Tags / 13 quotes from 1 source
#autonomy
Theories of Childhood, Second Edition (Carol Garhart Mooney)
Montessori's legacy: independence and repetition
Montessori understood that it is sometimes much easier to do something for children than it is to take the time and energy to teach them to do it for themselves. But she also believed that for children to grow and develop skills, the adults in their lives need to make…
Teach little, observe much
Montessori teachers, on the other hand, are trained to teach little and observe much. Teachers, of course, must plan activities and have materials on hand to support the children’s interests, as suggested by Dewey’s ideas in chapter 1. However, it is important to recognize the…
Adults who do too much for children
It is clear that Montessori had strong feelings about the tendency of adults to undermine children’s competence by doing too much for them. She used the word serving in her discussions and cautioned teachers that children remain incompetent if adults do for them what they are…
The death of the grown-up
she describes the parents who are serving their children in a way that is detrimental to their children’s growth and development. Another contemporary writer, Diana West, goes so far as to warn that this tendency is a threat to western civilization. Her book The Death of the…
Learning to cope in small doses
Current studies (Young-Eisendrath 2008) as well as Montessori’s original work on developing independence and Magda Gerber’s 1997 (among her other) work on competence have all stressed the importance of learning to cope. Babies whose needs are consistently met quickly can learn…
Responsiveness is the opposite of spoiling
Erikson’s theory says that babies will develop the strongest sense of security if they know that adults will come running when they cry. Then, when they are a little older, they will be able to cope with delayed gratification of their needs. By meeting their needs quickly and…
Autonomy versus shame and doubt
Erikson’s second stage of psychosocial development, which takes place during the second and third year of life, is autonomy versus shame and doubt. The developmental task of this stage is to acquire a sense of autonomy (independence) without suffering extremes of shame and…
Toddlers between holding on and letting go
Erikson believed that toddlers struggle to achieve balance between appropriate holding on and letting go. Areas for these struggles include sharing with friends, relationships with parents and primary caregivers, independent toileting, and making choices. Erikson thought that…
Toddlers also need firm limits
At the same time, they need consistent, firm, reassuring limits set by caring adults.
Toddler rooms built for choosing
According to Erikson, toddlers need to experience the independence of being able to make some choices for themselves. Toddler programs can support their independence by arranging for self-selection of activities and materials. Rooms should include low shelves for equipment…
Small choices for toddlers
Most two-year-olds aren’t ready for “What would you like for lunch today?” But choosing between a cheese sandwich and a peanut butter sandwich offers just the right challenge. Looking at a drawer full of clothing might reduce a toddler to tears or a tantrum because the choices…
Offer a choice of how, not whether
Many teachers make the mistake of offering toddlers a choice when there really isn’t one. It’s very confusing for children who are trying to learn how much control they really have to be asked a rhetorical question. Adults and school-age children can understand that “Would you…
Supporting initiative in preschoolers
To support children’s development of initiative in the third stage, Erikson says that teachers can encourage children to be as independent as possible; focus on gains as children practice new skills, not on the mistakes they make along the way; set expectations that are in line…