:

    1. Kita sebagai pereka, prepare & maintain prepared environment
    2. Kita sebagai penghubung dinamik antara kanak-kanak dan persekitaran
    3. Kita sebagai pemerhati
    • Pereka prepared environment

    Dengan berbekalkan ilmu perkembangan kanak-kanak, kita dapat prepare environment yang membantu perkembangan mereka. Jadi boleh reka ruang, sediakan perabot, bahan-bahan dalam rumah ikut perkembangan mereka. Kita tahu apa yang mereka perlu, apa yang mereka dah ready.

    Biasa kita tengok ramai ibu-ibu di luar sana yang ikut kaedah Montessori ni, ruang mereka akan berubah masa anak mereka bayi, bila mereka boleh merangkak, bila mereka nak jalan, bila mereka dah boleh berjalan.

    Persekitaran bagi infant:

  • Montessori Notes

    Montessori Tripod/Triangle

    3 komponen penting dalam jayakan Montessori. Saling berkait antara satu sama lain. Semua sama penting. Kalau rasa cam kenapa nak buat Montessori ni tak jadi? Take a step back and review each one. Environment semua dah prepare, are we ourselves prepared? Diri kita dah prepare, tapi adakah environment tu prepared? Tapi ikut pengalaman biasanya jatuh pada diri sendiri yang tak prepare. 😂 Masa gi training hari tu, banyak praktikal yang kami perlu buat dan role play. Role play teacher yang paling payah. Setiap ayat dan perkataan yang trainer guna, flow conversation dengan kanak-kanak. Rasa cam perlu ada course khusus pula untuk tu. (In my case, sekarang ni semua ke laut 😩)

  • Montessori Notes

    AMI Certificate!

    Alhamdulillah, I did it! Berjaya!

    Ya Allah. Habis tu rasa cam nak nangis (nangis dah pun). Seriously. It was an intensive 9 days. No, it was more. 9 days of full lectures & practicals, 9 hours of observations, couple more hours for essays & assignments. 60 contact hours and more! It was intense. I couldn’t have done it without full support of hubby. Thank you so much jagakan anak-anak for these 2 weeks, juggling between long distance work commitments. Love you til Jannah. <33 and Haris thank you sangat memahami dan tolong papa jaga adik-adik. Hana, thank you sangat layan adik dan berdikari dalam banyak hal. Aqeel, thank you for hanging in there! Nak last-last tu he couldn’t take it anymore, clinging and crying whenever I left. Being on this foreign land for 2 weeks for a non traveller like us, teaches us a lot.

    Memang terfikir nak share hari ke hari, atau mingguan apa yang belajar. Tapi tak sempat. Balik je, layan anak-anak, buat assignment. Ada 3 je hari cuti in between, masa tu lah baru keluar jalan-jalan. No. 1 hari cuti tu habiskan masa dengan buat observation. 2 hari je dapat jalan. Cuaca sejuk, hujan, berangin. Waktu malam awal. Jadi, inshaAllah balik Malaysia nanti, akan share. ^^

  • Books,  Montessori,  Montessori Notes

    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.

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