As a Montessorian, one of the more enjoyable parts of social media is building community with other Montessori practitioners and parents worldwide. The only reason I still maintain a Facebook account at this point is to connect with others in Facebook groups! This week, an interesting question was posed in one of these groups that I thought would be fun to discuss further. Keep reading to the end to see what my advice is!
The topic was how to redirect an older infant from climbing and consequently standing/sitting on the table. This guide had done EVERYTHING right! They offered kind and clear redirection, gave alternative opportunities to climb, and stated what the infant could do instead, and still- the drive to climb on the table did not waiver. This scenario is one I, and many of you, have likely experienced numerous times while in the Nido (Infant) environment. It’s a shared challenge that does not care if you have a very expensive climber or a Pikler triangle; the babies yearn to climb on your shelves and tables!
We can think of this intense need to climb on the tables, despite using our best positive child guidance practices, as the horme at work. The horme is one of Dr. Montessori’s concepts related to the absorbent mind. It is our life force present within us until death, controlling our individual paths of development. This is our manifestation of will. Eventually, the child develops the ability to suppress their will to follow what is asked or expected of them, which we refer to as obedience. Infants cannot naturally suppress their will.
"While he is developing, he perfects himself and overcomes every obstacle that he finds in his path. A vital force is active within him, and this guides his efforts towards their goal. It is a force called the ‘horme’." ~Dr. Maria Montessori, The Absorbent Mind, pg. 83}
In the first plane of development (0-6), children also move through sensitive periods for language, order, refinement of senses, and movement. The infant’s primary movement goal is to figure out how to be upright and walk like those around them. If we pair this intense life force (the horme) that drives the infant’s development with a need to acquire motor skills, it helps us better understand why the baby wants to sit on the table. They are like cats- if I fit, I sit. The horme causes them to be like scientists, discovering the laws of the universe while finding their body’s limits and abilities.
So, with this in mind, how did I approach this climbing when I was a Nido guide?
I let them sit on the shelves and tables.
Honestly, this manifestation of will by sitting and climbing on all furniture does not last forever. Once they have the repetition and internal feeling of achievement they seek, it is no longer attractive to them, and they move on to the next mountain to conquer. This is a phase that will pass.
Have a guide stay near the child to ensure they are able to be safe, but do not engage with them. No sportscasting, no eye contact, no acknowledgment or validation of the work they are doing. This will interrupt the drive—just quiet observation and presence to prevent accidents. If the infant gets stuck, as they sometimes do, you can offer minimal support. Part of the beauty of going up is figuring out how to get down.
When I offer this advice, I sometimes get the comment, “Well, they aren’t allowed to climb on tables and shelves in the toddler room, so won’t this be confusing?”
No. It is not.
Our Montessori environments should not be designed to prepare the child for the next environment. Our environments are intentionally designed to support the developmental needs of the children they serve. It is a great indirect benefit that when children have their developmental needs met, they are prepared and ready to explore the next environment.
Many things look different in an infant environment compared to a toddler environment. This is because the needs of an infant are different from those of a toddler. Our role as Nido guides is to help infants develop a deep understanding of relationships and themselves. Before the child can understand the community's needs, they must understand their own. The fantastic thing about young children is that they can adapt to a new environment through consistency, connection, and security.
Additionally, the manifestation of this behavior often looks different for toddlers. They may start to climb as they are testing and exploring social boundaries and limits in this environment. An infant could care less if anyone watches them climb as their work is for them only.
Observation is our dear friend in times like this. It is incredible to witness the intense drive that has powered life since the beginning of time at work in these tiny humans. I encourage you to observe your children to see if intense drives show up in their exploration and play. I would love to hear about them!
Comments