INDUSTRY INSIGHT
CHILD DEVELOPMENT
SPONSORED CONTENT
MONTESSORI CENTRE ACADEMY
I
PRACTICAL LIFE LESSONS: How to Motivate and Move Your Child
Forward While Balancing Modern Progress - Part One
n this technological age of iPhones, apps, and social media, we are
developing a generation of immediate gratification children. The
proliferation of toys on the internet from Walmart to Amazon are
so accessible and squelch creativity and imagination. No longer does
a cardboard box, painting an old bicycle, building a stick fort, and
making your own costume; give the child the ability to development
creativity and planning. How can a young parent seek to create the
traits of curiosity, persistence, initiative, and self-confidence to push
the boundaries of their child’s potential?
What unique experiences
can you provide your child,
so at a young age, they
can problem solve, think
up new strategies for their
own betterment, and begin
constructing goal-seeking
behavior? Historically, our
grandparents were brought
up in an environment of
goal seeking experiences.
Whether it be canning
from your own garden
and children and family
participated in activities that
contributed to the daily life
of the family. We do not need
to go back to that lifestyle
of the little prairie house.
Parents of old had to practice
conservation. Whom now
would need a shoe repair
shop? Their daily routines
did not have the ease of
life, however, it was the
grassroots of developing self-
reliance for children, initiative
for children, persistence, and
goal seeking experiences.
It was an environment that
allowed children to be
motivated and have grit of
purpose.
We cannot go back in
time but must move forward
in taking advantages of
modern resources. There are
windows of opportunity to
lay the groundwork for your
child to move forward while
balancing modern progress.
Three main areas have rules.
Here is a list of ideas, which you as parents can add do.
• Do nothing for a child that they can do for themselves
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• Create an environment that helps build his independence,
thoughts, creativity, and the will to play.
• Once a child has accomplished a set of tasks, you must
implement higher goals as the child matures to adulthood.
If they can, let them. Provide low mounted hooks that they
can put their coat on and keep themselves organized. With the
proliferation of toys that can be strewn all over the floor, give the
child a mat, like a simple cloth area rug, that can be rolled up.
Different sizes mats for different toys. The mat itself becomes the
play area and a boundary for that toy. Toy shelves are preferred over
a toy box. Toys can be displayed and you can allow a specific spot
for each toy. Arrange toys by categories; puzzles, games, and blocks.
A full length mirror at the child’s level promotes ownership of their
appearance and begins creating a good self-image. A stepstool at
the sink, so the child can wash his own hands. Reading material
where the child will be using the toilet or potty-training, this allows
the child to have patience with his bodily functions. Have two
laundry baskets, one for colors and whites. When you help your child
undress, he can place his clothes in the correct baskets. This not only
teaches them sorting, it is part of the progression of washing, and
putting away of their clothes that will evolve as they mature. Teach
your child to change the toilet paper roll as an activity that supports
the family. A young child should be taught to fold the napkins, put
out the dishes. Setting out cutlery and glasses will come along at a
later time. To help the child transition at dinnertime, give the child
a little bell that they can ring to summon the family to wash their
hands and join together (this gives the child a vested interest in
coming to the table.) This means that all members of the family need
to sit down together to share their day. Eating together is a spiritual
moment where you come with grace and love for each other. To
elicit conversation, ask the child what two good things happened
that day. This includes the parents sharing with the group also.
This Industry Insight was submitted by Yolanda Sweenie, Director of Montessori Centre
Academy since 1988. She has a vast array of experience in both Montessori education
and teacher education, serving as a teacher trainer at Carlow College for the American
Montessori Society. She wrote educational programs for model cities, and directed the
first Montessori funded program under Head Start in Washington, D.C. In addition, she
created workshops and served as a curriculum consultant for the Pittsburgh Board of
Education when it created a public Montessori in the City of Pittsburgh.