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Building a Montessori Atmosphere at Home

The method was designed so that children develop their skills on their terms. It allows children the freedom to be who they are, discovers who they are, and decide who they can be. The Montessori curriculum examines the key developmental stages in children between the ages of three and five years old. 

The Montessori Approach encourages children to make their own choices and decisions as they grow. This can be a perfect opportunity to teach your kid practical life knowledge and foster a love of learning. If your child is educated at a school where the Montessori Approach is used, it is advised that you build a Montessori environment at home. Have your child make decisions about food, toys, and homework. With any effort, you will improve your child’s existence with the Montessori Approach. 

Build a Montessori Atmosphere 

Hold enriching toys within easy reach. While setting up your child’s room, make sure items like drawers and toy boxes are small enough for your child to access them; particular bins, closets, and other storage items that your child will open on their own. Place them with enriching items, including art, puzzles, and books. 

If required, step stools may be positioned near places that your child can fail to reach. 

Be sure that everything you have within reach is safe for your child’s age group. Based on your child’s maturity, you may need to avoid having convenient access to small items. 

Provide exposure to safe food and beverage choices. Under the Montessori System, children will increase their tastes. Throughout your home, make sure your child has access to a cabinet and refrigerator that contains snacks and beverages. Shop these locations with balanced selections, such as new fruits and vegetables, tea, nuts, and whole grains. 

When your child is big enough to drink, place tiny pots and cups in the refrigerator so that your child can feed himself. 

Establish a rigid structure of management. Kids are going to excel in an ordered climate. Make sure items like toys and clothes have their specific place in your house. Encourage children to bring objects back to their right position after they’re done with them. 

Have a small bookshelf for starters where your child can store books and a different shelf to store puzzles. 

By the end of the day, offer a “ten-minute tidy time.” Children of all ages will also clear up. This helps to maintain the organizing structure that you have built up using the Montessori approach, and young children may conduct simple activities, such as putting toys back in bins. You have to waste ten minutes washing up before bedtime. 

Be sure that your child sees cleaning as fun rather than as a job. Speak about how cleaning will keep things tidy so that they can remember what to do the next day. 

Encouraging the Child’s Development 

Allow them to build their research plan. When your child is already enrolled in kindergarten, you want to foster a passion for learning. Hold the supplies your child wants for schoolwork, such as pencils and pens, in a position they can easily find. Sit with your child each day and make a list of things to do. From there, let your child set up their timetable to complete the job. 

Tell your kids if they want to do their assignments, promoting the right decisions. For starters, “When do you think you’re going to have the ability to perform a better job?” It’s up to them to know when and how they’re going to do their work. 

Let your child make their own decisions regarding everyday activities. Creating frequent decisions in the day tends to strengthen the child’s sense of duty and creativity. For example, let your child pick their outfit in the morning. When your child is hungry, let them look in the pantry and pick a snack for themselves. Have your child pick a car, a book, or a puzzle on their own during playtime. 

Remember to offer a range of enriching options to your kids. For starters, include instructional video games and age-appropriate reading content so that your child can benefit while playing. 

Encourage the walk. Although it may sound unimportant, activity is essential for learning as well as simple safety. Encourage your child to play outdoors and take research breaks to do stuff like run, play catch, and participate in other sports that include physical activity. Daily physical exercise helps the child remain concentrated and active. 

Seek to sign the child up for events that involve movement. For starters, if your child wants to dance at home, search for a dance class in your city. 

Help your child know the meaning. You can promote home-schooling by searching for ways to show your child things in a sense. See all things as an opportunity for your child to learn. 

For example, if you’re going for a walk on the weekend, get a field book and talk about the local flora and fauna in your region. Create your natural items, such as natural soap or milk, and teach your child some chemistry. 

Invite colleagues. Social contact is an essential aspect of the growth of every child. Get out to other Montessori families and hold meetings that promote social interaction and learning. 

Start your party at home. For starters, you may have a design group or a writers group to encourage creativity. 

Let your child and their peers shape a research group. Allow a couple of your child’s classmates do their homework together every week. 

Design constructive actions to correct errors. Kids observe the actions by seeing adults. Instead of criticizing the kid when they make an error, show them how to do the job correctly. This encourages children to know by learning instead of being taught. For example, the child learns a language and mispronounces a term. Repeat the term and pronounce it correctly, instead of telling your child they’re incorrect. 

Teaching Real Live Skills 

Speak to your kids. Use a simple voice and proper grammar while talking to your kids. Consider how adults speak, using broad amounts of vocabulary and proper grammar. It would give your child essential listening qualities, as your child learns by watching you. 

When checking out at the grocery store, starters say “Please” and “Thank you” to the crate loud enough for your child to understand. 

Let your child support with simple tasks. Only completing minor things gives the child accountability for the activities. Have your child perform little things every day to learn how to take care of themselves. 

For starters, after doing the laundry, let your child fold his clothes. At the time of the meal, let your child do easy stuff like set the table or wash the vegetables. 

Let your children eat food by themselves. When your child is big enough, place food and drink options on the table so that they may see. Please allow your child to fill their plate and pour their drinks. It enables the child to make their own decisions and helps them build a sense of portion management. 

You will also encourage your child to make healthy decisions by buying plates with specific parts for berries, herbs, grains, and proteins. 

Encourage a feeling of success. Stuff like gold stars and other tangible prizes are not typically provided in the modern world. So give your child encouragement that can be useful later in life; showing your child’s achievement is a reward for them. Praise your child for performing activities like homework and chores during the day so that they begin to build a sense of satisfaction in their achievements. 

Prepare the Environment

When it comes to Montessori's prepared environment, keep in mind that there’s always a place for everything, and everything must always be in its place. Assign one of the rooms in your home as your child’s Montessori learning environment. If there are Montessori schools in your area, go ahead and visit them to arrange this room better. 

You may also go online and search for Montessori classroom ideas on Google or Pinterest. Either way, having a visual image of what Montessori classrooms must look like will give you a better idea of how to arrange the room you’ve assigned in your own home. One thing to keep in mind, though, is to make sure that everything is child-sized and at your child’s level so that he won’t keep asking you for assistance when he wants to take something. 

Plan All the Materials and Activities to Include in Your Child’s Environment 

After planning the environment, it’s time to think about the materials and activities inside that environment. You can go online to search for a complete list of Montessori materials in each of the learning areas. Then you can either purchase similar materials (actual Montessori materials are costly) or create them on your own. For instance, you can easily create sandpaper letters and numbers using thick cardboard and sandpaper. 

Arrange these materials and activities according to their learning areas and make sure that all of them are accessible to your child. You may want to include a combination of accessible materials and those which are a bit more challenging or unfamiliar to your child. Also, you may want to rotate these items regularly so your child doesn’t get bored. If you see that he’s not interested in some activities or has already mastered others and is not using them anymore, take these materials out and replace them with new ones. 

Specific Rooms, their Furniture, and Other Wall Equipment 

The following must be considered while selecting the equipment for the environment: 

  • All the equipment, such as toys, furniture, learning resources, shelves, cupboards, chairs, etc., must be according to the child's age, size, and developmental level. 
  • The furniture's color must be light so that dust and dirt can be easily spotted and cleaned right away. Children should be able to wash and scour it with soapy water.
  • The furniture's weight must also be light so that the children can carry the chairs and move around, navigate the tables, etc., according to the need.
  • Several low tables in various shapes should be present in the environment so that the children can form small and large groups during material presentations or reinforcement exercises, or conversation time. Some individual or combined lessons can be performed using small round tables or large rectangular ones.
  • Wooden material is preferred, wicker or chairs or table, etc., and stone or wooden flooring is also better. This is to increase familiarity with nature instead of artificial or synthetic materials such as plastic, carpet, etc.
  • There should be some small couches, cushions, or sofas as a reclining seat for retiring or relaxing.
  • The room for work and activity must contain suitable cupboards and shelves for placing the apparatus and other learning material in order. The didactic material is commonly shared and owned by the children.
  • Each child has a drawer to keep personal items. These drawers must be installed to remain in reach and at the level of the children's height.
  • The workroom also should have different large and small rugs to be laid when presenting floor exercises. These rugs can be vibrant in colors to differentiate each area of ongoing activity in the room. This room should have adequate space to serve as a free-spirited activity room or multiple workstations.
  • There should be low hooks installed to hang aprons, table cloths, dressing frames, etc.
  • Some corner tables should be there to place vases in which flowers are arranged. Children can gather fresh flowers from the garden and help arrange beautifully aesthetic table baskets, etc.
  • Some soft boards and black or green boards must be hanging on the children's walls at eye level. This way, they can jot down whatever they want to or attach pictures or artwork, etc.
  • There can be a pedometer or stadiometer placed in a corner to help measure the child's height. Each child can himself stand on it and see the growing difference after each regular measurement.
  • A shoe rack must be there at the entrance of a classroom so that each toddler learns to place the shoes in order and also be comfortable while working.
  • Another room can be prepared as a sitting room or a parlor. This room can be like a sun-room or club used for candid talk among the children, playing games, etc. The tasteful and incredibly relaxing furniture in this room includes comfy toddler settees, couches, play instruments, round tables with illustrated books, walls decorated with scrapbooks, photo albums, story charts, etc. The adults can entertain the children with some interesting anecdotes too. The children can also place their small pots with seeded plants as an indoor activity.
  • The walls may contain small alcoves to display small artistic crafts, catchy pictures, or educational material.
  • The dining room is another particular place to prepare in a Montessori-friendly environment. It should have small-sized tables and chairs to facilitate appropriate sitting arrangement for the toddlers.
  • There should be a low cabinet in the corner to place cutlery in the right order and accessible manner for every child. They should help themselves by picking and placing the plates, spoons, napkins, etc., independently.
  • The glasses and plates must not be of plastic or less appealing material that may disorient the child's aesthetic sense and self-esteem. The material of glass or chinaware should be used instead.
  • There is also a dressing room or a washing area. It should have a sufficient number of washing basins and soap bottles or containers.
  • The dressing area also must have appropriate chests with drawers to serve as lockers for each child, where they can put their pouches containing toothbrushes, hairbrushes or combs, napkins, etc.
  • The equipment in a Montessori environment can be quite vast yet very diverse. It happens because the toddlers are being trained in the academic or physical side of the development and the social and practical aspects of life. They learn to sweep, wash, dust, clean, polish, pour, fold, wrap, and even cook some snacks, etc. Every single task that they do require age-appropriate material and equipment.
  • Each area or learning corner of the Montessori classroom has a distinctive color and apparatus, especially the set of materials in specific exercises that can be color coordinated to help the child remember the tools used in a particular activity.
  • The walls must not be painted too bright or equipment in too many bright colors. The neutrality of decoration and painting will help the child to focus more on the didactic apparatus displayed instead of on the walls' shelves.
  • The didactic material placed on the shelves must be in progressive order according to each subject area's learning sequence.
  • There is a nook serving as a library or reading corner. It should have bookshelves accessible to the child.
  • Then there is also a pet corner or pet house. The pets can be present both as indoor or outdoor companions. For indoors, some fish or parrots or birds can be placed while outdoors, rabbits, peacock, etc., can be present.
  • A small kitchen area can be prepared to teach cold-ingredients' recipes like making a fruit salad, cheese sandwich, juices, etc. 

Focus on Life Skills 

Activities and materials which teach life skills are the easiest ones to replicate. Children need to learn life skills early on. With these skills, they learn how to care for themselves and their environment. This sets children up to become capable and considerate adults when they grow up. Providing the proper materials to teach these skills even makes your life as a parent a lot easier! Your child will soon start volunteering to help you around the house because he already knows how to do these chores. 

Of course, you must always match the activities and materials to your child's abilities and age. Introducing activities which are too difficult for children is never a good idea. Your child won’t be able to do these activities. If you force him, this might weaken his self-confidence and willingness to continue with the rest of the activities you’ve prepared. 

Help Your Child Learn Concentration and Inner Motivation 

These skills are essential if you want your child to get the most out of the Montessori Method. For a child to master a skill, concept, or activity, he must concentrate while doing it. If you have prepared the environment well, your child will be able to concentrate on the activities you have prepared for him. This means that there should be no distractions such as gadgets, electronic devices, and random toys which don’t have a purpose inside the room. 

Also, avoid giving your child rewards when he does something good or gains proficiency in something. Try to observe your child when he realizes that he has finally been able to master a puzzle or a practical life activity. You will see a sense of accomplishment in your child. This is much more valuable than extrinsic rewards because this sense of accomplishment becomes the driving force within your child to keep on going to master the other activities in his environment. 

Take on the Role of a Montessori Teacher 

Finally, learning how to facilitate the Montessori Method for your child is also essential. Rather than teaching everything to your child, allow him to discover, explore, and choose the materials and activities independently. If your child asks for help, do it. If not, observe. 

You may also step in if your child picks up material and can’t figure out how to use it. Again, he will probably ask you to help him out. These are the best and most appropriate times to step in when it comes to the Montessori Method. Then when your child celebrates his mastery of a skill, celebrate with him! There’s nothing more satisfying than seeing your child grow, develop, and improve at his own pace and through his efforts. 

Montessori is genuinely an excellent learning approach. Whether it’s done in school or at home, children love learning through this method mainly because of how it’s done. You may start planning how you will apply this to your home. Then step back and watch your child learn in the best possible way! 

Development at Home

The periods from age 0 to 3 years and 3 to 6 years are vitally important in developing a child. The newborn has an innate ability to take in emitting vibes from the objects around him. He is so curious and sensitive to the happenings of his surrounding environment that every single thing leaves an imprint on his mind. His mind is hungry for knowledge, eager to engrave the impressions that are provided by the environment. This quality of absorbing information is the true essence of an absorbent mind, a term devised by Montessori to represent the brain's sponginess or capacity to store the gained knowledge. 

The first three years of a toddler’s life are quite similar to how he lived in his mother's womb till now. His mind is still in an unconscious and naturally developing stage where a conscious effort is not yet exerted. It is called an unconscious creation of cognition. The child has this period to create his knowledge box or prepare his memory structures. However, it happens so naturally that after growing up, he becomes entirely oblivious of the details about how it all happened at the very beginning. It also happens in his embryonic prenatal life when his sensory organs take shape, developing his powers. Still, as it is an unconscious period, he forgets about its happenings after birth. This is because still, the personality and its structures are not unified as a whole. Each organ is forming gradually and separately. The mind has powers that are not operated as a holistic system yet. Thus the unity and harmony can only be possible when the formation of each part has been completed. 

The age of three starts with a conscious rebirth. The infant enters a toddler, and this marks a new beginning of creative consciousness in his life. He seems to remember things in all their detailed glory. The personality becomes unified, and the urge to create and perform the work consciously becomes more prominent. Thus the unconscious creator becomes the conscious worker. The creation and formation of functions and senses are accomplished before the age of three, and from then onward, their development continues. Experts in psychoanalysis express that it is quite hard to track the memories before the age of three, and more challenging still as we go beyond the age of two. The three years onward, your toddler is a stranger to you regarding his nature, memories, and interests. He is a curious creature focused on gathering as much information as possible to feed his mind and fill the void that has become evident after passing the unconscious period. 

The adults should be aware of the potential danger of destroying his conscious creativity due to their lack of tact and care. The adults tend to forget the boundary between these two separate states of the absorbent mind. After three years old, the child has left behind his dependency on the adult. He is more eager to explore his freedom of choice and act upon his inner urge to satisfy his consciousness. He experiences a vital, internal force within himself that urges him to conquer his sense of independence. He is experiencing the Home or will-power, an internal drive present in every child that governs his impulses to perform an activity or desired action. 

Beware, your toddler needs to be functionally capable of performing a fruitful task now. His oblivion days are over; he is quite energetic to explore everything; his motive is to self-explore and self-achieve. Although we loosely compare the Home with will-power, the former is general about life and its experiences, whereas the latter is a somewhat restricted concept. If the Home of a child is liberated and satisfied, it gives way to his perfect externalization of thoughts into actions and desires into accomplishments. This awakens in him a special kind of joy and enthusiasm to explore and achieve more, making him always cheerful and active. The happiness of becoming independent enables the primary achievement of a child’s normal development. 

The paths or stages of normal development are closely related to levels of independence climbed in succession by your toddler. Enabling this at home makes your implementation of the Montessori Method relatively easier throughout the absorbent mind's conscious period. Whether physical or emotional, language or cognitive, moral or spiritual, social or cultural, each domain of development has these successive planes of independence governed by the inner urge called Home. 

The powers of consciousness empower him to defend himself against an adult's oppressive behaviors or imposing nature. Your toddler may play pranks on you, runs away mischievously, etc., to express his protest against the undesirable treatment. As both his teacher and a parent, you must direct his internal urges and energies toward a purposeful task. To channelize his energies, provide expressive paths or channels. Let him become calm by concentrating on the activity at hand. Enhance his interest by adopting a cheerful tone of voice. This attitude is what a Montessori directress adopts to ensure that the children are directed toward the normalized development path. 

Your toddler wants to master his surroundings and explore his means of development within his environment. What does he want to develop indeed? As a newborn, the child who had started formation from scratch has now started searching for every possible means to develop the created powers. Hands now accompany the senses, and their active participation has accelerated the process of absorption. Dr. Montessori has called the hands of the child as prehensile or adapted organs of the mind. The almost compulsive urge or tendency to touch everything makes a child no longer just a gazer or observer of the universe. His intellect is not merely an existing feature; he needs to enhance it further using all the possible learning resources and conscious exploration. There is a couple of significant tendencies involved in this stage of three to six years. First, the child is extending his conscious efforts to perform worthwhile activities to enhance learning; he indulges in perfecting and enriching the powers already acquired and formed. The knowledge gained is perfected by repetition and reinforcement of the activities and exercises. This marks the period with constructive perfectionism. 

Your toddler may feel constant urges to touch wet sand, dirty his hands in the paint, run his hands across the surface of your beloved satin dress, etc. These urges are a testament to his explorative nature. Suppose you have been implementing proper Montessori activities inside your home learning environment. In that case, you will be able to satisfy his curiosity utilizing fabric boxes, geographical features' molds, and other similar sensory and cultural exercises. As adults, we often exhibit little or no patience to bear the consequential, messy remains of his several little forays into clay-play, water activities, artsy trials, etc. However, we must realize the importance of these natural activities as both a fun and realistic way of developing his senses and sharpening his skills better than synthetic, artificial toys, and electronic gadgets. 

Montessori's idea of a little world created at home, or your toddler's benefit seemed like a bizarre concept, yet so fascinating and wonderfully astonishing that the people could not have imagined it at that time. Then it materialized into reality, and people saw a beautiful, small haven set-up and proportioned specifically for the toddlers; small chairs and tables, small utensils, small brooms and dustpans, small aprons, brushes, etc. Everything has to be prepared by keeping the child in mind, presenting him with real-life situations to deal with, all this inside your home. 

If we go back a little in the past, American society was entirely unaware of small-sized real objects' importance, synthesized explicitly for children's use. As the general approach was to create and mass produces vain toys like dolls, mythical objects, fairy-tale storybooks, etc., John Dewey, a pragmatic educationist of his time, searched vainly for real child-appropriate items in the city of New York but found nothing of the sort. The market vendors did not realize the need to sell them, nor did the toy factory owners feel their manufacturing was a matter of instant importance. Even though the children demonstrated their preference to socialize with their counterparts in real, instead of playing with fake dolls. As Montessori considered in these circumstances, the child was a lost citizen, forgotten by the masses. He lived in a world where every person had something to do. At the same time, he was considered idle—no purposeful activity for him, no custom-made object, and utensils appropriate for his age. He used to break the toys to seek satisfaction, trying to get a real response from them, but the adult remained oblivious to his frustration and needs. 

The advent of the Montessori system came with a revolution in the learning material and the teaching method. Once the child is provided with a world that is according to his size, he takes possession. Your toddler becomes the active learner limiting the role of the parent as an observer. He is no longer idle; he is no longer frustrated. He has numerous things to do, run his world, masters his environment, and learn to survive independently. 

Now that the psychologists are paying closer attention to infancy and toddlerhood, they observe various sensitive periods of growth and development concerning the child. The sensitive period is a pattern followed by the absorbent mind to gain knowledge. During the period of birth till the age of six, these periods are most evident. The child is interested in developing a particular skill or area of his intellect. During these periods, the sensitivity to a particular object or skill is heightened, and these sorts of sensitivities come and go sporadically. For instance, if the sensitive period of movement has started, the child is exceptionally responsive to the activities involving movement and is quick to learn and develop his fine and gross motor skills. 

The sensitivity to a particular skill ensures that the child will: 

  • Demonstrate his interest and fixation to a particular object or activity
  • Tirelessly repeat and reinforce the task until he perfects his ability
  • Be stimulated by any display of relevant objects related to that specific sensitivity.
  • Be able to maintain his focus and attention for prolonged time-span

It happens like a cycle of metamorphosis. When a sensitive period is at its peak, the absorbent mind of a child accumulates more information about a particular skill than any other time possible in the child's life. Once it reaches its maximum level, it starts to diminish or be replaced by another sensitive period, and the cycle goes on. The constructive process or rhythm of vitality is demonstrated through sensitive periods. There are primary characteristics that remain at work during these periods, the motive or aim of the activity, the inner urge to complete the task, the repetition to perfect it, and the closure or winding up of activity to restore order and peace. 

Obstacles to Development at Home 

The child, in his early years, is like a flexible clay or Play-Doh. They can be made without breaking. However, if they are hardened into set structures over the years, their personalities are quite challenging to change. Therefore, at home, the preparation for creating or setting up an environment to raise the toddler must be a careful and thoughtful process. It should involve the child's efforts to learn and the adults' efforts and consideration to facilitate that learning. 

Considering the example of language development, the child first put effort into speaking in exclamatory expressions or incoherent mumbling sounds. Then he proceeds to the next stage where he starts to join sounds and syllables to articulate a small word altogether. This further leads to the formation of sentences. 

However, these stages are not such a linear serial process. It happens as an explosion. The explosion of newer vocabulary makes them speak the newly learned words fluently. This explosion of words occurs and is shortly proceeded by another flurry of thought, which results in forming the words into coherent order to utter them in a meaningful way. This stage helps the child in getting his message across and his desire known. 

These explosions require some prerequisite preparation. If the proper environment and facilitation are not present to equip the child with enrichment of senses and clarity of cognition, he may have difficulty expressing himself. Similarly, the proper strategies and oral preparation for the enrichment of vocabulary in the home environment are powerful preparation methods to facilitate the child. There is also some kind of hidden practice that the mind itself starts working on the way before that. The evidence of its absence can be seen when the child starts showing signs of extreme vexation and inability to express himself adequately in front of adults. 

Some mute children are often seen troubling with anger and frustration issues. Their inability to externalize their inner thoughts and freedom of expression leads to an increase in their quarrelsome behavior. Similarly, some children may be seen as easily provoked and show sudden rage at not completing a task or their request not being heard. It can be because there is a particular gap of communication and understanding between an adult and the child, which often results in the child not being understood by his parent or teacher. This may also happen due to the lack of attention and care on the part of an adult. Some adults even put their children in the care of the governesses or maids who might speak to them in an uncaring tone and treat them with a harsh and unfeeling attitude. The children are susceptible to these sorts of behaviors. They can develop a particular sensitivity to traumatic incidents if exposed more than once. Even the cold and calm tone of voice can reflect a sort of calculated brutality to them. This can escalate quickly into ugly depression and frightening, traumatic experiences that put a massive lock on the door of development and shut the window of opportunity close. 

People think that giving birth to a baby is a beautiful thing; it sure is; however, the first difficult phase of adaptation starts for the child, right after his birth. He, who has been depending solely on his mother till now, has to learn to adapt to this alien world. He has to learn to sleep, eat, and express himself through gestures and cries. He has to survive on his own, yet he needs immense care at that stage to smoothly transition from this period of infancy without having to go through any negative experiences that might prove to be obstacles in his future development. 

The second major adaptation he has to go through is when he must cope with all the limitations or lacking in his powers and the environmental obstacles when in toddlerhood. If he can smoothly cope with both adaptations, he goes straight on the journey toward independence and self-reliance. This is what we call normalization. 

The child not only retains the positive effects of his powers of adaptation and developmental experiences in the early years till the later age of his life, but he also remembers the painful struggles that he went through to survive his childhood. Therefore, the deviations also originate in infancy or toddlerhood and can be deeply rooted in the personality becoming severe as time passes. 

Specific reasons cause delays in usual explosions sometimes. This can happen without any apparent physical defect; e.g., a child may not start speaking at the right age, even though his sensory organs for speech are in order. This is due to a sort of mental numbness that happens as a psychological condition triggered by environmental obstacles or disturbances or inner conflict or fear. This has been proved as confident children's cases were observed speaking suddenly and miraculously after a long delay. It was concluded that a particular obstacle was removed from their surroundings or inner personality to stimulate the explosion of words. 

Even some adults can be seen showing the deep-rooted effects of these obstacles by having a lack of confidence in public speaking, stammering on stage, clogging of the throat, lack of proper articulation and sentence formation, etc. Unfortunately, most of the time in adulthood, these effects turn into lasting inferiorities that is very difficult to get rid of. Dr. Maria Montessori says that "Each different period of acquisition in childhood has its kind of regression." That is why a parent as a teacher is not just a caretaker but an observer and discoverer too. They must be able to psycho-analyze their toddlers to track any possible obstacles in their path of development. 

You, as a parent to a toddler being raised in a Montessori environment, must analyze the child's sayings to read between the lines and understand even the implications behind his words. Remember that your toddler is already struggling to express his thoughts and desires clearly and virtually seems to be challenging. Help him, facilitate him, and be patient with him. 

The children love those adults who are quick to interpret their minds and wishes. When you become apt at understanding your toddler's choice, words, and expressions, you will win his heart. And this will happen when you spend quality time with him, pay closer attention to what he is doing, letting him express his desires, and letting him choose his mode and type of activity. It will let you know what sort of interests and potentials he has and what sort of learning he prefers. Adults must stop imposing themselves on their children so that their creativity survives and their right to self-discovery is not deprived.