Planning ahead...

Making Work for the Shelf

the importance of 'thinking ahead' when creating jobs.

If Montessori taught me anything it was how to design materials and lessons for the preschooler. Maria Montessori believed in individual education (which is why there is only one of most materials, this also gives children the chance to practice waiting and turn taking). She also believed in breaking down skills into developmentally appropriate sections. For example: when learning to lace up a ribbon, students are required to tie a bow at the end to secure the ribbon. Tying a bow is hard. Especially for preschool fingers. So in a Montessori classroom children are introduced to the bow-tying frame first. Setting them up for success by giving a skill they will need to accomplish everything that is asked of them when lacing the ribbon. They are also introduced to the lacing skill by itself. Again, allowing them to practice everything they need to accomplish the Ribbon Lacing frame successfully, before they are suddenly expected to lace and tie a bow.

This forethought on the teachers (parents) part is the key to introducing new skills. So I thought we'd try one together to get the hang of it. 

I want to introduce 'getting dressed' to my toddler. Now in previous years when I didn't know better, I would jump straight to my lesson. I would gather 1 of each clothing I wanted them to practice and off I went.

It would have looked something like this one from Counting Coconuts. (Which, by the way is a great post to read when you're ready to have many skills being practiced at once.)
Then I'd be SO frustrated when they weren't getting it.
Now I know about 'preliminary exercises' (the bow-tying and lacing skills before the ribbon lacing which requires both). These are the things they need to know before they can successfully finish what I'm trying to teach.

So 'getting dressed'. I'm going to start with pants, shirt and jacket, in that order. Because to put on pants a child can lay it out first and is able to SEE everything they are doing the whole time. Shirt is 2nd because it is considered more difficult due to the over the head part, where you have to sort of 'feel' what your doing instead of SEE it. Jacket is last in this series for one reason. It's what you put on after a shirt. As far as difficulty is concerned I've observed it's on par with the shirt, at least the way I teach putting on a jacket. 

Next, think about putting on pants. This may seem silly but really think about it in terms of what your toddler can do physically. They can't put pants on standing up, not enough balance. So they must sit. The pants get laid out in front of them but they need to know which side of the pants goes up (front). Find a pair of pants for practicing that have a good 'front side' identifier, a picture, drawstring or extra pocket. After pants are laid out in front both hands are needed to open the waistband and slide the first foot in. This, too, is tricky because they have to pull their knee up to their chest WHILE holding the pants. Next they will need to slide the foot into the waistband. Now they must push the foot, via our leg muscles, down the pant leg. If this goes well, they're in business for leg #2. All these body movements and brain, hand, eye, foot coordination that is going on and they're only half way there!!
I feel like I must take a minute and caution anyone working with a toddler, their own or not. They are only 2. We watch them finagle a fork, run with increasing ease, even begin to jump like little dare devils and we suddenly expect them to perform every new task just as easily as things they've actually been practicing their whole lives... which lets remember, is only 2 years long :)
OK, back to pants. Now that we've REALLY given thought to the entire process of putting on a pair of pants, we're not only ready to give a lesson but we're also ready to have more patience with that lesson because we truly understand what our toddler is overcoming to achieve this skill.
So my 'putting on pants' lesson goes something like this;

These pictures would be taped to a tray in order of their place in the process. The shorts would then be folded in a basket on the tray as well. The 'directions' would be non verbal...as it helps children focus their awareness.

1. place the shorts at your feet with the 'front side identifier' clearly displayed. In this case we actually had a tag. So we say 'Tag on the floor'. 

2. Thumbs on the sides and inside. Toes go in.

3. Push foot all the way out the bottom end.

4. Other foot, toes in and push foot all the way out the bottom end. Don't drop the waistband :)

5. Stand and pull them up. Keep your thumbs on the sides and inside the waistband.

6. All the way up.

7. DONE!

I hope you are able to use this to inspire independence in your classroom :)

Happy Dressing!

ING

!jen

Turning 'toys' into shelf work.

Making Work for the Shelf

(how to turn any TOY into a job)

I'm often faced with teachers who say "that's just a toy, it shouldn't be on the shelf." To them I reply "that's just your lack of creativity talking, watch." Then I show said teacher exactly what my kids are getting from that "toy" on the shelf.

So this is a little intro to making any toy into a job for the shelf of your classroom, wether that classroom is in a center based program or your own home, the principles are the same.

I once took over a classroom in a performing arts school and though the owner knew a little about Montessori philosophy the teacher I took over from, did not. The result was a slew of 'materials' that were just toys being rotated every few weeks with no real intention behind what was chosen, when it was rotated or how it was displayed. So I became unexpectedly adept at turning "toys" into jobs. 

The classroom had a pretend stove and fridge in the dramatic play corner. I broke them up. Turned the stove into a practical life shelf. And the fridge became our sensorial (on the left side) and beginning math shelf (on the right side). I spent a few hours cleaning out all the fake food that was shoved in and on every shelf. Step 1 was to organize the food and decide who much was actually being used. I tried several different variations before making a final decision. I had to weed out what they weren't using and categorize what they were so they could actually play with all the pieces... novel idea!

Next we were on to the "toys". The first step there was 'purpose'. Determining a purpose (or lesson) for each material. Most "toys" can be very versatile.

Like the plastic keys in 5 colors could be a color sorting work but the keys also varied in size (and shape)... a size (or shape) sorting job, or I could place keys in various patterns, take pictures, laminate the pictures and then we have a patterning work. Once choices are made as to the purpose of the material, setting up the tray and placing it on the right shelf are much easier. I decided to make the keys into a color sorting job (sensorial shelf), as a few of my kids were pretty little. I left the rings out... again, little hands got frustrated with the intricate task of placing keys on the rings and snapping the rings closed. Then I put all the keys into a bucket on a tray, with color labels. Labels get placed on the rug and keys sorted under them. After this job rotated out and back in, I changed it's purpose. You may ask "weren't they confused by the change in lesson?" NOPE. With the job being off the shelf completely for a time, it was easy to reintroduce. Additionally, if kids are using it in the old way, it was ok. As long as they are being respectful with the materials... I'm pretty flexible on HOW they use them.

Another example.

I currently have a magnetic doll set. Now some teachers, even Montessori ones, would take that nicely separated tray that 'Melissa and Doug' sell their magnetic doll in and place it right on the shelf. Which is fine. It allows for creativity and maybe even teamwork if you have the set with a boy and a girl in it. However, it could be so much more. A matching work: take pictures of predetermined clothing combinations and have students try to match the outfits you made. A sequencing work: laying out 'bottoms' from shortest to tallest or laying out tops, least colors to most colors. A patterning work: lay all clothes out in predetermined patterns (take pictures before hand) or let students make their own patterns (top, pants, shoe, top, pants, shoe or shoe, skirt, shoe skirt). Also don't be afraid to eliminate a few pieces, especially for younger children. Like for my son  (2), I'd only put out the clothing pieces he needed to do the job, no distractions and less pieces to loose.

We do similar things, now that we're homeschooling, with our play kitchen. Right now it has a 'pizza serving' work and 'ice cream serving' as part of our serving others/ manners curriculum and 'cooking utensils' as part of our creativity curriculum. These rotate as we find new things on sale or at goodwill.

What areas of your playroom or classroom could use a sprucing? Go shopping at places like Ross or Goodwill to find great deals on "toys" that you can turn into a fun new job.

If you have a material in mind but need a bit of inspiration as to how to put it on the shelf, please email me. I LOVE getting inspired by what others are doing and offering a bit of that inspiration back.

 ING
!jen