Chapters :
Peru, A Montessori Class without Montessori Materials
A Montessori Q&A Newspaper Column
Nepal, Montessori for Forgotten Himalayan Children
Tibet, Braille without Borders
Tibetan Children’s Villages
Montessori Teachers with the Dalai Lama in Sikkim
Russia, Montessori Help for Severe Disabilities
Morocco, An Orphanage, Village Schools, and a Garden
Thailand, Educateurs san Frontières (EsF)
Montessori at Home, 0-6
Montessori at Home, 6-18
A Grandparenting Literary Experience
Visiting a Montessori 3-6 class in London
Stages of Development
MORE INFORMATION, black and white pictures from the book, CLICK: AID TO LIFE
This is a wonderful book about Montessori and how it’s being used in many countries, from Peru to Morocco, Nepal and beyond. I have told several people that they absolutely should read it.
—Victoria Barrès, AMI representative to UNESCO, The United Nations Educational, Scientific and Cultural Organization (Paris, France)
It was Mr. Montessori’s dream that his mother’s, Dr. Maria Montessori’s, educational approach could be realized without being bound to a set of materials. He would be very pleased with this book. The author is fulfilling her dream in showing how all children can receive the Aid to Life that they need to develop their potential. This is a very readable book, full of real life situations. The table of contents intriguing for finding just the answer one is looking for. This book will give confidence to parents who want Montessori for their child beyond the classroom.
—Rita Zener, PhD, AMI Montessori Teacher Trainer
A helpful quote from the book on temper tantrums, which are becoming a problem worldwide:
A two-year-old girl joined our Montessori classroom. As she arrived on the first day I took her to the shelf, selected a knobbed puzzle, took her to a table and chair and showed her how to begin. Then I watched. She chose a puzzle piece but couldn’t immediately fit the piece into one of the empty spaces. Rather than looking for another space for that puzzle piece, she threw the piece down and began to yell loudly. I showed her how to match the shape to several different empty spaces before trying to place it in the puzzle. She managed one piece, but then repeated the behavior with the second. I showed her again and she did the puzzle quickly. But each time I gave her something else to work with, and she couldn’t do it perfectly immediately, she started to yell even though there was nothing anyone could do for her.
Finally, I told her that I could see she was used to yelling a lot but she should just come and get me if she really needed help. I also explained to the rest of the class that she was all right, not hurt or scared, she was just used to yelling. I would say she had about twenty temper tantrums during that first morning. The next morning she had ten tantrums; the third morning five temper tantrums; and then no more, ever. My not responding with each outburst is an example of extinguishing, rather than reinforcing, a behavior pattern, from Psychology 101.
She seemed quite relieved not to have to spend so much time yelling and trying to get someone’s attention and settled very well and happily into the routine of the class.
It was such a striking change, even though the tantrums continued to a lesser degree at home, that the mother wanted to learn; so we discussed this at the next parent meeting. When observing the beginnings of temper tantrums at home I asked the parents not to change any behavior but to observe and make a note, what had happened before and what did they think the child needed, or wanted.
For a great review of this book and others in this series, from Vietnam, CLICK: UKIYO
ORDER ON AMAZON in many countries of the world
ORDER FROM MICHAEL OLAF: AID TO LIFE
Blessings,
Susan
Home page, CLICK: Susan
To see other books in this series, CLICK: Books