Jane Scheuermann, a graduate of the Washington Montessori Institute (WMI) in 1973, Montessori educator, school administrator and parent, offers her perspective on the topic.
Free choice of activity is a cornerstone of a Montessori environment. From the very first days, the child experiences choice—in greet- ing, activity, conversation, companionship. What shall I do? Shall I shake hands hello? With whom shall I have snack? Where will I sit? Each of these opportunities offers the child the chance to get in touch with herself, with her own likes, dislikes, and prefer- ences. In many cases, these are the first deci- sions a child makes for and by herself, as her own person. Her choices and decisions con- tribute to her formation as a human being in the Montessori environment and lay the foundation for self-discovery and formation.
The children in a Montessori class are given the freedom that is the liberty of the human being, and this freedom allows the children to grow in social grace,inner discipline and joy.
The child’s choice of work is an essential component of the implementation of Mon- tessori theory and practice. The child is not only allowed to choose her own work, but encouraged to do so. The child is encour- aged to make a choice between things that she knows… ‘would you like to do polishing or the pink tower?’ As soon as possible, the guide offers a third option … ‘or do you have something in mind that you would like to do?’ This simple question gives the child the idea that her activity is of her own choosing, that she can decide what to do, when and where to do it. In this way the child grows in freedom in the
The prepared environment is uniquely designed to foster this growth of choice, independence and freedom. The limits of the prepared environment ensure that the child will make good choices, geared to her level of development and interest. The child-sized materials, beautiful objects and compelling activities allow the child to find meaningful work that can be chosen and repeated. It is the guide’s role to be the dynamic link between the child and this special place.
There is much we, the trained adult, can learn from the child’s choice of activity. First, we must observe her choice, notice the one thing that interests her. It is through this interest that the child can deeply enter into the work cycle (choice, activity, completion, rest) and develop concentration. This cycle allows the child to engage in the activities that will bring aboutnormalization, the ulti- mate goal for all children in the Children’s House. Making choices for her may result in some kind of work and even seemingly productive activity, but will not bring about the same degree of concentration that results from the child’s own freely-chosen work. The child’s choice is the first step in what Dr. Montessori called auto-education.
Hand-in-hand with the child’s choice goes the guide’s responsibility to present, present, present, for the child can only choose from whatshe knows. Observation of the particular child, together with knowl- edge of the sensitive periods and the pur- poses of the Montessori materials, help the guide decide what presentations are just right for each child in the community. Free choice allows for repetition, so each child can engage with an activity as often as meets.
AMI Communication
