Learning From Peers in the Early Years

Observation and Imitation in Montessori Preschools

Sep 2, 2009

Young children, with their propensity to learn by example, will find plenty to see and follow in their Montessori mixed age classroom for 3 to 6 year olds.

In Montessori preschools, children are placed in three-year age groups, allowing them to follow a three-year cycle programme. This mixed-age classroom is a rich learning environment, offering a wide range of learning apparatus that caters to the diverse intellectual needs of the 3 to 6 year old class members. Children choose their materials from low open shelves and work with them in full view of each other.

Watch and Imitate to Learn About Materials

As children learn through their exploration of these materials, they need to know how to get the most out of each apparatus. The teacher’s demonstration of the material suggests some ideas to the child. Often, children also learn what the materials can offer them as they watch the more experienced learners engage themselves in the classroom activities.

Take for example five-year old Sam, who is engrossed with the constructive triangles, working with one box after another. He puts together triangles of the same shape, size and colour. He carefully traces the black line on each triangle and uses this to guide him in putting together the pieces to construct other shapes. He softly names each shape he constructs. Three-year old Lisa, with her interest in triangles and colours, watches Sam intently.

When Sam finally moves on to another activity, she goes to the shelf, picks up one of the constructive triangle boxes and tries to manipulate the pieces just like how Sam did. In time, she will master the apparatus, and will in turn inspire other observers to try this apparatus.

According to psychologist Albert Bandura, children do learn by observing those around them. For observational learning to be effective, the child must be sufficiently motivated to pay close attention to the precise actions required to work on the activity. He or she needs to remember and have the ability to repeat the series of steps in order to work with the apparatus.

Older Children Learn to Observe and Remember

Even the older children benefit from observational learning. The older child may see a younger one working with an introductory exercise, or witness a teacher presenting a material to the younger child. Such an observation may remind the older child of certain learning points that he or she may have forgotten.

Sometimes this observation encourages the child to revisit the material, approaching it from a higher cognitive level. For example, 5 year old Tom is working with the biology pairing cards, putting together animals and their eggs. On a floor mat nearby, the teacher shows three-year old Jules how to roll the geometric solids – the sphere, ellipsoid and the ovoid. Tom watches them and is reminded of the circular path of the ovoid. He connects this knowledge to his pairing cards and now appreciates why birds can safely lay their eggs in nests way up high. The eggs will not roll out of the nests.

Encouraged to Observe by the Teacher

At times, the teacher draws the children’s attention to what others are doing in the classroom. The teacher may say, “Oh look at how carefully Ahmed pours the sago seeds through the funnel into the bottle” or “See how Lee and Jack are sharing the golden beads between themselves. They look like they are having fun, are they not?” Such verbal prompts nudge the children to stay alert and be aware of what the classroom can offer them.

Teachers also remind observers, especially the newcomers and younger ones, to be respectful. They need to be mindful of their distance and actions when they observe, taking care not to interrupt the child at work.

Developing a Positive Work Attitude

The younger ones are often duly impressed by the curiosity, creativity and concentration of the older children at work with the materials. This motivates them to try out the activities that have so engaged the attention of their seniors, excited to see the next step in their learning progression. They willingly persist in an activity, knowing that with practice and in time, they too will achieve the same mastery that they see in the older children. The younger ones see the benefits of such work habits, modeled and presented daily by the older ones.

Fostering Pro-Social Skills

Younger ones also pick up acceptable behaviour as they watch how their seniors interact with each other, how they wait for their turn, how they share and help each other. The senior members are excellent role models of grace and courtesy and being in their company, the younger ones learn what to do by simply watching them. Montessori (1999) once said, “the undisciplined child enters into discipline by working in the company of others.” (p.224).

In short, young children are drawn to look at others. In a Montessori preschool classroom, the learning environment supports peer observation and imitation, allowing for academic and social growth for all group members.

The copyright of the article Learning From Peers in the Early Years in Early Childhood is owned by Carolyn Marie Choo. Permission to republish Learning From Peers in the Early Years in print or online must be granted by the author in writing.