0:00:24.652,0:00:29.967 Children under three, especially toddlers[br]often have a very negative reputation. 0:00:30.853,0:00:31.777 Those terrible twos. 0:00:32.595,0:00:34.561 We often think toddlers are unruly, 0:00:34.944,0:00:36.460 that they are very egotistical, 0:00:36.678,0:00:38.683 which they are and need to be for a while. 0:00:39.541,0:00:42.982 We often think of them as being[br]very difficult to handle, 0:00:42.982,0:00:45.224 very difficult to discipline… 0:00:46.541,0:00:50.637 Before the will develops[br]there is an energy 0:00:51.074,0:00:54.168 that is directing the child’s development. 0:00:54.523,0:00:56.699 That energy is referred to as the Horme. 0:00:57.053,0:01:00.413 The Horme is sometimes defined as a life force. 0:01:01.739,0:01:04.975 And it’s evident in all living organisms. 0:01:05.448,0:01:09.805 It’s that force that pushes that organism [br]to become what it is supposed to become. 0:01:11.630,0:01:13.389 Dr. Montessori talked about the idea that 0:01:13.930,0:01:15.929 we are able to touch[br]the periphery of the child. 0:01:16.225,0:01:18.319 The exterior of the child if you will, 0:01:18.690,0:01:20.734 and there is a center inside that child. 0:01:21.088,0:01:23.548 And inside that center is this secret of childhood. 0:01:23.755,0:01:26.563 This incredible bundle of energy[br]that she called Horme. 0:01:26.784,0:01:30.509 This is what is the core[br]inside of each of us. 0:01:30.879,0:01:34.972 That we’re born with and[br]given the ability to construct ourselves. 0:01:35.022,0:01:38.960 No parent taught their child to speak[br]or taught their child to move, 0:01:39.306,0:01:41.849 it was because they are driven from inside. 0:01:43.094,0:01:46.755 Young children have a very active Horme. 0:01:47.466,0:01:50.588 So children aren’t being disobedient to adults. 0:01:51.136,0:01:58.858 They’re really obeying this very strong, [br]very internal force that they can’t deny. 0:01:59.281,0:02:03.806 So a child who has to move all the time [br]is being moved from inside to do that movement. 0:02:04.308,0:02:06.635 That’s the power of this Horme. 0:02:07.036,0:02:09.266 Nature knows that’s the process 0:02:09.516,0:02:12.805 and is putting that child on[br]that path of development 0:02:13.058,0:02:15.408 so that they can stand and free their hands[br] 0:02:15.408,0:02:18.196 and then they can explore the environment 0:02:18.196,0:02:20.176 and that’s when we need to give them materials 0:02:20.176,0:02:24.271 to manipulate, to develop the control[br]and coordination that happens. 0:02:24.503,0:02:28.412 The art of working with young children 0:02:29.607,0:02:32.395 is to try to figure out what it is [br]they are needing to do-- 0:02:32.633,0:02:35.125 they are being pushed [br]to do from this energy-- 0:02:36.414,0:02:37.556 and ask them to do it. 0:02:41.324,0:02:43.950 Freedom is a point of arrival. 0:02:43.970,0:02:45.104 It is not where we begin. 0:02:45.104,0:02:46.731 It’s not a point of departure. 0:02:47.160,0:02:51.848 And children are given various freedoms, [br]depending on their increasing ability 0:02:52.276,0:02:55.302 to handle the responsibilities [br]that come with those freedoms. 0:02:57.289,0:03:00.482 Montessori talked about[br]the development of the will. 0:03:00.837,0:03:03.630 That as a child’s will developed 0:03:03.983,0:03:08.975 their ability to make a choice and [br]take responsibility for that choice, 0:03:09.562,0:03:15.540 it had enormous impact on their ability [br]to function in a social setting, 0:03:16.223,0:03:20.265 with a set of rules, accepting[br]those rules gradually, 0:03:20.653,0:03:22.214 whether or not they even agreed with them. 0:03:24.484,0:03:27.594 The child first starts out just lifting their head. 0:03:28.075,0:03:30.126 And then slithering. 0:03:30.745,0:03:33.438 You can’t even notice it sometimes[br]when they are slithering, 0:03:33.659,0:03:35.093 and all of a sudden you notice, 0:03:35.353,0:03:37.502 they are two feet from where [br]they were when I looked last. 0:03:38.600,0:03:41.848 And then, slowly, rolling from back to front. 0:03:44.250,0:03:46.227 And eventually crawling. 0:03:47.100,0:03:48.809 And pulling up. 0:03:49.147,0:03:50.974 And attached walking and walking… 0:03:52.519,0:03:56.541 and then beyond that [br]with the challenges of running. 0:03:56.839,0:03:59.236 As soon as they walk, they [br]want to start running and climbing 0:03:59.490,0:04:02.130 and challenging themselves[br]in more difficult ways. 0:04:02.308,0:04:05.178 So we look at the whole continuum [br]from birth to three, 0:04:05.400,0:04:06.821 in terms of gross motor 0:04:07.101,0:04:08.573 as well as fine motor. 0:04:09.718,0:04:10.888 So the development of the grasps, 0:04:11.431,0:04:13.631 from reflexive all the way to a fine pincer grasp, 0:04:14.090,0:04:16.329 that they can learn by the age of nine months 0:04:16.599,0:04:17.944 if they are given the opportunities. 0:04:18.199,0:04:20.690 And the materials to help [br]those muscles to develop, 0:04:21.079,0:04:23.921 and to help those[br]neurological pathways to connect 0:04:24.443,0:04:27.570 so they can use their hands [br]to affect their environment. 0:04:29.049,0:04:30.230 Movement is the key. 0:04:30.593,0:04:32.574 It’s through movement that we develop our brain. 0:04:34.355,0:04:40.124 An environment for young children [br]really has to have enough space 0:04:40.636,0:04:42.035 so that the environment itself 0:04:42.285,0:04:44.166 is not an obstacle [br]to their development. 0:04:44.571,0:04:47.247 And often unconsciously [br]we create those obstacles 0:04:47.602,0:04:51.876 by making spaces too small or too cluttered[br]or too crowded with furniture 0:04:52.119,0:04:55.307 so they really can’t practice [br]the movements they need to practice. 0:04:55.779,0:04:58.539 Sometimes the obstacle is an adult’s attitude. 0:04:59.063,0:05:00.186 “Stop moving so much.” 0:05:00.408,0:05:02.401 “Stop climbing up and down off the chair.” 0:05:02.722,0:05:05.540 “Stop pushing, stop pulling, stop climbing… stop…” 0:05:05.919,0:05:07.847 All the movements they need to practice. 0:05:08.617,0:05:12.642 We often try to stop them [br]because it is an annoyance us. 0:05:13.629,0:05:18.471 And yet we have to understand that [br]to perfect their gross body movements, 0:05:18.858,0:05:22.304 but also their hand movements, [br]they HAVE to practice. 0:05:22.523,0:05:24.833 And they need a lot of practice. 0:05:25.572,0:05:29.079 So the environments they need [br]for the whole first three years 0:05:29.983,0:05:31.660 are going to change significantly. 0:05:32.051,0:05:35.424 But the change is based [br]on their developmental needs. 0:05:37.517,0:05:41.836 The hand is so allied to [br]the development of the brain 0:05:42.206,0:05:43.167 and the work of the brain 0:05:43.389,0:05:45.615 that sometimes I think we shortchange it 0:05:45.848,0:05:48.696 by not giving enough to the work of the hand. 0:05:50.000,0:05:57.439 Neurologically, children can make [br]what is referred to as a primitive pincer grip, 0:05:57.485,0:06:02.206 which is a very flattened kind of [br]index finger and thumb grip. 0:06:02.489,0:06:05.165 That’s a neurological acquisition. 0:06:05.853,0:06:10.878 To move this from this real tight [br]flattened pinched movement 0:06:11.417,0:06:16.940 to a refined pincer or what’s called [br]a mature pincer is experience. 0:06:17.173,0:06:18.654 That’s not neurological- 0:06:18.656,0:06:21.249 it creates a neurological pattern,[br]but that comes from experience. 0:06:22.447,0:06:24.351 This comes from neurological development. 0:06:24.538,0:06:27.012 How many of our children are stuck here? 0:06:27.811,0:06:32.359 Rather than being allowed [br]to move to something like this? [br]And it comes early. 0:06:32.875,0:06:35.658 Still if you are a three-to-six teacher 0:06:35.873,0:06:38.008 you see children coming [br]in to your environments 0:06:38.304,0:06:40.920 with very immature hand skills. 0:06:42.150,0:06:45.344 It’s simply environment that has caused that. 0:06:45.737,0:06:47.444 It’s not their brain. 0:06:47.658,0:06:50.157 It’s not. It’s just their experiences[br]that have caused that. 0:06:55.980,0:06:59.934 During the second year the child[br]is becoming a socialized human being. 0:07:00.618,0:07:03.531 Up until that point they are very egotistical. 0:07:04.749,0:07:10.539 But gradually they come to understand[br]that everyone in this group has certain needs. 0:07:11.010,0:07:13.354 Has certain rights. Not just me. 0:07:14.625,0:07:16.220 And as they understand that, 0:07:17.123,0:07:25.294 this social development is occurring simultaneously[br]with the Horme declining in its power 0:07:25.879,0:07:28.226 and the will becoming stronger and stronger. 0:07:28.913,0:07:33.473 And we support that development [br]by giving young children choices. 0:07:34.341,0:07:37.668 But also allowing them to experience[br]the consequences of those choices. 0:07:38.338,0:07:40.882 We empower them by giving them choices. 0:07:41.619,0:07:43.130 You can do A or B. 0:07:43.488,0:07:47.159 We’ve controlled the situation [br]by the choices we give them. 0:07:48.267,0:07:50.723 But we empower them to make that choice. 0:07:51.845,0:07:53.405 “You need to get off the table.” 0:07:54.392,0:07:57.002 “Can you do it by yourself or [br]do you need me to help you?” 0:07:57.772,0:07:58.801 “We’re going outside.” 0:07:59.205,0:08:01.534 Can you put your shoes on by yourself [br]or do you need some help?” 0:08:01.919,0:08:03.081 It’s a choice. 0:08:03.685,0:08:09.929 So when we can empower them that way, [br]we’re also feeding this developing will. 0:08:10.528,0:08:15.953 Because they are making choices [br]that they then get to see the responsibility for. .. 0:08:18.056,0:08:21.664 I think one of the secrets to making[br]all of this work with toddlers 0:08:22.679,0:08:23.863 is to have very few rules. 0:08:24.412,0:08:25.995 We have one overriding rule: 0:08:26.319,0:08:32.589 you may do nothing that hurts yourself, [br]others or the environment. 0:08:35.542,0:08:37.135 If you think of that overriding rule, 0:08:37.674,0:08:42.863 that gives you such a big parameter [br]to guide this development. 0:08:43.975,0:08:45.944 And we try to use a positive approach. 0:08:46.666,0:08:49.188 “We walk inside, we run outside.” 0:08:49.833,0:08:52.889 “We talk inside, we yell outside.” 0:08:53.544,0:08:57.169 So we give them all of these limits, [br]if we want to call them limits, 0:08:58.342,0:09:00.849 by voicing them in a positive way. 0:09:02.597,0:09:06.760 If children are living in an environment [br]where there are no limits, 0:09:07.214,0:09:10.374 where they can do anything they want, [br]whenever they want, however they want, 0:09:10.858,0:09:15.523 that is absolute abandonment. [br]The greatest fear of a child. 0:09:16.361,0:09:19.651 So that the limits that we do create, [br]and there aren’t very many, 0:09:20.072,0:09:24.414 but the ones that are there are very clear, [br]give a child the structure. 0:09:24.884,0:09:28.326 Give them the security of knowing[br]this is what I can do here. 0:09:28.533,0:09:29.809 This is what I can’t do here. 0:09:30.935,0:09:37.035 And gradually, they reach a point where [br]they can consciously choose to obey that structure. 0:09:41.021,0:09:44.436 Practical Life with toddlers is interesting. 0:09:44.696,0:09:48.195 It’s often messy. It often involves a lot of water. 0:09:48.764,0:09:50.158 And you just know that. 0:09:50.491,0:09:53.442 You know that’s part of the attraction of it to them. 0:09:54.199,0:09:58.186 There is a lot of collaborative work [br]around Practical Life in the beginning. 0:09:58.674,0:10:03.697 And as the adult, we watch [br]how their motor skills are coming along, 0:10:04.367,0:10:07.011 how their cognitive skills are developing, 0:10:07.632,0:10:14.755 and as they appear to be able to do bits[br]and pieces of a piece of work independently 0:10:15.125,0:10:19.617 the collaboration diminishes [br]and they take over more and more of the work. 0:10:20.084,0:10:22.799 Till the next thing you know, [br]they are doing the work independently. 0:10:27.635,0:10:31.907 People marvel sometimes that these children[br]are able to bake bread, for example. 0:10:34.409,0:10:39.068 The smell of baking bread [br]is a great aspect of a community. 0:10:40.155,0:10:43.930 But this is a contribution they are making [br]to the communal lunch. 0:10:44.538,0:10:46.780 It’s not something that[br]they are just doing for themselves. 0:10:47.537,0:10:50.435 Their initial motivation is of course,[br]an egotistical one. 0:10:51.880,0:10:58.918 But at the lunch itself, someone asks: [br]“who baked this bread today? It is so good.” 0:10:59.690,0:11:01.220 “Thank you so much for baking this bread.” 0:11:02.920,0:11:06.496 “Yes! Pizza!” 0:11:07.939,0:11:13.606 When I go into an environment[br]I’m looking for order and cleanliness 0:11:14.360,0:11:17.570 and the appropriate materials for specific ages. 0:11:18.787,0:11:21.350 One of the things that is challenging for teachers 0:11:21.805,0:11:23.316 when they first come out of training 0:11:23.836,0:11:26.746 is which materials do I have in my environment? 0:11:28.012,0:11:31.182 However you don’t always have[br]every single child that needs 0:11:31.585,0:11:35.842 every single material that’s [br]in your album at the same time. 0:11:35.842,0:11:38.702 So you have to look at [br]the children that are there. 0:11:39.185,0:11:39.984 That are present. 0:11:40.452,0:11:44.492 Are there things on the shelves[br]that children don’t even look at? Or notice? 0:11:47.365,0:11:49.622 That environment needs to be dynamic. 0:11:50.073,0:11:52.962 It needs to change [br]according to the child’s needs. 0:11:52.962,0:11:57.298 And that doesn’t mean we change [br]the entire environment every week. 0:11:57.747,0:12:00.279 But it does mean that we have to observe. 0:12:00.734,0:12:05.627 To pay attention to what the children are using,[br]what they are not using, 0:12:05.897,0:12:10.587 what they are misusing as well[br]because that can be also a flag telling us… 0:12:10.841,0:12:13.218 okay, this is not [br]an appropriate material right now. 0:12:13.563,0:12:16.150 They are trying to use it [br]and it’s just not working 0:12:16.404,0:12:19.913 and they are not getting anything out of it, [br]and they are actually being destructive with it. 0:12:20.159,0:12:21.354 So it’s not feeding a need. 0:12:22.369,0:12:27.574 So I’m looking to see that the materials[br]are connected with the children. 0:12:28.170,0:12:31.953 And somehow helping the teacher[br]to understand that also. 0:12:32.358,0:12:37.581 To train her to observe, to train her eye [br]to see those kinds of things. 0:12:37.903,0:12:41.105 What the child really needs[br]in terms of their motor skills, 0:12:41.902,0:12:43.227 in terms of their interests. 0:12:43.800,0:12:46.857 Because it is not only about[br]ability and what they can do, 0:12:47.095,0:12:48.757 it’s also about what they are interested in. 0:12:51.957,0:12:55.783 Children of this age are showing us[br]every day what they need. 0:12:56.265,0:13:02.961 Child: “Look it!”[br]Teacher: “Can you see your face in the mirror?” 0:13:03.701,0:13:07.274 Meeting the child’s needs [br]and realizing they will get there one day. 0:13:09.119,0:13:10.655 They have their own path. 0:13:11.189,0:13:15.267 And they are also going to do it very differently[br]than the way that you do it. 0:13:16.072,0:13:17.220 So you’re going to go in 0:13:17.537,0:13:20.962 and when you finally do that button presentation[br]you’re going to do it perfectly! 0:13:21.412,0:13:23.794 And they’re going to go in[br]and they’re going to pull. 0:13:24.368,0:13:27.224 And they’re going to try and –you know—[br]rip that button off 0:13:27.427,0:13:30.107 because they really want it to[br]get out of that hole right now! 0:13:30.676,0:13:33.369 And you’re going to have to be patient[br]with that and allow the child. 0:13:33.941,0:13:36.666 And it’s not that you didn’t [br]do your presentation correctly, 0:13:37.303,0:13:38.535 it’s that the child is learning. 0:13:39.309,0:13:40.280 And they are in a process. 0:13:40.872,0:13:44.560 And we have to see what[br]they need before we just step in. 0:13:46.778,0:13:49.423 That classroom has to be immaculate clean. 0:13:49.946,0:13:53.969 You have to be able to organize [br]the toilet education, toilet awareness, 0:13:54.294,0:13:57.499 the snack, the food preparation,[br]the practical life. 0:13:57.782,0:14:00.580 In that toddler class, [br]you know that at the beginning, 0:14:01.184,0:14:03.661 the moment that that child [br]goes into the environment, 0:14:03.967,0:14:06.354 he will touch everything. Everything! 0:14:06.558,0:14:10.573 In the toilet environment there is no way[br]you can say you can not touch this. 0:14:11.031,0:14:13.469 So I would start with very few things. 0:14:14.144,0:14:19.048 With many conversations,[br]basically it is a matter of order, routine, 0:14:19.337,0:14:21.780 how to go into the toilet, [br]how to take off your clothes, 0:14:22.051,0:14:23.312 how to change your shoes… 0:14:23.670,0:14:26.354 So they are such tiny little things[br]that you have to do, 0:14:26.575,0:14:28.174 so to establish a routine 0:14:28.790,0:14:31.987 and also to establish that[br]the child feels very comfortable 0:14:32.371,0:14:36.917 and the child feels that he can predict[br]exactly what’s happening in the classroom. 0:14:37.753,0:14:40.280 Order is extremely important for the child. 0:14:40.668,0:14:42.213 And in setting up the environment. 0:14:42.437,0:14:44.743 So things need to be found in their place. 0:14:45.492,0:14:48.940 And the adult needs to help in that process. 0:14:49.880,0:14:51.022 With children under three, 0:14:51.571,0:14:55.036 we can’t expect them to be [br]putting things back from where they are… 0:14:55.689,0:14:59.482 from age 8 weeks, it’s a process that happens. 0:14:59.670,0:15:01.814 And in Nido, it rarely happens. 0:15:02.046,0:15:03.745 It’s the adult that’s keeping the order. 0:15:04.200,0:15:07.354 But the child still needs to be able[br]to find what they need to 0:15:07.765,0:15:11.322 in order to satisfy whatever development[br]is going on inside of them. 0:15:11.860,0:15:14.919 So if they are working[br]on that four-finger-to-thumb grasp, 0:15:15.368,0:15:18.165 they can go over and find[br]the rocking base where it was. 0:15:18.185,0:15:20.187 It’s not going to move to a different area. 0:15:20.798,0:15:22.132 Even though they can’t put it back. 0:15:22.593,0:15:25.876 They need to be able to find it there[br]to satisfy their development. 0:15:26.363,0:15:28.773 Then when they get to the infant community, 0:15:28.995,0:15:32.986 they start to understand things [br]can be found in the same place. 0:15:33.323,0:15:37.031 This is how order is;[br]it gives security to the child. 0:15:37.551,0:15:43.295 They form points of reference [br]that makes them feel more comfortable 0:15:43.665,0:15:45.940 in their environments so that they can find things. 0:15:47.645,0:15:49.937 Usually they don’t learn[br]how to put their work away 0:15:50.142,0:15:51.788 until they are transitioning to the primary. 0:15:52.029,0:15:55.184 That’s kind of one of the signs [br]that we know they’re ready 0:15:55.638,0:15:58.199 because they can do a complete cycle of activity. 0:16:03.664,0:16:06.407 So in the beginning, they’re just going over [br]and working at the shelf. 0:16:07.317,0:16:09.089 Knowing where that item belongs. 0:16:09.496,0:16:14.817 And as things move along, they might [br]take that item to rug or to a table to work with. 0:16:15.254,0:16:17.416 And then it stays at the table. It doesn’t get back. 0:16:18.352,0:16:21.462 But at least they know work goes on a rug or a table. 0:16:22.090,0:16:24.515 That’s a sense of order [br]that they’ve gotten from the environment 0:16:24.746,0:16:27.307 in terms of the adults and [br]in terms of other children. 0:16:27.867,0:16:32.389 Then they start putting their work back [br]on any shelf in the classroom. 0:16:32.740,0:16:38.100 So that rocking base might go [br]in the shelf that has shoe cleaning on it. 0:16:39.030,0:16:40.163 Any shelf in the environment. 0:16:40.778,0:16:42.796 But they have internalized that order. 0:16:43.149,0:16:44.441 That work goes on the shelf. 0:16:45.284,0:16:46.515 They know that that work goes on a shelf. 0:16:46.740,0:16:50.233 They don’t go over and put it in the sink. [br]They put it on a shelf. 0:16:50.486,0:16:52.083 Because they have internalized that order. 0:16:52.690,0:16:54.080 So they are putting it on any shelf, 0:16:54.475,0:16:58.749 and then eventually, [br]they’re putting on the correct shelf. 0:16:59.315,0:17:02.229 Not in the correct spot, [br]but on the correct shelf! 0:17:03.229,0:17:07.008 Then finally, it goes on that spot where it goes. 0:17:09.323,0:17:12.083 Having works that are complete[br]as well is important. 0:17:12.537,0:17:16.862 So that means that all of the cloths [br]for handwashing need to be present, 0:17:17.150,0:17:19.876 otherwise the child can’t be successful[br]in doing handwashing 0:17:20.180,0:17:22.477 if he doesn’t have a towel to dry his hands. 0:17:22.911,0:17:27.403 So, we need to make sure that the child [br]when they are done replaces those cloths 0:17:27.808,0:17:30.356 and if they don’t then we’re replacing those cloths. 0:17:31.487,0:17:36.267 If there are no more cloths, [br]then we’re removing the material somehow. 0:17:36.501,0:17:39.131 Putting it somewhere it’s not available anymore 0:17:39.675,0:17:41.664 because the child doesn’t understand [br]there are no more cloths. 0:17:42.283,0:17:45.276 They will go over and they will still try to do that activity. 0:18:20.789,0:18:22.600 Being comfortable with getting messy. 0:18:25.390,0:18:29.870 Being comfortable with letting children [br]do things that aren’t in your album, 0:18:30.620,0:18:37.781 being comfortable with allowing them to make mistakes, [br]to see what happens if they do things in a different way, 0:18:38.519,0:18:42.407 things like that are challenging [br]when you are working in a community. 0:18:44.105,0:18:49.667 We have to give up a lot of control [br]and be patient and breathe 0:18:50.138,0:18:53.781 and have a strong center and be really grounded. 0:18:55.219,0:18:59.659 Open to accepting these children’s possibilities [br]and their accomplishments. 0:19:00.281,0:19:01.908 And what an accomplishment is, 0:19:02.350,0:19:04.106 an accomplishment is learning, 0:19:04.511,0:19:06.721 and having a smile and being joyful 0:19:07.178,0:19:08.820 and feeling good about yourself. 0:19:10.634,0:19:12.460 You are there because you are the support 0:19:12.460,0:19:15.738 and you are the one [br]that prepared this physical environment 0:19:16.105,0:19:19.214 so that the child can do that independently, [br]can do that work, 0:19:19.669,0:19:23.519 can succeed and can gain that feeling [br]of normalization 0:19:24.248,0:19:28.473 of using their mind and body together [br]to be a happy human being. 0:19:30.517,0:19:34.270 That positive experience of being able [br]to do for himself and to succeed 0:19:34.528,0:19:37.666 without anyone interrupting [br]is going to stay with him 0:19:37.906,0:19:39.583 and that’s what we want him to take away.