Last week we learned why children should be given the freedom of choice. Read all about it here! Now, we’re continuing with part 2 of this series.
When we talk about freedom of choice in the Montessori classroom, it does come with limits. Children have the freedom to make choices, but must 1) respect oneself, 2) respect others and 3) respect the environment. Within the safety and security of these three limits, every child can thrive!
Let’s talk a little more about setting limits.
Why does Montessori believe in giving children freedom with limits?
“To let the child do as he likes when he has not yet developed any powers of control, is to be betray the idea of freedom.” Dr. Maria Montessori.
Setting limits, or boundaries, are important for a child to feel secure and stable. Most parents would agree that consistent boundaries and routines help children by creating predictability and reducing the amount of changes in a child’s life.
But did you know that the part of the brain responsible for making choices, the prefrontal cortex, is not fully developed until the age of 25? When we offer children freedom without limits, it is like taking them into a candy shop with 1,000 choices and giving them thirty seconds to make a decision on what they want. If we’re honest, that candy shop experience usually ends up with the child experiencing:
- anxiety (what if I make the wrong choice?)
- tears (I didn’t really want this, I wanted that)
- negotiation (I want more time, more candy)
- anger (my parents are in the way of my happiness)
- dissatisfaction (I didn’t enjoy the experience, I am not satisfied with what I have)
- Not to mention that the parents end up experiencing the same emotions!
When we offer our children the freedom to make a choice between 2 or 3 pieces of candy, they can enjoy the process of choosing without being overwhelmed by options.
We can apply the same concept within our homes and our classrooms by not overwhelming our children with having to make decisions they are not yet developmentally ready to make.
In the Montessori classroom, the environment is prepared so that what is available to the child is developmentally appropriate. The child is also limited to working with activities that have been introduced to him by the teacher, who closely observes his development and works with him to determine what activities he is ready for.
When we offer our children the freedom to make a choice between 2 or 3 pieces of candy, they can enjoy the process of choosing without being overwhelmed by options.
We can apply the same concept within our homes and our classrooms by not overwhelming our children with having to make decisions they are not yet developmentally ready to make.
In the Montessori classroom, the environment is prepared so that what is available to the child is developmentally appropriate. The child is also limited to working with activities that have been introduced to him by the teacher, who closely observes his development and works with him to determine what activities he is ready for.
These responses are not shaming, but respectfully set limits.
Our responsibility as parents, caregivers and educators, is to provide the child with an environment where they are safe and secure. Loving limits (boundaries and rules) allow the child to experience the greatest enjoyment and satisfaction.
Come back next week to find our answers to Frequently Asked Questions about freedom in the Montessori classroom!
RESOURCES FOR THIS SERIS:
Cherry, Kendra & Dr. Carly Snyder. “What is a Flow State?” Very Well Mind.
Csikszentimihalyi, Mihaly. “Flow, the secret to happiness.” TED Talk.
Deci, E.L., Koestner, R. & Ryan, R.M. “A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation”. Psychological Bulletin.
Eisenmann, Amy & Hadani, Dr. Helen. “State of Flow: The Benefits of Child-Directed Play.” The Genius of Play.
Montessori, Dr. Maria. The Absorbent Mind.
Montessori, Dr. Maria. Education and Peace.
Perry, Dr. Susan K. “Creative Kids Learn to Flow”. Psychology Today.
