THE MONTESSORI METHOD - online book

Scientific Methods As Applied To Child Education In "the Children's Houses"

Home Main Menu Order Support About Search



Share page  


Previous Contents Next

INTELLECTUAL EDUCATION            241
teacher should ask the child what he wished to draw, and should write it underneath the design that it may be a record. Little by little, the drawings become more intel­ligible, and verily reveal the progress which the child makes in the observation of the forms about him. Often the most minute details of an object have been observed and recorded in the crude sketch. And, since the child draws what he wishes, he reveals to us which are the objects that most strongly attract his attention.
(b) Design Consisting of the Filling in of Outlined Figures. These designs are most important as they con­stitute " the preparation for writing." They do for the colour sense what free design does for the sense of form. In other words, they reveal the capacity of the child in the matter of observation of colours, as the free design showed us the extent to which he was an observer of form in the objects surrounding him. I shall speak more fully of this work in the chapter on writing. The ex­ercises consist in filling in with coloured pencil, certain outlines drawn in black. These outlines present the simple gRometric figures and various objects with which the child is familiar in the schoolroom, the home, and the garden. The child must select his colour, and in do­ing so he shows us whether he has observed the colours of the things surrounding him.
Free Plastic Work
These exercises are analogous to those in free design and in the filling in of figures with coloured pencils. Here the child makes whatever he wishes with clay; that is, he models those objects which he remembers most dis­tinctly and which have impressed him most deeply. We give the child a wooden tray containing a piece of clay,
Previous Contents Next