Science for Babies

Montessori Life, Spring 2004 by Miller, Darla Ferris

"...the child's mind can acquire culture at a much earlier age than is generally supposed, but his way of taking in knowledge is by certain kinds of activity which involve movement." (1967, p. 72)

Maria Montessori was decades ahead of mainstream cognitive psychology when she made that statement so long ago. Most researchers now agree she was right on target. Infant and Toddler Montessori educaters have for years passionately believed that didactic learning materials can be provided to babies in an authentic and meaningful way. Early learning goes far beyond chewing on plastic squeak toys and banging plastic blocks together. Montessorians who serve very young children strive to present essential elements of the human experience by means of a minimalist but diverse, enticing, sensuous, naturalistic, relevant and safe environmental setting-no small challenge! And the focus must always be on Montessori's own words.

"The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child." (p. 8.)

Science is an especially fascinating part of human learning from birth to three. Newborns are born into an environmental setting very different from the womb. They come with no preconceived notions about the physical properties of this new world around them. Babies encounter astonishing, sometimes startling, new discoveries at every turn. We adults have the privilege of observing and guiding little ones as they integrate the patterns of human knowledge, belief, and behavior they will need to pass on human knowledge to succeeding generations, as Merriam-Webster's Collegiate Dictionary (2002) has so precisely defined the development of culture.

The focus of science in the first three years of life is on five major categories:

* Exploring the Physical Properties of Matter

* Discovering Cause and Effect

* Identifying Real and Not Real

* Creating Order out of Chaos

* Making Rudimentary Classifications

Exploring the Physical Properties of Matter

When I think in terms of multi-sensory appeal and variety, I come to one inescapable conclusion. Food, meals and snacks, should be part of your science curriculum as soon as the baby is old enough to sit up and pick up his or her own food. There is no value in spoon-feeding a child who has the capacity to grasp food and bring it successfully to her mouth. You haven't lived until you've seen one-year-olds feeding themselves spaghetti at North Harris College's infant toddler Montessori program. The classroom is kept toasty warm for meals so that the babies can dine at their leisure wearing nothing but their diapers. This not only helps with clean up, but undoubtedly adds to the babies' over-all sensory experience and sense of self-control. Foods in the infant and toddler science curriculum provide experiences that focus on exposure to small objects with varying textures, temperatures, tastes, smells, weights, densities, sizes, and shapes that are safe and appropriate for each individual child's age, allergy history, etc.

But don't even think of offering a contrived activity such as finger-painting with chocolate pudding. What a confusing message that sort of activity must send toddlers. "Here is a brown squishy blob that looks like poopoo that we're supposed to smear on paper. It sort of smells sweet but we're not supposed to eat it." Hmmm?

As soon as a baby is old enough to pull up into a standing position, he will appreciate having a sink with running water low enough for him to have aceess. The hot water, of course, must be disconnected or set on alow enough temperature to assure safety. It is a good idea to have the water flow turned down to accommodate the frequent use by babies exploring the physical properties of water. An on/off lever designed for persons with disabilities is especially useful in an infantandtoddlerenvironment. Obviously, appropriate supervision is required at all times. An absorbent mat with rubber backing is required for safety. Babies learn that they automatically go to the sink to wash hands after they eat and after they change diapers or sit on the potty. For preschoolers, washing hands may seem a chore. For toddlers, nothing could be more exciting than standing at the sink, turning on and off the water, feeling the water, patting the water in the sink, and watching the water go down the drain. They love exploring and, given the opportunity, may go beyond the bounds of your expectations, given the messiness of water.

Discovering Cause and Effect

J. McVicker Hunt (1981) focused his research on a phenomenon he called "learned helplessness." He theorized that very early in life human beings developed a sense of impotence if they did not learn to have impact on their environment. he identified a critical factor he called contingent stimulation, which means loosely "if I do something, something happens." This is not only a critical part of science learning, but a critical step toward eventual self-actualization. A person who develops learned helplessness internalizes a deep-seated belief that nothing he or she does will really make any difference. He or she feels essentially powerless in the world. We help the baby become the master of her environment by providing contingent stimulation.