Checklists untuk Newborn

Masa Aqeel dulu newborn ikut checklists ni.

  • Letak somewhere near him gambar hitam putih (masa Aqeel tu sandarkan di cot atau dinding berdekatan tempat dia baring). Kenapa gambar hitam putih? Boleh baca sini.
  • Responds to loud sounds. Ingat lagi masa ni masa dia tengah jaga, kadang-kadang tepuk atau jatuhkan barang untuk tengok respon dia. Hehe.
  • Mata dia mula follow moving object jadi gantungkan mobile. Boleh baca dengan lebih lanjut di sini. Untuk mobile ni, terngiang-ngiang perenggan dari michaelolaf :

“This baby was visiting a home where there were no visual mobiles and he needed to carry out this important daily “work”. So the mother hung a scarf over a lampshade in front of an open window, creating a moving object for the baby to focus on. Suddenly she realized that it seemed he was ready to move beyond watching, to touch! He tried with his whole body to reach the fringe of the scarf, but is not yet at the stage of controlling his hands to this extent. (2.5 months)”

  • Tummy time dan tengok boleh angkat kepala.
  • Buka dan tutup tangan
  • Mula bawa tangan ke mulut

Prepared Adult

Dah lama nak sentuh topik ni. If you’ve been reading and studying about Montessori, you’ll eventually come across perkataan ni,. Yang banyak dan biasa kita dengar adalah Prepared Environment, tapi ada dua lagi elemen yang sama penting..

3 elemen penting dalam Montessori:
1) The Prepared Adult
2) The Prepared Environment
3) The Prepared Child

4 ways adult becomes prepared to work with the child:
1) Spiritually; inner-self (termasuklah emosi)
2) Intellectually
3) Technically
4) Physically

Inner-Self

“We must see ourselves as another sees us.”

Dalam buku The Secret of Childhood, Dr. Montessori nyatakan untuk bekerja dengan kanak-kanak, tidak cukup dengan pengetahuan teori sahaja. Cara kita perhatikan kanak-kanak adalah sangat penting. Sebelum bekerja dengan kanak-kanak, guru atau orang dewasa perlu terlebih dahulu “studying his own defects, his own evil tendencies, rather than by being excessively pre-occupied with a “child’s tendencies,” with the manner of ‘correcting child’s mistakes,…’.”

Free from anger and pride and prejudice which will hinder our understanding of a child.

  • Ingat, troublesome children need the most love. Mereka nakkan perhatian dan tak boleh diendahkan dan perhatian yang diberikan perlulah bersesuaian.
  • Must have faith in the child dan develop humility. If something goes wrong jangan terburu-buru salahkan mereka. Tengok environment dan diri kita.
  • Kesabaran. Mesti tahu kanak-kanak bukan menyusahkan dan kita perlu perlahankan pace ikut mereka.
  • Perserverance

The Montessori approach is a flexible approach that meets the truest, deepest needs of the universal child and the individual child. When it doesn’t seem to be working, we need to look at the foundation: prepared child, prepared adult, prepared environment (prepared to meet the human needs and tendencies – not requiring a room full of materials). If something is not quite there in one if those, the tripod is not strong. – Jessica Welsh from FB 

You must prepare yourself first, before anything else – and that includes all the reading, yes, but it also includes being willing to look honestly at your self, your habits, your responses and reactions, and being willing to change them when needed. Are you able to allow your child the freedom, the mistakes and the exploration as well as to know when to set limits that don’t feel like limits because that is what is needed to develop deep concentration? Are you able to observe with enough objectivity to know when your child’s needs are not being met and what to shift in the environment to meet them? If you can do that, then you’ve got a Montessori environment. – Andy Lulka from FB 

Salah satu aspek juga Mendengar.

  • Langkah pertama untuk rasa dihargai
  • “If the child does not have a model of what listening really means, she will not be able to do it, and will even lose the ability to listen to herself, her inner guidance.”[source]
  • Kanak-kanak rasa didengari bila: [source]
    • dewasa senyap bila mereka bercakap
    • dewasa paraphrase apa yang mereka dah cakap untuk clarify sebelum respond
    • dewasa beri kepercayaan kepada kebolehan kanak-kanak dan encourage independence while offering any necessary suggestions (since the child is coming to the adult for guidance or at minimum confirmation of the appropriate course of action or confirmation that the child’s words, thoughts, feelings and stories are valid).
    • Macamana nak respond? Dari kita biasa tanya, “Kenapa tak letak semula?” kita beri reminder, “Kerja masih tak siap ni, masih di lantai (contohnya). Siapkan kerja dulu baru mula yang baru.

Intellectually

Baca dan belajar tentang ilmu perkembangan kanak-kanak dan Montessori untuk bantu perkembangan mereka. Juga kita sendiri jangan berhenti belajar, apa sahaja. Be a lifelong learner ourself.

Technically

Kita belajar tentang material-materials, macamana didevelop, macamana nak present, teori disebalik materials, macamana nak prepare. Bila kita tahu dan faham ada yang boleh buat sendiri. Kita latih sendiri macamana nak gunakan dan nak sembahkan pada kanak-kanak supaya setiap pergerakan tepat sebab ini akan diperhatikan oleh kanak-kanak dan mereka akan ikut tiru.

Perlu juga tahu bila untuk intervene atau  tak. Maintain balance antara freedom & responsibility.

Physical

  • Sihat dan bertenaga
  • Voice tone
  • Movements
  • Appearance: Must not be the focus or a distraction (extravagant clothing, hairstyles or flashy makeup, painted nails…)

(*Susah juga nak cari sumber-sumber untuk prepared adult. The only two blogs yang share secara mendalam topik ni adalah Montessori Nuggets dan Montessori en Casa, jadi nota ni berasaskan kedua-dua blog ni, buku-buku Montessori yang dibaca dan discussion dalam Montessori groups.)

Perlu atau tidak Practical Life Shelf di rumah?

Ada satu perbincangan yangg menarik dalam group. Tentang Practical Life Shelf dalam rumah. Perlu atau tidak?

The trays for EPL are intended to focus on developing a particular skill; if the child has an appropriate “real life” location to practice that skill, then there is certainly no need for a “tray” on the shelf. Many people think of trays when they think of Montessori, but Montessori is about real life. Real life experiences. And isolation of skills/qualities (keys of the world as Montessori described them). So if a skill can be learned in its natural context, there is no need for a specifically practical life area. But we do need areas for cleaning supplies, and other ongoing practical purposes.

Smelling Bottle

(Hana’s 4y 9m when I first introduced Smelling Bottles to her.)

Smelling bottle adalah salah satu apparatus yang tak perlu beli. Yang ni sangat mudah untuk buat sendiri. Saya beli salt shakers (paling digalakkan beli yang boleh ditutup-fliptop) di kedai MrDIY. Lebih kurang RM1 satu botol dan saya beli 8 botol, untuk 4 bau yang berbeza, setiap satu bau, dua botol.

Bahan-bahan untuk bau pun mudah. Hanya ambil spices, herbs, buah-buah yang ada di dapur. Bau yang memang anak kita hidu hari-hari. Boleh juga ambil dari ubat-ubatan contoh vics, minyak urut, juga bauan pewangi, ambil dari essential oils seperti lavender, rose, jasmine, etc) (*bila guna essential hati-hati pilih ditakuti ada kesan alergik). Dan kalau guna serbuk please bila hidu tu jauhkan sikit supaya serbuk-serbuk tu tak masuk dalam hidung. Masa demo tu pastikan sniff dengan perlahan and with distance and keep reminding them so.

Tujuan aktiviti ni adalah untuk bantu membangkitkan dan memperhalusi deria olfaktori anak dan untuk bantu anak sedar ada banyak dan macam-macam bau dan wangian di sekelliling mereka!

Baca sini untuk cara kenalkan aktiviti ni.

Kalau ikut sebetulnya Smelling Bottle Montessori tak nampak isi dalam. Bagi yang guna container yang boleh nampak, boleh blindfold anak-anak dan minta mereka cari bau yang sama. Bila mereka buka blindfold tu boleh tengok sendiri betul atau salah mereka match! Masa Hana buat ni masa first time, semua salah match. Samalah dengan Haris. Especially bau jintan dan kunyit! Bila buat beberapa kali baru boleh betul-betul dapat bezakan warna kedua tu dam match dengan betul semuanya.

Footnote dari Montessori Commons:

  1. Substances should be natural and non-toxic
  2. Encourage the child to smell flowers, herbs, leaves, bark in the garden, food and drink in the kitchen and recognise other scents
  3. Change the material regally to maintain interest and give a wider variety.  Use different bottles or clean using bicarbonate of soda or similar to neutralise smell
  4. Avoid exchanging the lids as the scents will become contaminated
  5. Indirectly show that you are limiting the amount of scent you inhale by keeping the bottle at a distance
  6. Suggest that the child closes her eyes or uses a blind fold to bring further focus

 

Untuk toddlers boleh ikut cara di Mama’s Happy Hive. Just introduce them to different smells.

Latihan lain yang disarankan dalam buku Gettman:

  • Beri 3 period lesson kepada nama bau-bau yang digunakan.
  • Letak satu set smelling bottles di satu tempat dan satu lagi di tempat (jarak jauh), minta dia hidu dan cari bau yang sama pada set satu lagi, bring back, verify and put back. Continue as long as the child enjoys it.
  • Bring the smelling bottles (hmm mungkin pasar if spices) dan minta cari bau yang seakan sama.
  • Outdoor walk dan explore bau-bauan.

More fun ideas:

Paint + Spices 

Lego Challenges

Minggu lepas kami mula Lego Challenge Cards di Baytzuhr. Banyak juga jumpa link-link yang provide free printable challenge cards. Kami guna challenge cards dari The STEM Laboratory

Yang lain boleh tengok di bawah:
Artsy Fartsy Mama
Proverbial Homemaker
Life Over Cs
Math Challenge Cards dan Theme and Monthly Challenge Cards di Life of a Homeschool Mom
The Canadian Homeschooler

Sementara cari Lego Challenge Cards untuk dibuat di Baytzuhr, jumpa banyak pula link-link dan aktiviti menarik guna Lego.
Duplo Challenge Game dan Lego Challenge Cards di Sunshine & Hurricanes
Stem Challenge Build Bedroom Model
Activity Cards di Fun at Home with Kids (for younger ones)
Coding a Lego Maze! di Research Parent
Lego Measurement di Playdough to Plato
Duplo Play Ideas di Childhood 101
Lego Game Board di Homeschooling on a Dime
Building Chords with Lego di And Next Comes L
Lego Duplo Stem Challenge Cards di Thrifty Homeschoolers
LOTS of LINKS to Lego Ideas di Kids Activities Blog
LOTS of LINKS to Lego Activities di Living Montessori Now
Balancing Marbles with Duplo di Learning 4 Kids
Lots of Lego Ideas di Frugal Fun 4 Boys

Phonetic Object Box

Aktiviti pertama dalam Montessori untuk membaca.

Aktiviti ni lain sikit berbanding lain. Tujuannya adalah untuk “convey thought of an object through the written symbols learned for sounds.”  – Gettman.

Apa ni?

Satu kotak kecil yang ada beberapa objek yang namanya bunyi fonetik (yang ni kan saya sendiri masih struggle nak tentukan fonetik yang macamana. Huhu. Jadi awal-awal masa kenalkan Object Box pada Hana ni, guna yang simple-simple je 3 letter phonetic je *seperti yang tersenarai dalam Pink Box) Tapi kalau ikut AMI, huruf banyak pun boleh guna, asalkan fonetik.

(*The English alphabet is phonetic—that is, the letters represent sounds. The Chinese alphabet, however, isn’t phonetic, since its symbols represent ideas rather than sounds. But even in English, a letter doesn’t always represent the same sound; the “a” in cat, father, and mate, for example, represents three different sounds. Because of this, books about words often use specially created phonetic alphabets in which each symbol stands for a single sound in order to represent pronunciations. source) What’s non-phoneticWords whose pronunciation and spelling do not match are called non-phonetic.

Aktiviti dikenalkan bila anak-anak dah kenal hampir seluruh bunyi huruf.

Boleh tengok video di sekolah Montessori buat Phonetic Object di sini.

Phonetic Object Box di Montessori Primary Guide
Phonetic Object Box di Montessorium
Making and Using the Phonetic Object Box di Sprouts
Montessori Object Boxes di Enchanted Schoolroom
Phonetic Word List di Montessori mom

 

Caranya: (Perlu beberapa objek fonetik dalam kotak, kertas strip kosong, pen, gunting)

Beritahu nama kotak (object box), angkat ke mat, keluarkan objek-objek. (Pastikan mereka dah tahu nama-nama objek tu). Tanya, “I’m thinking of one of these objects. Do you know which one?) (ni saya tanya dalam bahasa je ^^;;;) I won’t say which one I’m thinking of, but I’ll give you a clue.” Tulis di depan anak. Gunting. “Here’s a clue. Now which object I’m thinking of?” Guide anak bunyikan satu-satu huruf dan sambungkan bunyi jika perlu. Biarkan mereka tahu maksud perkataan yang ditulis tu dengan sendiri. If betul, dengan excited kita boleh cakap “You read the word! You can read! I was thinking of — and I wrote the word —. Then you read — and knew what I was thinking of!”

Letakkan perkataan tadi tu di sebelah objek dan ulang untuk objek-objek lain. Kemudian, label tu boleh digetahkan atau kalau ada letak dalam sampul dan diletakkan bersama-sama object box di shelf. Rotate objek mungkin seminggu sekali.

List
cup
lid
lamp
pan
nut
pen
lemon
van
jug
drum
milk
pasta
banana
panda
dog
comic
nutmeg
melon
can
mug
cap
hat
bag
clipmat
vitamins
magnet
felt
top
cat
mop
mat
pumpkin
lips
frog
trumpet
crab
sun
hand
basket
box
clog
pig
peg

Prepared Environment

Sangat suka dengan article dari Baandek, a Montessori Life. Rekemen untuk yang nak guna kaedah Montessori di rumah. Montessori bukan hanya pada barang-barangnya, tapi juga way of parenting and way of life with children. It certainly did changed me on how I treat my children, and will continue changing, sebab banyak dan besar lagi ilmu ni. Artikel ni berjaya rumuskan apa yang saya rasa baru-baru ni setelah 2-3 tahun cuba apply montessori. Yang your home doesn’t have to be pretty like all those ig or pinterest pictures.

Dalam artikel tu ada beritahu 3 elemen utama prinsip Montessori yang boleh di bawa ke rumah. Yang berkait rapat dengan satu sama lain.

  1. Rutin

Sedar tak sedar kita memang ada rutin harian sedikit sebanyak. Contoh bangun pagi, mandi, breakfast, nature walk dll. If one of these disturbed kita akan perasan anak-anak kita akan banyak fussy. Kalau kita buat secara random, contoh 2-3 hari dah biasa bangun pagi, breakfast dulu baru mandi, tetiba hari ni bangun pagi, minta mandi dulu.

2. Responsibilities

Tanggungjawab ni adalah di mana anak-anak boleh contribute dalam aktiviti harian. Setiap rutin kita, memang ada peluang untuk ini. Contoh lepas makan, bawa pinggan mangkuk ke sinki dan basuh. Atau basuh baju, sidai, angkat, lipat dan letak ke almari. Jadi mula-mula beri mereka bawa pinggan mangkuk ke sinki, bila dah OK, tambah responsibilities. Sama juga aktiviti laundry, bagi mereka letakkan baju ke almari. Increase responsibilities as you see fit sehinggalah setiap rutin mereka dah boleh buat sendiri. Sama macam my 4 year old, going to bathroom samada mandi atau toilet, dah boleh buat sendiri.

3. System

Sistem ni untuk bantu anak-anak berjaya buat responsibilities mereka. Seperti artikel tu beri contoh, kita tengok tuala basah di lantai selepas mandi, rutinnya adalah mandi. Responsibilitynya adalah sangkut towel tu. Jadi sediakan hook ikut ketinggian mereka untuk mereka sangkut tuala mereka sendiri thus prepared environment.

 

Please read the full article for better understanding here.

Montessori Bells


Mustahil untuk beli Montessori Bells, sebab tersangatlah mahal. Jadi ramai yang DIY guna handbells instead. I was very lucky to buy a set of handbells, dari owner preschool yang nak ditutup dengan harga yang sangat murah, Alhamdulillah. Anyway, similarly boleh beli sini.

Tujuan aktiviti ni adalah untuk develop child’s auditory sense terutamanya dari segi tones. Secara tak langsung, prepare kanak-kanak pada music. Kalau Montessori Bells yang asal, ada 13 bells. Yang handbells ada ni ada 8 je. Tapi ni kira dah cukup bagus for us, untuk capai tujuan aktiviti ni.

Aktiviti yang kami buat dengan handbells ni. (Diambil dari Montessori Commons)
1. Show the children how to strike a bell and mimic the pitch or sing a short phrase.
2. Beri nama. After the children are very comfortable with this given them the names of the tones that are culturally appropriate. Play a tone and give it’s name in a three period lesson, give two at a time, reviewing ones already done. Give none-adjacent tones so the child can compare.
Games with Names
The child plays a tone and sings it’s name.
Later after the sensorial impression has been given draw the children’s attention to the fact that the names are in the sequence of the alphabet.
3. Establishing up and down

Say, ‘I can play up the bells’, play three notes in sequence getting higher, ‘I can also play down the bells’, play three tones in sequence getting lower. Invite the children to try, they do not need to go in sequence.
Also let the child know the comparatives and superlatives.
Games with up and down
Relate movements reaching up and crouching down with the tones height, ask the child to move in relation to the way you play.

Album di Montessori Primary Guide
To The Lesson on Bells

Metal Insets

  • Metal Inset bantu kanak-kanak mengawal peralatan menulis dan prepare tangan untuk aksi menulis.
  • Metal Inset hanya boleh digunakan apabila kanak-kanak sudah boleh memegang alat tulis. Ia adalah untuk memperhalus kebolehan menggerakkan alat menulis dengan precision and ease.
  • Sentiasa mula di sebelah kiri bawah bentuk. Cari titik mula dengan letak tangan kanan crossing over tangan kiri yang pegang knob  dan letak mata pensil bawah wrist tangan kiri. Trace ikut putaran jam mengelilingi bentuk dan berakhir di titik mula tadi.
  • Pastikan siapkan tracing bentuk tanpa gangguan, tanpa angkat pensel.

 

Presentation 1:

Perlukan 3 pensil warna yang berlainan warna. Kertas putih saiz sama seperti saiz frame inset.

  • Ambil frame dahulu dan letak atas kertas putih. Trace.
  • Alihkan. Guna pensil warna yang lain, ambil inset letak atas bentuk yang ditrace tadi dan trace. (superimpose)
  • Alihkan. Boleh nampak dua line dengan warna berbeza yang dipanggil “double line”.
  • Dengan pensil warna satu lagi, penuhkan dalaman bentuk tu dengan line panjang, mula dari kiri ke kanan, dan atas ke bawah (seperti dalam video). Pastikan memenuhi ruangan, jarak sama antara satu sama lain dan tak melebihi garisan.
  • Habis presentation dan minta kanak-kanak buat.

“The frame is traced first then set aside, then the inset is to be placed on the traced line so nothing is seen then traced in a 2nd color. With a third color starting filling in with lines a bit of space apart, practicing going from one side to the other, curving around to come back, etc. The goal is to use the “double-line” created by the double-tracing as a buffer because we are trying to make our lines from the inside of the tracing, with the secondary outer line as a back-up (helps the child gain success while still learning). From there we go on to a variety of stages and overlapping figures, etc. Just one way of doing it.” – Jessica Welsh in Montessori Homeschooling FB Group

“If there is great misuse, they should be taken out of the class for a while. They can then be introduced later with great attention to the care of use.”

Presentation 2:

Sama seperti presentation 1 tapi line yang dibuat dalam bentuk tu dibuat rapat-rapat.

Presentation 3:

 

Resources:

Le Semaine Montessori 
To The Lesson