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