Magic mat

There are a few things typical to Montessori classrooms worldwide that might give the casual observer a pause. Picture it: you walk into a beautiful Casa environment, full of children working, many of them on mats rolled out on the floor. The students moving through the room know to step between mats, never on them. Of course, in the beginning of the school year it took many presentations, repetitions and reminders to instill this routine in the students.

Why do we invest the time, effort and cost in setting up these tools and instilling their proper use in the children?

First of all, Dr. Montessori would undoubtedly tell you that the effort of the students, in manipulating and using trays and mats properly, carries its own reward. Rolling a mat up neatly and tightly takes significant effort, especially to a young child, and practices coordination, care and concentration – all things we believe are important for children to gain. There is, however, much more.

The classroom materials and lessons are – any teacher will tell you – very special things. We treat very special things with care. We don’t allow them to be strewn across the floor, kicked, lost. Instead, we carefully lay them out on beautiful woven mats when working on the floor. This order has a higher purpose and Dr. Montessori spoke often of the need to make the child’s environment beautiful, to fill it with things of value, and to present them in a way that communicates our appreciation of them.

Most importantly, the mat is an enormous practical aid to the child. It defines her space, forms the boundaries of her work, allows her to oversee all of it at a glance. Compare this to a box of legos strewn all around the floor! In a group, it also allows the child to be respectful of others’ space, and others to be respectful of her – she knows to not let her activity spill outside of the mat and others will know not to step on or take items from her mat, even when she leaves it for a time.

These functions fulfill a fundamental need of the child – one of order and orientation in the environment. We cannot overstate the need of supporting this need in children – or, really, in people of all ages. So whether you work with children in a school setting, are looking for ideas setting up a home environment for your own children, or even for a way to brighten up your own living areas – we hope you will consider investing in a few pretty mats and trays.

By Michaela Tučková - IMSP Teacher

Want to learn more? Read our next article:

DEALING WITH EMOTIONS THROUGH ART

Gallery
Comments

Další články

Communicating with the Toddler Child

As teachers, we are often asked what special tips or tricks we use to get children to cooperate. Most often parents ask questions like “How can I get my child more interested in dressing and eating by themselves?”or “How can we make the mornings run more smoothly?” It can feel challenging when our patience is tested, but we must remember that children are learning to develop their own will and sense of obedience which is a natural process lasting until around six years of age.

Cooking With Children can be fun

It is often said that “the family that eats together, stays together”. We would like to suggest taking it a step further – and encourage every family to cook together, too. In Montessori, we know that kitchen work provides a host of benefits to children, all the way from toddlers to adolescents; it is a part of the Practical Life curriculum as soon as children can walk! However, its advantages are in no way tied to the classroom and can be just as easily – if not more so – applied at home.

Benefits of Practical Life for Toddler Development

“The first thing to realize about these exercises of practical life is that their aim is not a practical one. Emphasis should be laid not on the word “practical” but on the word life. Their aim is to assist development.” E. M. Standing, Maria Montessori: Her Life and Work

What comes after kindergarten

The Montessori Elementary classroom is a dynamic system led by carefully trained teachers to enhance the learning of the 6 to 12-year-old student by aligning with their stage of development.

What does Grace and Courtesy look like in practice?

The purpose of the Grace and Courtesy curriculum in Montessori is to offer our children the best possible assistance on this path. Explaining and modeling clearly, we share the most harmonious ways of behaving, relating and communicating, and help children practice and master them. Step by step, from the simplest skills (like saying “excuse me” or shaking hands) children build a “vocabulary” of actions that allows them to act appropriately and feel confident in social settings. How do we actually practice it in particular age groups?