筆記: Montessori from the start: How children respond to the environment
The first grouping involves answering the question, what is out there? It includes exploration, orientation, and order.
A second grouping helps us deal with the results of our explorations: What might I do with what is there?
The third grouping is the largest and involves the crucial transition from dream to reality: How can I carry out my abstract ideas? To make this leap, human beings are given five key behavios: manipulation, exactness, repetition, control of error, and perfection.
The last grouping consists of a single tendency. It can fairly be called the key to all the rest, fr it involves a spiritual gift: the gift of ourselves freely given to others. This behavio answers the question, how can I tell others about what I have done? We call it communicaton.
All of these behavioral tendncies-- exploration, orientation, order, abstraction, imagination, manipulation, exactness, repettion, control of error, perfection, and communication --operate throughtout our lives. However, they manifest themselves differently as we grow older.
In Montessori education, self-evaluation is a function of realistic achievement through independent action. Adults cannot give children confience and self-regard through external praise and evaluation; those come as the result of the child's own efforts.
This indeendence in he child is not to help make life easier for the adult. In fact, at least initially, helping children to establish independence requires a great del of effort and thought on the adults' part. Montessori encourages us to go to this trouble for children so that they will experience the confidence that comes from no having to wait for someone else to do what is needed. It is not to help adults, then that we help children to become independent in daily acts; it is to help children.
