FIRST PLANE OF DEVELOPMENT
The work cycle is dependent on a three-hour uninterrupted period. It begins with preliminary work of a low order followed by a period of restlessness called false-fatigue. After this comes a period of more strenuous, challenging work which induces a period of rest (state of repose) when completed.
There should be no “opening exercises” at the start of the day. Likewise the adult should not intervene during the period of “false fatigue. If false fatigue does not disappear over time it is because there is intervention.
For a detailed discussion of this see Maria Montessori, Spontaneous Activity in Education, Schocken Books, New York, 1965.
Curves of work:
1. Weak child – low concentration (p. 102)
2. Development in Progress (p. 103)
3. Lofty stage of development (p. 104)
Contemplation/repose happens only after maximum effort is completed spontaneously. [Hence forced work can impede the development of the work cycle.]
SECOND PLANE OF DEVELOPMENT
The uninterrupted work cycle in elementary : An answer to a question regarding whether “extras” for elementary children can be provided in the morning with an uninterrupted work cycle in the afternoon.
by Tim Seldin
A mother posed the following question on an online discussion group:
“My children are part of a public Montessori that is a school within school. It has been proposed that their uninterrupted 3 hour morning work time be replaced with their specials – art, library, music, and physical education. They would have an uninterrupted work time in the afternoon instead. Could you please give input and any support material I could use to support the uninterrupted morning as opposed to afternoon work time.”
There is actually some debate about how sensitive elementary children who have grown up in Montessori are to interruptions. Certainly I can find no reference in Montessori’s writing to it at all at the elementary level. But common sense kicks in here to help one analyze this question.
The issue of whether an uninterrupted work period should be in the morning or afternoon has to do with whether the children in question are most focused and alert at one time of the day over the other. We know that young children under age six tend to become tired and less focused in the afternoon, at least in general this is the case. Likewise, studies are showing that many adolescents are at their worst intellectually in the morning, and show definite improvement in the afternoon and evening – again in most cases. Elementary children do not seem to show a consistent pattern – some seem to do better at one time of the day, others are the opposite, while still others seem to be more of less the same all day long.
The basic advice behind this is to consider why an uninterrupted work cycle is considered important, and then, if one has to interrupt the children at some point n the day, choose to protect the time when they seem to be the most focused and alert.
The second issue here though is freedom of choice. Ideally in all Montessori, children follow their hearts and interests, only controlled by rules pertaining to maintaining health, safety, and the general peace of the community. Establishing any sort of schedule is fine, so long as it is completely up to the children whether to participate. If their attendance is required, that is where one drifts away from the freedom of movement and honoring of children as independent human beings.
School is not a factory, children are not employees, and despite the attitude of some educators and parents, they should not have any quota of work output. The issue is not whether we care about their learning – oh we definitely all care. But the wise educator, or at least the authentic Montessori educator, understands that our job is to inspire a sense of wonder, to nurture children’s curiosity and imagination, and to awaken their spirit as human beings. We cannot hurry love. We cannot force lasting learning and creativity. We can only watch, wait, and continue to encourage and entice.
Why then do we think it is important to require children to attend classes, rather than to create resource centers and people trained in their use in which children can do art, music, Spanish, exercise, and so on when the moment is right?
Again, there is nothing wrong with telling a child that something is essential, but only sparing when it is truly important, because mandating things tends to engender resistance. Why not say to children, exercise is important. You need to do it for at least this much time every day, week, whatever… Choose from among these activities. Choose when you will do it. Group experiences are offered at these times. Attend of they interest you. The gym (just as we do with libraries) is open between this time and that.
Some Additional Resources:
Pottish-Lewis, Phyllis. Why the Extended Work Period is Central to Montessori Elementary Pedagogy, AMI Communications 203/2-3, 52 – 57.
