Montessori, Reggio, and other thoughts on toddler learning

Montessori

I like the Montessori approach of taking kids seriously and helping them develop practical life skills. On its recommendation, we:

  • got A- real glasses and let her use real plates: Duralex Picardie tumblers and Corelle
  • introduced spreaders, knives, and scissors early
  • involved her in cooking and doing household chores: The Learning Tower is such a great help.
  • got two sets of magnetic letters as our movable alphabet
  • chose simple clothes to promote independence
  • got a small pitcher (actually a creamer) so that she can practise pouring
  • resisted the temptation to go overboard on toys, keeping her play area organized
  • respected play as the work of the child: be patient with repetition, help her find the right level of challenge, and so on.

I look forward to using sandpaper letters and other manipulatives. I like the idea of self-correcting materials and may experiment with a few. On the other hand, they do take up some space and are essentially unitaskers. Maybe the Montessori tackle boxes approach might be a reasonable compromise.

We might consider the Montessori casa system next year, when A- is 3.5, if finances permit. I think she likes pretend play a lot, though, and that doesn’t seem to be as aligned with the Montessori approach. I think we’d lean toward a Reggio Emilia-inspired approach for preschool or kindergarten, mixing in elements from Montessori.

Reggio Emilia

The Reggio Emilia approach resonates strongly with me. I like its focus on child-led projects, with the grown-up focused on designing the environment, supporting exploration, and documenting projects. I like its support of play. I like its belief that kids are capable of amazing things if we let them, and the Wonder of Learning exhibit I got to see in 2016 had many examples of that.

The Ontario kindergarten curriculum looks great on paper, with lots of aspects like pedagogical documentation reminding me of Reggio Emilia. I’m all for play-based learning thoughtfully supported by grown-ups. While I’m home with A- and she’s more oriented toward playing with me than with other kids, I want to focus on supporting and documenting her play.

Here are some ideas In applying from Reggio Emilia:

  • Co-learning: A- is the primary investigator. I help ask questions and explore ideas, and I take advantage of the opportunity to learn from her too.
  • Art for exploration and expression
  • Pedagogical documentation: making learning visible
  • The use of technology: We take a lot of photos and videos, and A- loves reviewing them. I talk about taking pictures to help us remember. She also has her own waterproof, shockproof camera, although she still tends to take pictures with her finger over the lens. She sometimes asks me to take a picture for her.
  • Embedding print in play: I write down her order when we’re playing pretend restaurant, and I take advantage of other opportunities to model reading and writing
  • Going out into the community

I want to get better at designing her environment to provoke her interest, and collecting loose parts that we can transform.

I’m also working on building social ties with other families who might be interested in regular playdates so that the kids can come up with projects together when the time comes. I’m also really curious about floor books, but I’m not entirely sure how to implement them one on one with a toddler. Time to experiment!

There’s a Reggio-inspired daycare opening up close to us, but I’m reluctant to commit to it while it’s under construction. There’s a highly recommended private school that follows a Reggio-inspired approach for preschool and kindergarten, and we might go for that if finances permit. Alternatively, I can probably help make public school kindergarten a great fit with parental involvement.

Tools of the Mind

I’m curious about Tools of the Mind’s approach to developing executive function and self-regulation. Play planning sounds like fun. I want to talk about plans more with A- and model drawing the plans too.

In general…

A- is pretty good at learning stuff. She imitates quickly, can focus on an activity for a surprisingly long time, and comes up with new variations. She’s starting to ask questions, and I look forward to helping her explore them.

I tend to be pleasantly surprised by what A- can do when other people try activities with her, which probably means that my developmental expectations are calibrated a little low. Bringing her to drop-in centres and classes helps me work around that by exposing her to other people’s ideas and interactions. If I get better at pedagogical documentation and reflection, I might be able to improve my ability to scaffold her play, or I might be able to bring in more help from someone who can get more of a longitudinal view of A-.

If I keep involving her in daily life, I’m sure she’ll learn all the important stuff. I’ll also make room for unstructured play and exploration, because the world is an interesting place. If I pay attention to what she’s learning and how, I think I’ll have tons of fun and growth along the way too.