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The Joyful Child: Montessori, Global Wisdom for Birth to Three
(10th anniversary edition) Every culture has wisdom but in modern times much of it has been lost and the first three years of life are too important for experiments. The Montessori guidelines presented here have held true all over the world, no matter what the culture of the child, for over 100 years. It is the goal of this book to help parents look for, discover, appreciate, and support the mental, physical, and emotional needs of the child in the first three years of life.There are over 100 black and white pictures from the author’s work around the world with children from birth to three years of age. "The Joyful Child" is used in Montessori teacher training centers, middle school human development classes, birth preparation classes, and it is of interest to anyone studying education and child development. It has been translated into several languages and is often used as a text for parenting The First Year—The Before birth; music and language; crying as communication; seeing and processing; the absorbent mind; materials. The First Year—Reaching Out and The development of movement; toys that aid the natural development of movement; natural materials for toys. The First Year—Sitting up and The child’s Work; eating and working while sitting up; safety concerns with new movement abilities; number of toys available at any one time, and learning to put them away; suggested toys. The First Year—Freedom of movement; a safe and natural environment; crawling, pulling up, standing, and walking; toys and equipment that aid movement development. The End of the First Year—Unique Development and the Child’s Each child’s path of development is unique; aiding the beginning of a good self-image; preparing the home to welcome the newborn; clothing that supports free movement; attachment and separation, preparation for weaning and toilet learning; materials that support optimum growth and development; unconditional love; the end of the first year. Age 1-3—Care of Self, Others, and the Participating in the real life of the family; kinds of practical life activities; the work environment and concentration; materials; undressing and dressing; a place for everything and everything in its place; The child's purpose; the needs of the parents; adults and children working together; the child's research of the rules of society; teach by teaching, NOT by correcting; offering choices. Age 1-3—Toys and Selecting toys; organizing and rotating toys; learning to put toys away; respecting concentration; visual discrimination and eye-hand control; puzzle toys; open-ended toys. Age 1-3— Dancing and singing; percussion instruments and other music materials. Age 1-3— Listening comes first; a second language; listening and including the child in conversation; vocabulary, words, pictures, and books; formal language; storytelling, reading and writing; biting; imagination? lying?; materials; supporting language development. Age 1-3— Art is more than drawing; art materials; art appreciation; art work. Age 1-3— Daily life of people of the world; materials Age 1-3—Plants and A natural love of nature; experiencing and naming plants; gardening; observing and caring for animals; materials. Age 1-3—Physical Science and The beginnings of physicals sciences; the beginnings of math. Age 0-3—Preparing the What do we need for a new baby? safety; general environment principles; the environment and the absorbent mind; the outside environment; materials; conclusion. Age 0-3—Parenting and A gentle birth; gentle family togetherness in daily life; clothing and materials; developing trust in the world; a gentle beginning, the role of the father; a sense of order; the changing environment; the child’s needs; modeling, setting limits, and time out; educational materials for 0-3; conclusion
225 pages, Paperback
First published June 15, 2013
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July 20, 2018
My favorite excerpts from this book:
Pg 12 On a visit to a hospital nursery at the University of Rome during my Assistant to Infancy training, I watched a profesora respond to the crying of infants in the following way: first she spoke gently and soothingly to the baby, reassuring him that someone was present. In many cases this was all that was necessary to comfort the child and to stop the crying. However, if this didn’t work, the profesora made eye contact or laid a hand gently on the child. Often this calmed the infant completely. If not, she checked to see if there was some physical discomfort, a wrinkle of the bedding, a wet diaper, the need to be in a different position. Solving this problem almost always reassured the child and eliminated his need to cry. Only very rarely was a child actually in need of food.
Pg 87 With practice we will begin to learn from the child how to bring our whole selves, mental, physical and spiritual, to the task of the moment, to focus on each thing we do, and to enjoy each moment in life.
Pg 89 Here is an example of the meaning of the word No. I remember an incident in our home between a good friend and her two-year-old daughter, Julie. The two-year-old had climbed up on the piano bench and was reaching for a bust of Mozart kept on the piano, just barely within her reach. As she moved one arm toward it she looked expectantly at her mother, obviously waiting for some kind of a response. The mosther said “No, don’t touch it.” Julia stopped, lowered her arm, waited a few seconds, and then reached toward Mozart again. Her mother said “No” again, a little louder. Again the daughter reached and looked at her mother. This happened several times with no resolution.
I watched this communication, and the confusion on both sides, and offered the suggestion “I don’t think she knows what ‘No’ means and is trying to find out”. The mother laughed and said “Of course.” Then she went to Julia, said “No,” gently, and, as she said it, picked Julia up and moved her across the room to a pile of building blocks. Both were completely satisfied.
In the first exchange perhaps the child thought “No” meant, “I am waiting and looking and expect you to eventually pick up that statue. And I am getting mad at you.” In the second exchange the message was clear. “No” meant, “stop doing what you are doing and move away to another part of the room or another activity,” (and, thanks to the clear and gentle way of speaking, “I am not mad at you”).
Children do not understand the language of reasoning at this age; they need clear demonstrations along with words. It is very helpful for parents to realize that their child is not trying to be bad, but he is being a normal, intelligent human being trying to find out how to behave. He is carrying out research.
Pg 93 Manners lessons, like saying "please" and "thank you," come from the culture in which the child lives. In our family and with neighbor children, we used to practice over a large bowl of popcorn, offering and thanking over and over and sometimes laughing hysterically at the end of the lesson, at the exaggerated and fun manners. We became known as the most polite family on the block because we were always making up games to learn manners in a fun way.
Pg 94 Let us say we are in a situation where a certain action is necessary-such as a child getting down from a table he has climbed up on. The less effective approach is to say “Get down from there!” The child will be embarrassed and will try to save face by refusing. Try saying, “Do you need help getting down from that table or can you do it yourself?” The child will recognize the respect in the voice and the words, and feel powerful in making a decision instead of blindly obeying (or not obeying). … I know of no behavior on the parent’s part more assured of creating a peaceful atmosphere in the home of a two-year old than that of giving choices.
Pg 102 Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing.
Pg 117 often a child is so excited about talking and being able to express himself that he stutters. This is a very natural stage in the development of verbal language and a sign for the adult to stop, look and listen, NOT to supply the missing word, or to comment on the stutter. When the child is sure that he will be listened to, he will usually calm down and learn to speak more clearly.
Pg. 131 Imagination? Lying? Which is which? For the child at this age there is no difference. Sometime around age 5 to 7, the child becomes interested in fairness, morality, truth, and he will explore such concepts in depth. But at the end of the period from birth to three, and during the fourth and fifth year, a child’s attempt at communicating should not be interrupted with questions about truth.
[If they give] a whopper, it is a good idea for the adult to say something like “Wow! What a great imagination you have” or “What a wonderful story!” In this way you validate the child for using vocabulary, imagination, verbal skills, and at the same time introduce concepts such as imagination and story, which will eventually help her sort out the difference between imagination and lying.
Pg. 136 As with all other activities, there are many steps in each process and children revel in learning them. For painting as an example, first the apron is put on, then the paper to the easel (often with help), then learning to dip the brush into the paint container and wipe it on the edge of the container to prevent drips, then to apply the paint to the paper for as long as interested, then to remove the apron and wash hands. In the first lesson, since there is so much to learn, usually the child is given only one color. As the process is mastered, he will be able to handle dipping into two or three different paint containers and paint with more colors.
Pg. 206 Every unnecessary help is a hindrance to the child’s development - Montessori saying
Pg. 207 The following is a list of a child’s needs; this list is emphasized in every Montessori training course and some say should be posted where the teacher can see it at all times. When the needs are not met, some children will exhibit temper tantrums, anger, sadness, excessive violence or shyness, inability to concentrate, and so on. It can be very helpful, when a child is upset or unhappy, to check with this list to see if these basic needs are being met:
Gregariousness (being with others)
Exploration (physical and mental)
Order (in both time and space)
Communication (both verbal and non-verbal)
Movements (hands and whole body)
Work (participating in family work)
Repetition (in many activities)
Concentration (uninterrupted)
Exactness (challenging work)
Striving for perfection/doing one’s best (work)
Imitation (good role models)
Independence (dressing, eating, etc.)
Self-control (instead of by others)
Pg 12 On a visit to a hospital nursery at the University of Rome during my Assistant to Infancy training, I watched a profesora respond to the crying of infants in the following way: first she spoke gently and soothingly to the baby, reassuring him that someone was present. In many cases this was all that was necessary to comfort the child and to stop the crying. However, if this didn’t work, the profesora made eye contact or laid a hand gently on the child. Often this calmed the infant completely. If not, she checked to see if there was some physical discomfort, a wrinkle of the bedding, a wet diaper, the need to be in a different position. Solving this problem almost always reassured the child and eliminated his need to cry. Only very rarely was a child actually in need of food.
Pg 87 With practice we will begin to learn from the child how to bring our whole selves, mental, physical and spiritual, to the task of the moment, to focus on each thing we do, and to enjoy each moment in life.
Pg 89 Here is an example of the meaning of the word No. I remember an incident in our home between a good friend and her two-year-old daughter, Julie. The two-year-old had climbed up on the piano bench and was reaching for a bust of Mozart kept on the piano, just barely within her reach. As she moved one arm toward it she looked expectantly at her mother, obviously waiting for some kind of a response. The mosther said “No, don’t touch it.” Julia stopped, lowered her arm, waited a few seconds, and then reached toward Mozart again. Her mother said “No” again, a little louder. Again the daughter reached and looked at her mother. This happened several times with no resolution.
I watched this communication, and the confusion on both sides, and offered the suggestion “I don’t think she knows what ‘No’ means and is trying to find out”. The mother laughed and said “Of course.” Then she went to Julia, said “No,” gently, and, as she said it, picked Julia up and moved her across the room to a pile of building blocks. Both were completely satisfied.
In the first exchange perhaps the child thought “No” meant, “I am waiting and looking and expect you to eventually pick up that statue. And I am getting mad at you.” In the second exchange the message was clear. “No” meant, “stop doing what you are doing and move away to another part of the room or another activity,” (and, thanks to the clear and gentle way of speaking, “I am not mad at you”).
Children do not understand the language of reasoning at this age; they need clear demonstrations along with words. It is very helpful for parents to realize that their child is not trying to be bad, but he is being a normal, intelligent human being trying to find out how to behave. He is carrying out research.
Pg 93 Manners lessons, like saying "please" and "thank you," come from the culture in which the child lives. In our family and with neighbor children, we used to practice over a large bowl of popcorn, offering and thanking over and over and sometimes laughing hysterically at the end of the lesson, at the exaggerated and fun manners. We became known as the most polite family on the block because we were always making up games to learn manners in a fun way.
Pg 94 Let us say we are in a situation where a certain action is necessary-such as a child getting down from a table he has climbed up on. The less effective approach is to say “Get down from there!” The child will be embarrassed and will try to save face by refusing. Try saying, “Do you need help getting down from that table or can you do it yourself?” The child will recognize the respect in the voice and the words, and feel powerful in making a decision instead of blindly obeying (or not obeying). … I know of no behavior on the parent’s part more assured of creating a peaceful atmosphere in the home of a two-year old than that of giving choices.
Pg 102 Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. After all, we too sometimes feel unable to go on working if someone comes to see what we are doing.
Pg 117 often a child is so excited about talking and being able to express himself that he stutters. This is a very natural stage in the development of verbal language and a sign for the adult to stop, look and listen, NOT to supply the missing word, or to comment on the stutter. When the child is sure that he will be listened to, he will usually calm down and learn to speak more clearly.
Pg. 131 Imagination? Lying? Which is which? For the child at this age there is no difference. Sometime around age 5 to 7, the child becomes interested in fairness, morality, truth, and he will explore such concepts in depth. But at the end of the period from birth to three, and during the fourth and fifth year, a child’s attempt at communicating should not be interrupted with questions about truth.
[If they give] a whopper, it is a good idea for the adult to say something like “Wow! What a great imagination you have” or “What a wonderful story!” In this way you validate the child for using vocabulary, imagination, verbal skills, and at the same time introduce concepts such as imagination and story, which will eventually help her sort out the difference between imagination and lying.
Pg. 136 As with all other activities, there are many steps in each process and children revel in learning them. For painting as an example, first the apron is put on, then the paper to the easel (often with help), then learning to dip the brush into the paint container and wipe it on the edge of the container to prevent drips, then to apply the paint to the paper for as long as interested, then to remove the apron and wash hands. In the first lesson, since there is so much to learn, usually the child is given only one color. As the process is mastered, he will be able to handle dipping into two or three different paint containers and paint with more colors.
Pg. 206 Every unnecessary help is a hindrance to the child’s development - Montessori saying
Pg. 207 The following is a list of a child’s needs; this list is emphasized in every Montessori training course and some say should be posted where the teacher can see it at all times. When the needs are not met, some children will exhibit temper tantrums, anger, sadness, excessive violence or shyness, inability to concentrate, and so on. It can be very helpful, when a child is upset or unhappy, to check with this list to see if these basic needs are being met:
Gregariousness (being with others)
Exploration (physical and mental)
Order (in both time and space)
Communication (both verbal and non-verbal)
Movements (hands and whole body)
Work (participating in family work)
Repetition (in many activities)
Concentration (uninterrupted)
Exactness (challenging work)
Striving for perfection/doing one’s best (work)
Imitation (good role models)
Independence (dressing, eating, etc.)
Self-control (instead of by others)
December 14, 2020
The book is more of a general guideline and does not provide detailed tips for activities. With that said the book took pains to paint breastfeeding as a tool to later food addiction using the term "oral fixation" so very well received in circles where they can't see the breast as anything else than sexual object belonging to the male for fondling and other useful stuff. In summary you should only use breast for feeding while staring intently to the eyes of the newborn (tell that to the newborn who breastfeeds once a day - all day, even while sleeping). Meanwhile we are now in period where various studies suggest that breast is a lot more than food. Not to mention historical experience. There should be no restrictions on offering breastfeeding to the child regardless of the reason the child wants it (comfort, sleeping, pain). Montessori educators really need to update this view as the effect of premature weaning are likely to be harmful to both mother and the child. In no world you should start offering juices to 2 month old. WHO recommends exclusive breastfeeding until 6 months. Reason recommends exclusive breastfeeding until the child is interested in other forms of nourishment.
May 10, 2014
انهيت قراءة النسخة العربية المترجمة عن هذا الكتاب
تحدث بطريقة مبسطة عن احتياجات الطفل و كيفية التعامل معه و تهيئة البيئة التعليمية من حوله على طريقة منتسورى
و تخصص فى الفترة العمرية من 0 -3 سنوات
الكتاب صغير الحجم نسبيا لكنه يعتبر المختصر المفيد
انصح بقراءته خصوصا للمبتدئين فى التعرف على نظام منتسورى التعليمى
تحدث بطريقة مبسطة عن احتياجات الطفل و كيفية التعامل معه و تهيئة البيئة التعليمية من حوله على طريقة منتسورى
و تخصص فى الفترة العمرية من 0 -3 سنوات
الكتاب صغير الحجم نسبيا لكنه يعتبر المختصر المفيد
انصح بقراءته خصوصا للمبتدئين فى التعرف على نظام منتسورى التعليمى
November 5, 2021
Preface: I am not a parent, nor do I regularly work with littles. My sister-in-law loaned me this book while I visited her and my niece for a week.
The Montessori philosophy is romantic at its core, which I like in some respects and which fails in other respects. (Being married to a scientist, I prefer data backing up choices related to health and development. There’s almost no scientific research here.) Many of the recommendations here are suspect and do not align with recent recommendations, such as offering juice to a two-month-old. Stephenson shows concern about pacifiers and obesity, where the data is inconclusive, but recommends fruit before one year of age, which has a more demonstrated connection to obesity. Parents who adhere to safe sleep recommendations can’t follow some of Stephenson’s recommendations, such as leaving toys in the crib from an early age and not swaddling, both of which are suffocation/SIDS hazards. There are diatribes against plastic toys, and while I also favor toys made from natural materials, neither do I think every single plastic toy is evil. It seemed like the author and the quotations she used were referring to cheap plastic (like the type found in Easter eggs and dollar store toys, which shatters easily and can cut skin on jagged edges) rather than higher-grade silicone, such as a multi-textured teething ring, which has got to be more soothing to teething gums than wood or metal. Western folks have long used alternative materials like coral.
Due to the idealistic tone of the book, there is not a ton of concrete advice here. Quite honestly, when a small person is screaming in one’s face, one wants very concrete advice to follow! Stephenson doesn’t refer to her personal experiences parenting with the Montessori philosophy, but does refer to her grandsons’ positive experience with it, so I wonder if the advice would be more specific if it was written by an active or recent Montessori parent rather than professional like Stephenson.
I really appreciated the recommendations about the environment, not overstimulating babies and letting them focus on exploring the world. The Montessori philosophy honors the child as a whole human being, and I love that. However, I find it just a wee bit ridiculous that Stephenson says representational mobiles should be accurate to nature (“no flying elephants or giraffes”). Let us have our whimsy!
Stephenson’s ideas about including children in conversation, looking at them, and affirming them were helpful for me. For example, she recalls a situation where a woman was holding a baby at the dinner table but talking to other adults. The woman looked at the baby while talking, engaging him but not talking to him, which enriched his communicative experience even though he was not the subject of conversation. She had an interesting idea about diaper changing: creating a positive self-image by not showing displeasure at the diaper, which in her view, the child takes personally. In Western society, there is a deep shame surrounding bodily waste functions that often emerges late in life, damaging the self-esteem of the elderly. Ask any nursing home attendant about dehydration. Often, older folks avoid drinking enough water because they want to avoid the effort of getting up to use the bathroom or being otherwise attended. Could diaper changes begin a pattern of healthier relationships with the body? Stephenson and I disagree on baby talk. She advocates clear speech to infants. However, baby talk has been shown to increase cognitive activity in babies more than normal adult speech. Who knew that the biological impulse to make nonsense sounds in a high-pitched voice helps babies learn language better than only solemn adult speech? (Obviously, a mix is wonderful.) There is a time to end regular usage, of course, because little ones who have acquired adult language want to be spoken to on a more grown-up level.
As a non-parent, I will store away some of the loveliness of this book for future interactions with little ones, but I’m not fully convinced that Montessori is the only way to have a joyful child.
The Joyful Child is a good introduction to the Montessori philosophy for birth-toddlerhood, and unlike many other methodologies, it does enjoy acceptance across the Northern Hemisphere, with adherents in Japan, China, Bhutan, Europe, and North America (just based on the pictures in the book). There’s a lot of wisdom here, but some of the recommendations force parents to choose between Montessori and doctor’s orders, which is not helpful. I’d recommend this book to anyone wanting to learn more about Montessori in babydom.
The Montessori philosophy is romantic at its core, which I like in some respects and which fails in other respects. (Being married to a scientist, I prefer data backing up choices related to health and development. There’s almost no scientific research here.) Many of the recommendations here are suspect and do not align with recent recommendations, such as offering juice to a two-month-old. Stephenson shows concern about pacifiers and obesity, where the data is inconclusive, but recommends fruit before one year of age, which has a more demonstrated connection to obesity. Parents who adhere to safe sleep recommendations can’t follow some of Stephenson’s recommendations, such as leaving toys in the crib from an early age and not swaddling, both of which are suffocation/SIDS hazards. There are diatribes against plastic toys, and while I also favor toys made from natural materials, neither do I think every single plastic toy is evil. It seemed like the author and the quotations she used were referring to cheap plastic (like the type found in Easter eggs and dollar store toys, which shatters easily and can cut skin on jagged edges) rather than higher-grade silicone, such as a multi-textured teething ring, which has got to be more soothing to teething gums than wood or metal. Western folks have long used alternative materials like coral.
Due to the idealistic tone of the book, there is not a ton of concrete advice here. Quite honestly, when a small person is screaming in one’s face, one wants very concrete advice to follow! Stephenson doesn’t refer to her personal experiences parenting with the Montessori philosophy, but does refer to her grandsons’ positive experience with it, so I wonder if the advice would be more specific if it was written by an active or recent Montessori parent rather than professional like Stephenson.
I really appreciated the recommendations about the environment, not overstimulating babies and letting them focus on exploring the world. The Montessori philosophy honors the child as a whole human being, and I love that. However, I find it just a wee bit ridiculous that Stephenson says representational mobiles should be accurate to nature (“no flying elephants or giraffes”). Let us have our whimsy!
Stephenson’s ideas about including children in conversation, looking at them, and affirming them were helpful for me. For example, she recalls a situation where a woman was holding a baby at the dinner table but talking to other adults. The woman looked at the baby while talking, engaging him but not talking to him, which enriched his communicative experience even though he was not the subject of conversation. She had an interesting idea about diaper changing: creating a positive self-image by not showing displeasure at the diaper, which in her view, the child takes personally. In Western society, there is a deep shame surrounding bodily waste functions that often emerges late in life, damaging the self-esteem of the elderly. Ask any nursing home attendant about dehydration. Often, older folks avoid drinking enough water because they want to avoid the effort of getting up to use the bathroom or being otherwise attended. Could diaper changes begin a pattern of healthier relationships with the body? Stephenson and I disagree on baby talk. She advocates clear speech to infants. However, baby talk has been shown to increase cognitive activity in babies more than normal adult speech. Who knew that the biological impulse to make nonsense sounds in a high-pitched voice helps babies learn language better than only solemn adult speech? (Obviously, a mix is wonderful.) There is a time to end regular usage, of course, because little ones who have acquired adult language want to be spoken to on a more grown-up level.
As a non-parent, I will store away some of the loveliness of this book for future interactions with little ones, but I’m not fully convinced that Montessori is the only way to have a joyful child.
The Joyful Child is a good introduction to the Montessori philosophy for birth-toddlerhood, and unlike many other methodologies, it does enjoy acceptance across the Northern Hemisphere, with adherents in Japan, China, Bhutan, Europe, and North America (just based on the pictures in the book). There’s a lot of wisdom here, but some of the recommendations force parents to choose between Montessori and doctor’s orders, which is not helpful. I’d recommend this book to anyone wanting to learn more about Montessori in babydom.
March 26, 2024
In my opinion, one of the best “parenting books” out there. The high respect of the autonomy and individual needs of each child is very important in the Montessori method, and I really admire how much care and attentiveness has gone into creating this.
There are many notes in the margins of these pages and I wish I had read this much sooner on our parenting journey. The idea of “child-led weaning” in all aspects is very different from what our society tells us, but overall the most important thing our infants and young children need are a gentle environment, a respect of their individual needs, and of course nurturing parents.
“Every unnecessary help is a hindrance to the child’s development.”
“Help me to do it myself.”
This is a practical guide to include the youngest children into your family’s daily life, and even if it is just one small change it will make a big difference in the life of that child!
There are many notes in the margins of these pages and I wish I had read this much sooner on our parenting journey. The idea of “child-led weaning” in all aspects is very different from what our society tells us, but overall the most important thing our infants and young children need are a gentle environment, a respect of their individual needs, and of course nurturing parents.
“Every unnecessary help is a hindrance to the child’s development.”
“Help me to do it myself.”
This is a practical guide to include the youngest children into your family’s daily life, and even if it is just one small change it will make a big difference in the life of that child!
June 29, 2020
A review for me but I’d recommend this to a soon-to-be or new family interested in Montessori 0-3
June 28, 2016
I enjoyed this easy, readable book -- and wish that I had read it during my pregnancy. Now that my baby is 19 months old, we've already outgrown many of the suggestions. It is not a recipe book on how to "do" Montessori, but a gentler overview that hits at high points and provides some nice global comparisons. I loved the pictures.
p74: A child learns self-control, and develops a healthy self-image, if the work is real -- washing fruits and vegetables, setting or clearing a table, washing dishes, watering plants, watering the garden, sorting, folding, and putting away laundry, sweeping, dusting, helping the garden, any of the daily work of his family. This real family work, known as practical life in Montessori schools, is seen to be the most effective path to the development of concentration and happiness. Allowing the child to participate in the life he sees going on around him is an act of great respect for, and confidence in, the child. It helps him to feel important to himself and to those around him. He is needed.
p74: A child learns self-control, and develops a healthy self-image, if the work is real -- washing fruits and vegetables, setting or clearing a table, washing dishes, watering plants, watering the garden, sorting, folding, and putting away laundry, sweeping, dusting, helping the garden, any of the daily work of his family. This real family work, known as practical life in Montessori schools, is seen to be the most effective path to the development of concentration and happiness. Allowing the child to participate in the life he sees going on around him is an act of great respect for, and confidence in, the child. It helps him to feel important to himself and to those around him. He is needed.
May 12, 2021
This is the most elitist Montessori book I have read.
Trying to equate the use of pacifiers with obesity. Labeling bottles as an item that impedes natural movement. While breastfeeding the mom should have no distractions and make eye contact with her child throughout the entirety of every feeding.
Once the book moves into Montessori teaching about materials, activities, practical life skills, music, and nature it is more even in tone. But, there is still an error of judgment towards any other way to raise a child and the "only right" materials and toys to give to your child.
Overall this book is not worth the read.
I would recommend Montessori from the Start by Paula Polk Lillard and Lynn Lillard Jessen, and The Montessori Toddler by Simone Davies
Each of these books provide practical ways to implement Dr.Montessori's philosophies.
Simone Davies also just released The Montessori Baby. I cannot speak to the information provided in this book yet. But, if it is as helpful as The Montessori Toddler, then it will be another wonderful resource.
Trying to equate the use of pacifiers with obesity. Labeling bottles as an item that impedes natural movement. While breastfeeding the mom should have no distractions and make eye contact with her child throughout the entirety of every feeding.
Once the book moves into Montessori teaching about materials, activities, practical life skills, music, and nature it is more even in tone. But, there is still an error of judgment towards any other way to raise a child and the "only right" materials and toys to give to your child.
Overall this book is not worth the read.
I would recommend Montessori from the Start by Paula Polk Lillard and Lynn Lillard Jessen, and The Montessori Toddler by Simone Davies
Each of these books provide practical ways to implement Dr.Montessori's philosophies.
Simone Davies also just released The Montessori Baby. I cannot speak to the information provided in this book yet. But, if it is as helpful as The Montessori Toddler, then it will be another wonderful resource.
November 3, 2015
Excellent book giving an overview of Montessori for 0-3 year old children. I chose to read this first over Montessori From the Start because the chapters were shorter and easier to read while Montessori From the Start is a more detailed read. I recommend this as a good introduction to Montessori for those that just had a baby.
December 22, 2013
I think I would have eaten this book up before my son was born - but now? I agree with the general philosophy, but the actual suggestions seem largely aspirational and the tone is all sorts of judgy/preachy. Two stars for some good toy/activity ideas and pictures of them in use.
August 13, 2014
This book was a beautiful complement to my Montessori understanding and really helped me to reshape my thinking about how to implement the Montessori philosophy in our home. I highly recommend it to anyone who's interested in gentle, structured parenting.
July 24, 2017
This is the first parenting book that i have purchased and what a fantastic decision that was. This book is great for first time parents of kids 0-3 and trying to gain a general understanding of Montessori teachings. It is a practical book meant for you to understand what your child expects at different milestones and how you as parents can aid him/her to achieve it. It states that each child has his/her own schedule on what to learn next and we parents are just there to give them a helping hand. It also demonstrates many examples based on the author's observations and the response from parents. This book is simple to read and i spent roughly a week of casual reading to finish it. I have highlighted all those areas which i found important in our kindle so the wife only needs to read the highlights. I wished i had this book earlier but though my daughter is 19 months i still see the value in it. This book also teaches parents to be how to prepare for your child's arrival. First time parents or parents-to-be will feel more confident on their parenting methods after reading this book.
August 8, 2021
This book was okay. It was an easy read and had a lot of pictures and examples. But I have read several other Montessori books that provide the same information in a more concise and applicable format, and in a less judgmental way. I would more highly recommend the following books: Baby’s First Year Milestones (Hargis), The Montessori Baby (Davies), The Montessori Toddler (Davies), Toilet Awareness (Moudry), and the “Hapa Family” youtube channel.
November 22, 2021
It was good, except for the breastfeeding part which I disagree. Babies don't just nurse for food, they nurse for many reasons. And at the end where she described Bhutan, that there are rats and some other stuff is very off putting to read.
Oh and also the part she wrote "... share with these parents and teachers what we in the West have learned is good and bad about modern culture." Those from the west don't necessarily know what is best. Was very appalled reading that.
Oh and also the part she wrote "... share with these parents and teachers what we in the West have learned is good and bad about modern culture." Those from the west don't necessarily know what is best. Was very appalled reading that.
March 12, 2022
This is a good book but i started reading it when my son was 2 years old and found most of the topics were appropriate for younger kids- infants. Still, i was reassured that we had applied many of the suggestions in our son’s infancy. The comparison to Buthan was interesting but i wish the author had mentioned the traditions regarding breastfeeding: at what age they stop, how do they do it. She suggsted a book for toilet “learning” that i hope to get.
October 8, 2024
Essential but complete book on the subject, sprinkled with the occasional useless“chemicals” fear mongering and recommendations to eat “organic produce”. Clearly better than the Montessori Baby in terms of clarity and systematic approach.
February 4, 2019
بسيط جدا وسهل ، اعتبرته مراجعة سريعة على منهج المنتسوري وتذكير بأهم سماته
March 6, 2019
Great tips. But will probably have to reread because I've forgotten most of them with my baby brain.
March 18, 2019
Montessori is manageable with this book. Lots of concrete examples.
December 5, 2020
Good perspectives, but not the end all of parenting. Repetitive at times. Quick read.
June 21, 2021
a lovely easy straightforward read. wished I read this before labour - would've been the perfect first montessori book!
March 2, 2022
Một cuốn sách thực hành hay để bắt đầu quá trình nuôi dạy con cái
August 7, 2023
The key to the Montessori system is independence and treating children respectfully. Lots of little tips on how to be a better parent.
September 2, 2024
Một cuốn sách cho em thấy cách chào đón em bé đến với cuộc sống từ những giây phút chào đời như thế nào là phù hợp.
- Sự an toàn - môi trường
- Sự tự lập - dõi theo
- Nhịp sinh học - phù hợp
- Sự an toàn - môi trường
- Sự tự lập - dõi theo
- Nhịp sinh học - phù hợp
October 23, 2024
Another great book for caregivers of young children.
January 14, 2025
A very useful book with nice pictures .. I highlighted many lines and paraghraphs and would definitely go back to them
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October 4, 2014Wish I had known about this book when my daughter was an infant. Excellent resource for both the philosophy behind applying the Montessori philosophy to infants and practical how-to information. Especially good resource for creating a good environment for your baby using Montessori principles.
January 30, 2015
Montessori was hardly heard of when I had my son 31 years ago, but now re-reading this as a grandparent I think what a gentle and peaceful way to educate children and am pleased that there is greater interest in alternate methods.
March 6, 2016
This is an amazing book! It is very easy to read and gives a great introduction to raising a child with the Montessori method. This would be a great read for early child educators and parents of young children.
August 30, 2014
مقدمة شاملة عن المينتسوري للأطفال من الولادة ل3 أعوام :)
جيد ، عرفت منه الكثير عن منهج المنتسوري وهو منهج به الكثير من المميزات لتربية الأطفال
جيد ، عرفت منه الكثير عن منهج المنتسوري وهو منهج به الكثير من المميزات لتربية الأطفال
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