Montessori and Fantasy-play

Misconception: Montessori schools do not allow for fantasy and inhibit children from using their imagination

We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry. Dr.

Maria Montessori

The concepts of creativity, fantasy and imagination are some of the most hotly debated topics in Montessori education. One needs to keep in mind though that they were not Dr. Montessori’s actually words. She used early Italian words which were then translated into these words for the English speaking public in the early 1900’s. Since that time, their meanings have changed.

Today the meaning of creativity, fantasy and imagination almost synonymous, but in Dr. Montessori’s time they had different meanings.

fantasy - the departure of truth from reality. Another more up to date term that I have heard from my Italian speaking family members is “day dreaming”.

imagination- the use of ones intellect and ability to design something new and different.

creativity- the act of Imagination

When Dr. Montessori opened her first school for 3-6-year-olds she filled it with dolls and other traditional make-believe toys, but she soon found that when children were given the opportunity to do real work such as cooking, cleaning, caring for themselves, each other, and the environment, they completely lost interest in make-believe and preferred real work

As time continued Dr. Montessori also noticed that young children had a hard time distinguishing between real and imaginary. They were constantly asking. “Is this real?” This observation still rings true today, as Barbara Curtis author of the Montessori BLOG Mommy Life says, “How is a three or four year old American child reading picture books to understand that though he's never seen one, a camel is real while a fairy is not? Or that places like the Grand Canyon or the Sahara Desert or Niagara Falls or the Great Wall of China are real while Disneyland is not”

Additionally, part of Friedrich Froebel's kindergarten curriculum was teacher guided imaginary play. Although Montessori agreed with Froebel an many aspects of education, here was one place their beliefs diverged. Montessori felt that instead of pretending to be a farmer, children understand farming better by actually tending a garden, instead of pretending to be cooking dinner, children learn more by actually cooking So at times some of Dr Montessori's comments on fantasy were actually a direct commentary on Froebel's guided imaginary play

It was through these observations that Dr. Montessori spoke out against fantasy- the adult lead departure of truth from reality and why she felt that “real activities” as opposed to make believe ones were more important to the young child trying to make sense of the world around them. It was her belief that the world is such an amazing and wonder-filled place, that we should focus on giving as much of it as we can to the young child to help them discover everything possible about our natural world.

In addition, she believed that dance, art and music activities, usually considered "creative activities" were integral parts of the Montessori classroom.

"Human consciousness comes into the world as a flaming ball of imagination. Everything invented by human beings, physical or mental, is the fruit of someone's imagination. In the study of history and geography we are helpless without imagination, and when we propose to introduce the universe to the child, what but the imagination can be of use to us? I consider it a crime to present such subjects as may be noble and creative aids to the imaginative faculty in such a manner as to deny its use, and on the other hand to require children to memorize that which they have not been able to visualize The secret of good teaching is to regard the children's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination Our aim therefore is not merely to make the children understand, and still less to force them to memorize, but so to touch their imagination as to enthuse them to their inmost core. We do not want complacent pupils but eager ones; we seek to sow life in children rather than theories, to help them in their growth, mental and emotional as well as physical."

Dr. Maria Montessori

Source: http://www.montessorianswers.com/myth-fantasy.html

We live in a busy, fast-paced world where we constantly move from one thing to another. Most children don’t know what it feels like to truly calm down, relax, and just sit still, yet these are requests they hear so often. I believe taking time to explicitly teach breathing and mindfulness techniques to our youth and incorporating these practices into their daily life sets a foundation for their future, and the future of our society.

Yoga pairs mindful breathing with physical postures. Simply put, yoga teaches us to slow down, notice what is happening in our bodies, and become present. Yoga does not need to be practiced in a hot room while you’re standing on your hands. It is for people of all ages and skill levels. That’s why I decided to bring yoga into my special education classroom. I can personally attest to the fact that big changes can happen in just 5-10 minutes with every child, every age group, every body type, and every personality, even while they’re sitting at a classroom table.

The six students in my classroom are ‘exceptional,’ they have varying special needs and some fall under the autism spectrum disorder umbrella. My students, just like all of us from time to time, struggle to regulate their emotions, handle frustration, and calm down Transitions tend to be more difficult Schedule changes often lead to meltdowns. I wanted to help them find some sort of coping mechanism

Yoga poses have fun names that children connect with and remember Many of the children love to explore their own creativity and make up names for postures. The poses offer children an opportunity to physically move, follow directions, and improve their balance and flexibility. It offers children an opportunity to play and learn simultaneously in an environment that embraces their uniqueness and supports their strengths.

Since we began practicing yoga daily, I have seen great progress in my students’ ability to calm down, quiet their minds, tolerate change, and handle stress. One day in particular sticks out in my mind. My students were returning from Art class, a class they attend with their same-aged peers They had a blast learning in a different setting, with a different teacher, and it is a nice break from the strict structure and routines in our classroom http://montessorirocks.org/calm-bodies-calm-minds/

Naturally, the students are louder and more excitable upon arriving to their usual setting, demonstrating behaviors that are less than ideal only to begin writing activities that are more difficult for my students On this particular day, instead of jumping right into our usual groups, I decided to practice my own flexibility and take a few moments for deep breaths, and to calm down with my students. I decided we would practice yoga together. At their table, each student was instructed to put their hand on their belly, close their eyes, and we took three deep breaths together. They put their heads on their desk for “desk rest” and I played our quiet song.

This is something they are able to do because we practice daily. It immediately got so quiet in my classroom that I could have heard a pin drop! When the song ended, the students were significantly calmer, less anxious, and ready to move on with the day.

Imagine a classroom, and world, full of calmer, confident, more mindful children. I know I am a calmer, more patient teacher when my students are calm and happy It is worth taking 5 minutes out of instructional time to create a healthy environment for our students.