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Hungry for more?

Dear all fellow friends,

Please do visit my blog at ikidslearning.wordpress.com as I have been really immersed with my research with children development and thus it would be great if I could focus to get the best info in one blog. Happy reading and hope my sharing could make a difference to the many lives of our children.

Mika

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“Mummy, I want to learn…”

Music Lessons – How? What? When? Can? Parents advice
In our pop, rap, and hip hop saturated musical world, why bother to study classical music or even learn to read musical notation? Can all children benefit from this kind of instruction? Does it matter if your child is musical – and how do you know?
How do you choose an instrument or a teacher? What is the right age to start a particular instrument? What are the expenses for music lessons? Can you afford them? When do you take a child to hear a first symphonic concert or a first jazz concert?
Music Lessons can also help parents avoid the negative experiences many of us had with piano teachers who were too strict or spent a lot of time on uninspiring repertoire. It offers key guidance to one of the trickiest hurdles of all : helping our children learn how to practice daily ( or almost daily). It will also help parents with another common hurdle – when your child emphatically says that he or she wants to quit. I will enlist of resources that includes recommended reading and listening, as well as organizations and Web sites for further exploration of the covered topics.
Piano is consider an excellent first instrument for children for its ease of obtaining pleasing sounds and its visible logic of note placement. For many children, though, the novelty of private piano lessons wears off quickly, eroded by the child’s feeling that practice is a solitary activity and often a struggle; soon, he or she is begging to quit. A possible solutions? Switch gears, at least for awhile, but don’t give up. Learning to play music with other children may be a better choice for your child and a more immediately motivating one. Learning to play the recorder in a group may be a better choice for the moment since it often provides both a positive experience and a chance to acquire transferable skills that may lead to the mastery of a more challenging instrument later on.
My aim is to help parents find the right balance of support, continuity, and flexibility to follow through with this process. The result? Children will indeed relish their own musical process. They will become comfortable with the physicality of their instruments and will master repertoire that at first seemed daunting. Practice does reach a magic vortex, when the child’s concept of his or her own musicality and skills becomes self-gratifying and self- motivating.

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Normalization and Deviations

Normalization and Deviations

Dr. Montessori used the term normalization to distinguish one of the processes that she saw in her work with children in Rome. This is a process occurs when development is proceeding normally. She used the word ‘normalization’ so that people would think that these qualities belonged to all children instead for some special few.

Normalization appears through repetition of three step cycle. The building of character and the formation of personality that known as normalization comes about when children follow this cycle of work.

I) The child will gather necessary material for the preparation of the activity. The movement and the thought involved in the preparation serves to call the attention of the mind to begin in focusing on the activity.

II) The activity which is so captivated by the child that he reaches a deep level of concentration. This step is which all educators recognize as important for education.

III)Rest, generalized as feeling of satisfaction and well-being. It is thought that at this point some inner formation or integration of the person takes place.

There are four characteristics that indicate the process of normalization occurs:

Love of work, Concentration, Self-discipline and Sociability

“All four characteristics must be present for us to say that a normalized type common to the whole of mankind is appearing- no matter how brief the appearance of the characteristics. The process is usually invisible to us because the normalization is hidden by characteristics not proper to the child.”                                              (The Absorbent Mind, p202)

Montessori distinguished another process known as deviations at the same time she discover normalization. She saw both process is going on all the time. It is what the children engaged in.

Deviations occurs when a  horme, a kind of life force that unable to go in the normal three step cycle for the building of a person then it moves into these other cycles. The child will naturally feel threatened and reacts to save themselves and therefore deviate from their natural development.

Deviations can cause by adults imposing their personality and expectations on the child and in return the child respond by either becoming the child the adults expect or by rebelling against it. The deviated behaviour we observe is the outward sign of inner conflict which could be confusing for the child.

There is various type of deviations which Dr Montessori has categorized.

1. Deviations Fostered by Adults – Deviations are thought to be normal by adult by the time the child reaches 3 years old. For examples: some adults find these characteristics desirable states of being: over-affectionate attachment to persons, submissive, play, overeating and instability of attention. The child immaturity in the real world and the excess of unused psychic energy combine to form an unreal world where the child can alleviate their boredom. They will be uncontended unless being entertained constantly where adult will abandons the child to their toys or television. Some children will only feel safe by attaching and hanging onto an adult or older child. Therefore their drive towards independence will be hindered as their movements have been constantly supplanted by others.

2. Deviations Not Fostered by Adults – Some deviations are likely to be corrected than deliberately fostered such as messiness, obedience and quarrelling are some common ones as to be though normal.

3. Deviations as Fugues – In “Secret of a Childhood” (1966) Montessori further categorised deviations into those of psychic ‘fugues’ and psychic ‘barriers’. A fugue she describes as hiding away in a fantasy world created by a child. The child will always pretend to be someone else. They are never still and their movements are without purpose which they often leave tasks unfinished. They lack order and discipline. They are regarded as being intelligent and sometimes encouraged in their fantasies. Whilst, a ‘barrier’ refers to an inhibition of which prevent the child from responding to their environment. The child builds up a defend wall to separate themselves from the outside world.

4. Deviations Shown by the Strong and Weak – Deviations shown by the strong, meaning those that resist and overcome obstacles they meet and deviation shown by weak tend to surrender to critical conditions

i) The strong child have the tendencies to violence and aggression. They have the trait of disobedient and destructive, possessive and greedy. They may have difficulty coordinating their hands and generally noisy and cruel.

ii) The weak child characteristic is passive, crying, yearn to be entertained, try to get others to do things for them and easily bored. They find the world frightening and clingy to adults. They may refuse to eat, have nightmares, fear the dark and have psychosomatic illnesses.

NOTE: This is reference for Montessori Teacher for writing philosophy paper. 

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Education magazine in chinese

Chinese montessori magazine

Chinese montessori magazine

This is our quarterly magazine in chinese language available for subscription and its for free.

Articles were written by our local lecturer whom experience with education and childcare for more than a decade. You will definitely benefit with their provoking thoughts and learn about the latest updates in preschool education.

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How spontaneous repetition relates to mathematics

Auto Education is the human ability to self-construct knowledge in the brain without external extensions or guidance. Every individual child makes the neurological connections that form new knowledge. A child will only learn if he learns it themselves than being verbally inform. Continue reading