Philosophy Behind This Approach
The philosophy behind Small Hands Projects is deeply rooted in the Montessori method, emphasizing child-centered, hands-on learning that nurtures the holistic development of each child. Our approach recognizes the innate curiosity and potential in every child, particularly those from underserved communities, and seeks to create an environment where learning is both meaningful and joyful.
The child that has to adapt himself to the environment can only adapt to it by copying others. If children did not copy, each man would start a new civilisation and there would be no continuity. Human evolution is continuous because small children copy the older ones.
- Maria Montessori
These activities are particularly suited to learning communities that involve children in a mixed-age grouping between the ages of 2 yrs 6 months and 6 years of age.
The hands help the development of the intellect. When a child is capable of using his hands, he can have a quantity of experiences in the environment through using them. In order to develop his consciousness, then his intellect, and then his will, he must have exercises and experiences.
- Maria Montessori
Young children learn best when they are allowed to move their bodies and handle real objects.
The teacher, therefore, must keep the didactic developmental material in perfect order. If this is not the case, the children will not take an interest in it and if they do not, the material becomes useless, as the entire Montessori method is based on the spontaneous activity of the child which is aroused precisely by the interest the child takes in the material. The teacher must make sure that every object used by the children has a place of its own that is easily accessible to them.
- Maria Montessori
It is important to give care and attention to the classroom or learning space on a daily basis. Whenever possible, broken or imperfect objects should be replaced by objects that are clean and in good condition.
If the children are free, we can see how they have this great desire, not only to eat and play, but for something elevating. Right from the beginning they have this marvelous wish.
- Maria Montessori
Young children under the age of six years display a strong interest in everyday tasks and actually want to participate in the life they see taking place around them. They want to explore objects found in the home and discover how they can be used. When we give them a chance to do this in a safe and organized way, they experience a degree of self-confidence that comes from feeling empowered and independent. This is distinct from playing with toys, which offers them different opportunities.
Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves.
- Maria Montessori
The adult(s) who guide(s) this learning space will position themselves among the children, rather than directly facing them, and will provide lesson presentations (demonstrations) to one child at a time instead of to the whole group. During a lesson it is important to follow the written instructions provided as closely as possible, removing all unnecessary conversation and focusing only on the movements associated with the lesson.
The adult will act as a role model for the children in terms of good manners, politeness and inner calm. The words and actions of the adult should convey respect for the child at all times. The adult’s voice should be soft so as to set a tone of peace and calm in the learning environment.
Never help a child with a task at which he feels he can succeed.
- Maria Montessori
There are some basic guidelines that make this easier than it sounds! Firstly, it is important to focus on the goal of allowing the children to be as independent as possible. Children may not select an activity that has not yet been demonstrated to them by an adult. This is to ensure that they experience success when they do eventually receive the chance to use something, and also to generate a level of respect for the environment in general. When a lesson is shown to a child (having followed the directions carefully and exactly) this enables that child to choose that activity at any time or on any day following. When children can pick their own work, they tend to be more interested in what they are doing, and will therefore spend more time on that exercise. Children should be allowed to spend as long as they wish at any activity, provided that they are treating the objects with respect. It is also important to acknowledge the child’s right to work alone (which is preferred by children under the age of five years) and therefore children should not be asked to “share” their work with others. Work, when finished, is returned to the shelf and another child can then choose it. When a child needs help completing their activity, or mopping up a spill, or overcoming a challenge of any kind, the adult can recommend that another, more experienced child offer assistance. At the end of the day or session, the children are encouraged to clean and organize their learning space for the following day. Adults should only provide necessary help, and ideally this should happen when the children have left the space.
Free choice is one of the highest of all the mental processes.
- Maria Montessori
Free choice is actually a necessary aspect of this educational approach, in which the adult must recognize that by using the materials the children are participating in a form of self-education that is scientifically proven. To choose an activity without coercion from the adult strengthens a child’s self esteem and promotes in that child a desire to learn to the fullest limits of understanding. This is an important mindset for all future educational experiences in life and, contrary to promoting a disregard for discipline in general, this gives every child the chance to develop self-discipline, which ultimately results in a more focused, confident human being.
The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent or teacher, who should remain a quiet observer of all that happens.
- Maria Montessori
Unlike other educational models, in this kind of learning environment mistakes are considered learning opportunities. Every activity is designed with some way of signaling to the child when an error occurs. The child can become aware of the problem, and will naturally try to find a solution. If the child looks for help, the first option should always be an older child, if possible; this is to keep a child’s dependency on the adult at a minimum and also to allow children to feel the emotional satisfaction of helping others.
But an adult, if he is to provide proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
- Maria Montessori
Unlike other educational approaches, in this setting the adult will not seek to “control” the behavior of the children, but will trust that by following basic community guidelines that reflect familiar cultural practices and universal standards, the children will learn to develop a level of self-discipline that is often unexpected from this age-group. Yes, it is important to set out expectations that promote a strong sense of community ( respecting the personal space of others, using words of kindness, treating the objects with care etc.) but equally important is the fact that the adult needs to model these same virtues. Young children under the age of six years are learning about the world from everything they see happening around them; adults who are calm and respectful radiate confidence and this will be noticed by the children as a lesson of great importance.
To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.
- Maria Montessori
Children need experience at making independent choices if they are going to be able to develop self-confidence. This kind of learning space offers children opportunities to make choices, but these choices are available within limits. For example, a child may only choose from activities that the adult has already demonstrated to him/her. A child will be required to wait if another child is using something that they wish to have; only on specific occasions will children be required to “share” objects. A child will be allowed to use an activity for as long as he/she likes, if respect is being shown to the objects themselves; this requires that other children who wish to have that activity will need to make a different choice. Self-discipline is acquired after continued practice at encountering disappointment, at experiencing a problem and/or at arriving at a point where regulating one’s emotions and behaviors will be necessary. Self-discipline is not consistently required by traditional educational approaches, but affects a child’s mindset in a uniquely positive way and once self discipline is acquired a child can appreciate learning as a joyful experience rather than a chore that must be fulfilled to please a parent or teacher. A child who has developed the ability to control his/her impulses without external threats or rewards is generally well adjusted, eager to learn and confident. In addition to the many everyday life skills that this project offers, the gift of self-discipline has the potential to be uniquely life-changing as it affects the mindset of the child forever after.
