In a Montessori classroom, an observer may sometimes see a child wandering around the classroom. Why is that child wasting time that he could spend learning? they might wonder. Why isn’t the teacher redirecting him to an activity? Shouldn’t this child be doing something?
Before we delve into why this happens and whether or not the child should be redirected, we need to remember that the Montessori method of education “follows the child”, which means we do not compel them to engage in activities based on what the adult thinks the child “should” do or based on an agenda/lesson plan. When a child is compelled to learn, it dampens their spark of curiosity and their natural joy of discovery, laying the foundation for an unpleasant educational journey of push-and-pull between adult and child. In our classrooms, a child has freedom “within limits”. A child is free to explore and discover, led by their own interests and developmental needs—as long as their choices do not harm themselves or others. A guide (teacher) may invite a child to engage in work (a learning activity) or to participate in a lesson, but she does not compel them to do so.
We also want to establish that one of the most important responsibilities a teacher has is not to teach but to observe. It is the skilled observer that is able to understand a child’s developmental journey and provide them with appropriate, engaging learning opportunities. The skilled observer does not jump to conclusions or make assumptions about a child’s behavior. The skilled observer understands a child’s behavioral cues that the child himself may not fully understand. The teacher who permits a child to wander around the classroom is not “ignoring” the child, but is silently learning from the child.
Now, let’s look at that wandering child and consider why he might be wandering.
- Movement is an essential part of a child’s physical and cognitive development. (Source.) Research shows that not only do children benefit from movement, but adults also see improvement in alertness, attention, motivation, and brain-cell building when they exercise! Mayo Clinic says that movement improves productivity and enjoyment of a job and life! Is the child moving because they need to move?
- Roaming can be a child’s work. What happens as a child roams the classroom? He may be unconsciously listening to and absorbing the language being used around him (student to student or teacher to student). He may be observing how other students interact with their work and activities. (Have you ever been surprised by a young toddler replicating a behavior that wasn’t formally taught?) He may be observing and comparing different elements of the environment. A child laying on the floor, looking at window may be comparing shades of color, analyzing how his view changes based on his position on the floor, may be watching the movement of wind on the trees! Children are always absorbing information from their environment, whether unconsciously or consciously. Far from being idle, the child’s brain may be working hard while roaming!
- Downtime is essential for mental processing. In an age where days are scheduled down to the minute, where we shuttle ourselves and our children to and from work, school, activities, sports and more, we are often overloaded with data and information and underestimate the importance of downtime for not just mental health but cognition. Tim Kreider in the The New York Times says, “Idleness is not just a vacation, an indulgence or a vice . . . it is, paradoxically, necessary to getting any work done.” A child needs time to process and solidify what they are learning, and this can look like a child sitting on a chair and staring into space, weaving around objects in a classroom, talking to themselves, or role-playing. Breaks are just important to the brain as work time. We don’t need to feel guilty for taking a break, nor should we make a child feel guilty for taking a break.
- Thinking is work. Just because we can’t see what is going on inside the mind, doesn’t mean it isn’t happening!
Although there are times when a child’s wandering is truly aimless, or signals a need for greater stimulation/challenge, it is more often than not, constructive (purposeful) roaming.
As educators, caregivers, and parents, it’s important that we seek to understand before we make assumptions about a child’s behavior. It’s also important to consider whether we are giving ourselves and our children the downtime needed to be at our best, mentally and physically!
