Montessori Preschool--Squash Creativity?

[eko_mom]

I just visited a preschool--we'd be doing the prep class for 2-3 y.o. then going on to 3-6. Anyway, while we were visiting my child was enthralled with the materials. A couple of times she wanted to mix the different materials and the teacher helped deter her. Don't mix the yellow marbles that are for THIS sorting activity with the pink marbles that are for THIS activity. It was gentle and I could see what her objective was, but I it occurred to me that this could inhibit creativity in the use of materials in general.

Does anyone know what I'm getting at? I was wondering if someone would explain the rigidity...or maybe its not really rigid. I am totally open to learning, so please don't construe this post as criticism. We've also checked out Waldorf, so you might get an idea where I've been.

[Lillianna]

It depends on how you define creativity. The motivation behind a two year old mixing materials is more explorative then it is creative. Creativity implies an outcome, in a sense.
A children's house should be orderly and uncluttered. The materials should be arranged between 4 areas (practical life, sensorial, language and math) and in progression. BUT, there are many opportunities for creativity within the structure.
Part of acclimating to a new class is learning how to take out one material at a time. The structure helps the children to function as a social unit. The Directress is balancing each child's need for structure and routine and their expressions of individuality and creativity. But the child should never feel overtly corrected rather gentle guidance is the technique. In order to have a positive experience, your child will need to be able to follow the Directress' guidance.
Because of the environment, there is a constant balance between impulse and inhibition that is given direction with the sequence of graded activities. Each lesson builds on the next so that there is a very positive experience with learning.
Once each child understands the routines and procedures, then the child will have more success with the freedom that will be allowed within the 3 hour work cycle. Without the structure, this would not be possible.
It is helpful to think of it in terms of an artist or musician's creativity. Each one had to learn the details of the craft and become proficient in the use of tools and materials before the creative process begins.

[mamalemon]

there was another thread on this recently that may help you as well.
http://mothering.com/discussions/sho...006&highlight=

[eko_mom]

Thank you very helpful explanation and metaphor.

[Flor]

If you search this forum, you'll find lots of discussion on the matter. My opinion comes from the fact that I am a regular public school teacher. In a lot of classrooms that say they are "child led" it is really an adult leading the kids in big activities. Or, there is a lot of chaos and disorder. I think the adult and the children need to have order in the classroom. One way to achieve it is to have the adult lead the children in large group activities where everyone is doing hte same thing. These activities can be "creative" in a sense, but in another sense, everyone is doing the same thing, likely using the same materials regardless of their interest. In the Montessori classroom, the children are free to choose their activities, follow their interest, master the skills that they want at that time period. In order for a classroom of kids to all do what they want, they need to each know how to act independently. They each know how to get a new material, how to put it away, how to get their own snack, how to wash their hands, and how to leave the material for the next child, etc. The teacher doesn't have to run back and forth picking up marbles and wiping up counters or wash each child's hand. It might feel rigid, but I think the rigidity allows the children to have the freedom to persue their interests. I was facsinated during my first visit to see a classroom full of 2-3 year olds busily, quietly, happily working away. The teacher even stepped out of the classroom to talk to me and she didn't even have to glance over her shoulder to check on them. As a middle school teacher, I was shocked. Also, I think they learn a lot of skills in Montessori that help them to be creative. They aren't just playing around with paint, they learn to hold a paint brush, wash the brushes, mix the colors, draw forms-- all of which leads to creativity, in my opinion.

[KBecks]

I think it's fine to have some rules for how to use the materials. M and W are very, very different, so you'll need to contemplate what goes best with your ideas, wants and needs.

With W, my biggest concerns over it was the anthrosophy foundation, a kind of religion I felt uncomfortable with, the fairies/gnomes as "real", and the fact that kids ask questions but they're kind of encouraged not to learn and information seems to be withheld from them. I only looked at W briefly before realizing it just didn't fit my goals.

I prefer the fact the M is research based, and Montessori worked with what kids were drawn to. I think it's fine to have some rules in the classroom and to expect kids to treat materials with respect, put things away when finishes, etc. etc. I think it's very important and I would be happy that your child was corrected gently -- I think that's critical.

For me I think there's a balance -- between having real learning that is self-directed with free choice (very important to me) and having open free play. I saw that my son has had a lot of free play, and I think an only free play environment (one school we looked at was a playschool) would bore him. He loves learning. They are such little sponges at this age I am happy with our decision to give him the opportunity to be exposed to a lot of learning materials and have the responsibility to be careful with the things he uses.

HTH! Good luck with your decisions.