While children can learn and memorize vast amounts of facts at this age, Dr. Montessori recognized that it was even more important to stir their powerful imaginations and inspire them to wonder and ask questions. She focused on telling tales which would set the imagination on fire and lead to research, study, and the quest for new ideas and connections. Once truly engaged, the child of this age has an incredible capacity for work in which they manifest deep focus and endurance. They have much less in interest in simple repetition than when they were in the first plane of development, but they still need repetition in order to immerse themselves in important concepts ideas. “Repetition with variety” or allowing for a wide range of follow-up work on particular topics alongside a variety of presentations begin given within the community allows interest to be maintained and strengthened for children of this age. Thus, the role of the adult is to spark the imagination while also preparing for and expecting great work that will come from the one who has been inspired. Reading and writing, exploring and synthesizing, making connections across subjects/themes and between faith and life all fit the needs and capacities of the elementary child’s developmental plane.
- Prepare a beautiful environment in which the essential is offered by way of materials as well as a variety of supplies for follow-up to those materials.
- Advocate for sufficient time for the children to work. Sofia and Gianna had two hours each week with the children. As the adult, keep in mind that 2/3 to 3/4 of that time should be the child’s work time. In other words, an adult-led presentation with a particular group of children should not take up more than 1/4 to 1/3 of their time.
- Offer a variety of presentations. Rarely should all children receive the same presentation on the same day. If you are working with a single-aged group such as is often the case in a school setting, it is still important to find a way to offer a variety of presentations. In the early weeks of the year you could present labeling the Model Altar to some, the Altar Cards to others, the Liturgical Calendar to a few, and the Signs and Gestures of Baptism to another group. Over the course of four to six weeks all could experience each of these presentations or perhaps just having these materials “in the air” of the Atrium will be enough. Asking a child who was shown the Altar Cards to present them to a few children who have not yet been shown that material would be a great way of expanding variety and interdependence among the community.
- Encourage effort! A pattern of good work habits must be set from the beginning and reminders may be needed throughout the year. “Choose a work that is good for your mind and heart.” “Find a work that is worthy of your intelligence.” “How can we give glory to God in our work tonight?” Often this expectation includes choosing “work with words” or work that includes either reading or writing or both. This expectation might be as simple as finding the Scripture booklet that accompanies a parable and having it out on one’s working mat or it might include copying a word from a prayer card or a Scripture verse before drawing.
- Expect follow-up and ask for a child’s commitment to a particular follow-up when needed. Early in the year the expectation needs to be set that the Atrium is a place of work. Thus, the catechist might need to suggest or even require ways of continuing particular materials in order to give lessons on how to work in this space. This might include showing how to make a booklet after showing the Altar Cards, how to make an Altar Collage after labeling the Model Altar, and how to make a timeline after presenting the Fettuccia. As the year progresses, keep in mind that every presentation does not need to include required follow-up, but questions like “What could you do to think about this even more?” or “I wonder how you might want to pray with this work?” can assist the children in continuing to make appropriate choices.
- If a child in the second plane is unable to find appropriate work, work which engages the reasoning mind and requires effort, the adult may need to assist the child in finding a work or even assign one. The child of this age does not learn by wandering about because the absorbent mind is no longer operating.