遵循孩子 vs. 遵循教育計劃（蒙台梭利教育 vs. 傳統教育）

此文為9月21日巧智博仁國際幼兒園園長Karolina Gillert（白琳）的Workshop筆記整理，分享給有需要的家長和老師，僅用於學習交流。歡迎轉發，未經授權，禁止轉載。

需要了解蒙台梭利教育及加丁學院蒙台梭利課程，請添加【加丁小熊】，搜索：jiadingmama

Outline，大綱

? Mixed Age—Individual，

混齡—個體

? An overview of children』s characteristics from 3 to 6.

3-6歲孩子的特點概覽

? Montessori materials，

蒙台梭利教具

? Sensitive Periods(Windows of opportunity)，

敏感期（機會窗口）

? Teachers』 Role in the Montessori Environment，

蒙台梭利環境里教師的職責

? Summary: we should follow the child，

總結：我們要追隨兒童

Mixed Age—Individual，

混齡—個體

Even if children at the same age/ siblings/twins, they are different. So we dont stick to educational plans for children at the same age, because their levels are different even if they are at the same age, we should look at them as individuals.

即便是年齡一樣/兄弟姐妹/雙胞胎，每個孩子都不一樣。所以我們不會為同齡的孩子指定教育計劃，因為即便他們年齡一樣，每個孩子的發展水平都是不一樣的。

An overview of children』s characteristics from 3 to 6，

3-6歲孩子的特點概覽

Age 3，3歲

? Workers，工作者

We call 3 year-old children workers. They have short concentration, a vague sense of social relationship: they work near their friends, but they are not really interacting.

我們把3歲的孩子叫做工作者。他們專註力的時間不長，對於社交關係也沒有清楚的概念：他們會跟朋友坐在一起工作，但是他們之間並沒有互動。

Age 4-5 ，4-5歲

? Social butterflies，社交蝴蝶

At this age, boys are usually less social than girls.

這個年齡，男孩沒有女孩那麼熱衷於社交。

For some girls, they go to spend time with their friends, holding hands with friends all the time, and they dont care about their academic learning.

對於有的女孩來說，她們每天都跟朋友在一起，一直跟朋友拉拉小手，她們對於工作和學習不感興趣。

This time is also a time for social drama. One day Lucy tells Mona: you are my best friend, and the next day she will tell her: I hate you and we are not friends any more. They tend to use very big words like love, hate, friendship, etc, but they don』t really understand the meaning of these words. So as adults, we should tell them we don』t use these words, and we should not hurt our friends』 feelings.

這個時候也是社交鬧劇的階段。有一天Lucy跟Mona說：你說我最好的朋友！第二天她可能跟Mona說：我恨你了，再也不要跟你做朋友了。這時候她們喜歡用很大的辭彙，例如：愛，恨，友誼等等，但是他們並不了解這些詞的意義。所以作為大人，應該告訴他們這些詞我們不這麼用，而且我們不能傷害我們的朋友。

Age 5-6，5-6歲

? Leadership，領導力

A 4-year-old can take care of themselves, but they can』t take care of other people, and they are not ready to be leaders yet.

4歲的孩子能夠照顧自己了，但是他們不能照顧別人，他們也還沒準備好做一個集體中的領導。

But a 5-year-old has developed abstract thinking, they have a long concentration , so they can do math and language, and they begin to realise that friendship means more than just one friend, now they begin to develop into leaders.

但是5歲的孩子已經發展出了抽象思維的能力，他們能有長時間的專註力，因此更能做數學和語言區域的工作，而且社交層面，他們開始意識到友誼不僅意味著我有一個朋友，這個時候他們開始發展成為領導者。

They have the leader skills, and a high self-esteem. When they first come to the Montessori environment, they are the youngest, and then they become the middle, and the elder, so now they can say I am familiar with everything in the environment, and I can be the teachers』 helper. And if the teacher asks him for help, he will feel special and offers more help.

他們有領導的能力，以及很高的自尊心。他們剛進入蒙台梭利環境的時候，他們是最小的，之後他們成為環境中中等年齡的，然後到5-6歲的時候，他們變成最大的孩子。這個時候他們就覺得：我對環境里所有的東西都很熟悉了，我可以做老師的小幫手了。而且如果老師讓他來幫忙，他也會覺得自己很特別，也會更願意幫忙。

Self-Esteem and self-confidence is the key to successful academic learning. If they can develop self-esteem and self-confidence during 3-6, they can take it with them to primary school, because again they will become the youngest.

自尊心和自信心是成功開展學習的關鍵。如果他們能在3-6歲發展出自尊心和自信心，他們在小學也能受益，因為到了小學之後，他們又會變成最小的孩子。

? Competition 競爭

Competition is very common among 5-6 years-old. In a classroom, we can see boys always want to be the first, the fastest, and the tallest. It』s absolutely normal, because it』s in their genes.

在5-6歲孩子之間，競爭很常見。教室里，這個年齡的男孩都想爭做第一個，最快的，和最高的。這個很正常，是天性使然。

If the boys are in a traditional school, where they are all at the same age, it will be a disaster. Teachers always have to deal with conflicts, to separate them. But in Montessori environment, the 5-6 years-old are only 30 percent, so it is less challenging.

如果在傳統學校，他們年紀相仿，就會是個災難。老師要一直處理孩子之間的衝突，衝上去去把孩子們分開。但是在蒙台梭利環境里，5-6歲的孩子只佔30%，對於老師來說也會輕鬆一些。

? Role models，角色模範

Older children in the environment always offer to help the younger children, and if they tell the 3 years-old I will show you how to do this work, the 3 year-old will be happy because they don』t care about being the first or to control things, so both parties will be happy.

蒙台梭利環境中，大一點的孩子經常提出幫助年紀小的孩子，如果他們跟3歲的孩子說，我來給你示範這個工作，3歲的孩子會很開心，因為他們對爭做老師或者爭做第一這件事情不感興趣。這樣的話，5-6歲的孩子和3歲的孩子都會很開心。

In the environment, if the 5-6 years-old are naughty and restless, the teacher can tell them: the younger children are looking up to you sweetie, so can you be a role model and show them how to sit nicely? Then the 5-6 year-old will sit perfectly, because they have the skills to sit nicely, and they want to be a good model.

環境中，如果5-6歲的孩子很調皮或者一直停不下來，老師會告訴他們：寶貝，小的孩子都看著你呢，你能做一個好的角色模範，給年紀小的孩子示範一下怎麼好好地坐么？然後5-6歲的孩子會坐得很完美，因為他們有這個能力，而且他們也願意做個好的角色模範。

? Bullying，霸凌

In Montessori environment, we can see children bullying each other, but we never see an older child bullying a younger one. The older child has no interest in bullying a younger child who can not even go to the bathroom by himself.

在蒙台梭利環境中，我們有時候會看到孩子之間的矛盾，但是不會看到大孩子欺負小孩子。大孩子對於欺負年紀比他小的孩子沒有興趣，因為有些孩子甚至都不能自己去上廁所。

Montessori materials，

蒙台梭利教具

Montessori materials are based on observation of children. There are 5 areas in the Montessori environment: Practical Life, Sensorial, Language, Math, and Art.

蒙台梭利教具是基於對孩子的長期觀察。環境中有五大區域：日常生活，感官，語言，數學及文化。

Sensitive Periods (Windows of opportunity)，

敏感期（機會窗口）

? Order(Age: 1.5-3/3.5)，秩序感(1.5-3/3.5)

Children at this age:

這個年齡的孩子：

They cry when they see their hands are dirty

看到手髒了會哭，

They push back all the drawers or doors when they see they are open

看到抽屜和門開著就要關掉，

It』s hard to teach them art, because if they have paint/glue/water on their clothes, they want to change clothes right away, but 5-6 years-old don』t care

很難教這個年齡的孩子藝術，因為如果油漆/膠水/水沾到衣服，他們就要馬上換衣服，但是5-6歲的孩子就完全不介意。

? Routine，一日流程

They read the same story everyday, and if daddy reads the story tonight instead of mommy, he will be upset. It』s not because he loves mommy more than daddy, just he is obsessive about the same routine.

他們每天都要求講同一個故事，如果平時都是媽媽講故事，今晚換爸爸，他就不開心了。不是因為他愛媽媽比愛爸爸多，而是他對相同的流程的執著。

The reasons for the sensitive period for order are not clear, but maybe it』s because it gives them a sense of security.

秩序感敏感期的原因到現在還不明確，大概是孩子能在秩序中找到安全感吧。

? How to support the sensitive period for order，如何支持孩子的秩序感：

In practical life, younger children can do the cleaning, mopping, cooking, because they want to establish order by doing this. At home, we should also let children take part in the daily life.

在日常生活中，小一點的孩子可以清潔、拖地、做飯，因為他們想通過這些事情來建立內在的秩序。在家庭里，成人也要讓孩子參與到日常生活中來。

By doing practical life, children can stretch their muscles and satisfy their sensitive period for order.

通過日常生活的工作，孩子既能鍛煉肌肉的力量，又能滿足孩子秩序感的敏感期。

? Movement (Age:0-6)，動作的敏感期(0-6歲)

It is proven that children don』t have enough movements tend to lack concentration.

已經有研究證明，如果孩子運動不足，就會缺乏專註力。

Swings: children all over the world like swings, and they don』t feel dizzy even if it』s very high, but adults feel dizzy and lose interests in swings. It』s because it satisfies their needs for movements, and it』s in their nature.

鞦韆：全世界的孩子都喜歡盪鞦韆，而且即便盪的很高，他們也不會覺得頭暈。但是成人就會覺得很暈，而且對鞦韆也失去了興趣。這是因為盪鞦韆的運動滿足了他們動作的需求。

So for children from 0-6，所以對0-6歲的孩子，

? We don』t ask them to sit still

我們不要求他們坐著不動

? We allow them to walk and carry things that are even bigger than themselves

我們允許他們走來走去，以及移動著看上去甚至比他們還大的物品

? We allow them to mop the floor even if they are not really helping and they make a mess

我們允許他們拖地，即便他們總是弄得一團糟，反而是在添亂

? We tell them to take pink tower to the mat far away one at a time, and they never feel tired.

我們要求孩子把粉紅塔的立方體一個一個拿到遠遠的墊子上

? Small Objects(Age: 1.5-2)，細小事物的敏感期(1.5-2歲)

Children are interested in small objects. So don』t be sorry if you find your child take home the smallest cube in pink tower, or the golden bead. It』s very normal because they cannot resist the temptation, and please give them back to the teacher.

孩子對小物品很感興趣。所以如果看到孩子把粉紅塔最小的立方體，或者金色珠子拿回家，不要覺得抱歉，也不要給孩子貼標籤。這個很正常，這個年齡的孩子不能抗拒小物品的魅力。但是請記得：請帶回學校還給老師。

? Language(Age: 0-6/7)，語言敏感期（0-6/7歲）

It』s like a miracle that every child in the world will be fluent in their mother tongue at the age of 6, no matter how difficult the language is, and nobody is teaching them.

奇蹟一般，全世界所有的孩子都會在6歲左右熟練掌握自己的母語，不管這門語言有多難，而且沒有人教他們。

Teachers』 Role in the Montessori Environment，

蒙台梭利環境里教師的職責

Teachers do one on one presentation, instead of lecture in front of the whole group.

老師給孩子單個示範，而不是在全班講課。

Teachers in the Montessori environment present works to one child at one time. Parents may wonder how teachers can know what other children are doing when she is just presenting to one.

老師在蒙台梭利環境中給孩子單獨示範工作。家長有時候會疑惑：如果老師只給一個孩子示範，老師怎麼知道別的孩子在幹什麼呢？

Children learn from the environment, not from the teachers. Working in Montessori environment needs the skills of observation and class management.

孩子是向環境學習，並不是向老師學習。所以在蒙台梭利環境里工作，老師需要觀察和教室管理的能力。

? So teachers usually，所以老師經常：

1 Observe the child, recognise the levels of the child, like time of concentration, social skills, independence, and know what to do for the children.

觀察孩子，意識到孩子各方面的發展水平，例如專註時間，社交技能，獨立能力等，然後才知道孩子應該做什麼工作。

2 Present the work to a child, maybe just for 4 minutes, and he can practice by himself. Then the teacher will go to present to another child. But before the teacher goes to present work to a child, she has to make sure everybody is busy doing their work, and the assistants can help.

給孩子示範工作，可能示範4分鐘就夠了然後孩子就可以自己練習。然後老師就會去為其他的孩子示範。但是在給一個孩子示範之前，老師要保證每個孩子都在工作，而且教室里的助理也會幫忙。

Children learn by working as well as observing. They can learn how to do a work by observing the older child. So when the teacher invites a child to present a work, sometimes she will say: I know how to do this work, I saw Annie did it before.

孩子不僅通過自己動手工作學習，還通過觀察來學習。他們能通過觀察別的孩子工作學會如何工作。當老師邀請孩子示範一個工作的時候，孩子有時候會說：我知道怎麼做了啊，因為我看到Annie做這個工作了。

3 Keep records. If one child is interested in doing language work, the teacher can record it and show more challenge in language; If she lacks concentration in language, we don』t push her, and asks her to do the buttons again, and try the language work one week or even one month later.

記錄。如果一個孩子對語言區的工作感興趣，老師會記錄下來，第二天在語言區域給予更多的挑戰；如果孩子在語言區域的工作里卻反專註力，那老師也不會逼她繼續做，第二天會邀請孩子做紐扣衣飾框的工作，在一周甚至一個月後再邀請孩子做語言的工作。

Summary: we should follow the child，

總結：我們要追隨兒童

So adults should be patient. It takes time for children to master one skill. They need a lot of repetition. Children』s development is dynamic and unpredictable.

所以成人要有耐心。對於孩子來說，掌握一門技能需要時間，需要很多次的重複。兒童的發展是動態的，難以預測的。

Some parents may ask teachers when my baby girl can do math, because I saw Kitty do it.

一些家長問老師：我的孩子什麼時候能做數學區域的工作，我看到Kitty已經開始做了。

The teacher』s answer is when she is ready. And they may ask again, when she will be ready, and the teacher』s answer is I don』t know.

老師的回答是：等孩子準備好之後。有的家長會繼續問：那我的孩子什麼時候能準備好，老師的回答是：我不知道。

So what we can do is to follow the child. Some child is above in math, but below in language. Below doesn』t mean worse or retarded, it』s just they are different.

所以我們能做的就是追隨兒童，有的孩子數學會晚一點，但是語言上學的很快。晚並不意味著不好或者智力有問題，只是因為每個孩子都不一樣，都是不同的個體。

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