OBSERVATION
Success in a Montessori environment will depend pivotally on a fundamental knowledge and understanding of Montessori theory and practice. A good director will also have an innate love for children and a manner of relating to them. But no matter how deep his feeling for children, or how intricate his grasp of the material, it will never be enough unless the director knows how to observe the children and put the records of each child’s individual needs into practice.
Observation must be an integral and continuous part of the work in the Montessori environment, for it forms the cornerstone of work with children today just as it was the driving force behind Dr. Montessori’s coming to understand this revolutionary approach to pedagogy in the very first place.
Because this tool allows the director to follow the Child’s spontaneous manifestations, this is and utterly indispensable aspect to his work that will make it come alive with meaning. The aim is not to study the psychology of the Child, but to refine the approach for each individual. It is only in this way that the director will be able to give the Child the help she deserves.
Understanding that the direction of Human Development comes from within, it becomes obvious that it is the inner guide alone that will effectively direct the Child’s growth. The Child possesses within herself the pattern for her own development, that is not written in a textbook anywhere, nor in the Nienhuis catalog. Though it may be not always perceived, the inner life of every child is always present. This Life is frequently overshadowed, in fact, by obstacles that the Child meets in the environment itself, and the Child’s reaction to these obstacles may lead to false assumptions by an adult about the nature of a child. The director needs to always ask if the Child’s inner life is being violated.
The goal of observation is two-fold:
- To comprehend the needs of the Child, and respond
- Endeavor to remove the obstacles the Child faces in her growth and development
This is a fundamental change in attitude for most adults, the appreciation for the significance of the Child’s spontaneous action. But this focus develops only ever more thorough understandings of children’s needs.
To ensure that this is done properly, prior preparation is required that the Adult can become a competent observer and have that skill developed. In an unpublished 1921 lecture, Dr. Montessori spoke of the common lack of preparation to even carry out this work for observation, and then the importance of it. “Observation is one of those many things of which we frequently speak and of which we form an inexact or false idea. Perhaps the scarcity of observations made upon children is due to the lack of preparation for such observation.” “The fundamental quality is the capacity for observation, possession of the senses and knowledge is not sufficient. To enable a person to observe the Adult must develop the desire and ability to observe.”
The implications and effects of this approach have a broad, wide significance―serving the Child is to serve the very real future of humanity. Desire to observe will grow when we realize that each child is an individual, each is unique. This desire to observe will be fueled with faith that the Child’s nature will reveal itself when conditions are right.
But the correct ability to observe can only occur through the acquisition of the appropriate technique. Thus each adult in the environment should be in the mode of a natural scientist to:
- Gather data with patience and objectivity
- Reflect on the information he has gathered
- Arrive at a conclusion, and take the appropriate steps to resolve any situation, including proper development and normalized behavior
- Be objective, look at situations without prejudice. The observer must be able to let judgments pass that do come so he can leave his perception unclouded of any ego. This is not easy, but conscious awareness of any transgressions will help set the path correct for, hopefully, good
Reacting to situations is not a matter of reacting as they occur, but action in response to what the Child reveals about herself. The information able to be read from the Child will presage any “situations” she will find herself in, and the Adult can help to guide her best if he can understand her direction before she sets her course consciously. “It is not always imperative to consider big things, but it is of paramount importance to consider the beginnings of things at their origins. There are little glimmers that can be recorded as soon as something new is developing”1
Observation is a skill of technical aptitude and great appreciation toward the nature of work with children, but anyone is capable of acquiring this invaluable skill. It is an art, an attitude, a way of life; it makes all the difference in relations with children (and other adults, as well), and it will be realized by anyone who is patient enough to treat it accordingly.
1Montessori, Dr. Maria. Education and Peace.