This morning I had the closet door open, and Georgie started naming everything inside; shoes, sandals, slippers, pants, shirts, etc. When I asked him, “Whose pants are those?” He said, “Deanna’s.”
I was shocked, and asked him to repeat what he said.
How is it that a 21-month-old knows that I am both ‘Mommy’ and ‘Deanna’? From the psychology books I’ve read, children don’t tend to understand the difference until they’re much older. George usually calls me Mommy around the boys, and I know he hasn’t heard it all that much from his Aunties or Oma, but obviously he has put two and two together.
He’s (mostly) memorized his numbers 1-10, and knows 1, 2 and 3 by sight. He’s very good recognizing shapes. We’re working on the ABC song, more for enjoyment than anything else. He has most of his favorite books memorized (and there are a lot of them), so that when you’re reading and you stop, he will say the rest of the words on that page. I’m starting to point to the words as he says them, just to reinforce the idea that the word on the page corresponds with the word he’s saying.
All of this is just another reminder that I need to start researching curricula. From the minimal research I’ve done, I’m leaning towards Montessori, but need to find out more about the actual method (most people think Montessori indicates private schools with low teacher-to-student ratios, when in fact, it’s a system of learning).
Why am I attracted to Montessori? Things like this, from “The Joyful Child, Essential Montessori from Birth to Three”:
Three Areas of Family Life
The main areas of practical life activities are:
1. The care of the self: dressing, brushing teeth, cooking, and so on.
2. Grace and courtesy and concern for others: moving gracefully, using good manners, offering food, saying “please” and “thank you,” etc.
3. Care of the environment: dusting, sweeping, washing clothes, gardening.
Children have always shown us their interest in practical life by pretending to cook and clean, taking care of a doll, carrying out adult conversations, etc. But when given the chance, they would much rather be doing the real work of the family and community, instead of pretending. A child would prefer to remove real dust from a dusty shelf with a real child-sized duster, to help collect the dirty laundry, or to fold it, to take part in preparing real meals, rather than to pretend to do these things with toys.
imagine, education that stresses the importance of grace and courtesy in everyday life…
I’d like to find a Montessori homeschool curriculum for ages 3-4 so that I’m prepared, but I also don’t want to ‘overeducate’ George so that he’s bored if/when he starts attending school. (I have a friend who experienced this with her son, and it made for a difficult transition from his Montessori Kindergarten to public school in the first grade.)
Balance is the key, right?