園長日誌：夾工的美好瞬間Mimi’s Day of Discovery in the Montessori Classroom

Mimi’s Day of Discovery in the Montessori Classroom 在蒙特梭利教室中，每天的學習和探索總是充滿了無限的可能和驚奇。這一天，班上的兩歲多孩子小美，帶著她特有的好奇心和探索精神，走進了教室。她的步伐輕快，眼中充滿了對新事物的渴望，整個教室彷彿在迎接她的到來。

今天的活動是顏色配對的套疊遊戲。這是一個專為發展孩子三指抓握技能而設計的活動，孩子們需要將顏色鮮豔的圓形洞洞積木，配對後精準的套疊在木柱上。這不僅幫助孩子發展手部精細動作，也有助於他們對顏色和形狀的認知。孩子透過集中的精神，挑選顏色，然後輕巧地將積木一一套疊在木柱上。這是一次能夠提升專注力、精細動作及空間感的活動。

然而，小美的行為卻讓我感到一些意外。當她走向工作區時，她當他拿去這一項工作時，又去拿取另一個托盤（夾工）工作中的了材料——夾子。小美將夾子與顏色套工作組合在一起變成一份新的「夾工」，並且開始專注地將用夾子將洞洞積木夾起來，再套到木柱上。這真的是一個非常不容易的挑戰，她的專注與興奮讓老師感到一絲驚訝，因為這並不是設計中的原本活動內容，卻讓我看到她對動作發展有著強烈的需求。

老師們靜靜地觀察著小美的行為，心中充滿了欣慰。她的小手靈活地抓著夾子，夾著洞洞積木，然後套疊木柱，不斷地反覆操作著。這是一種探索和練習的過程，對她而言，每一次夾住積木的動作，都帶來了無比的成就感。這樣的操作過程不僅是對精細動作能力的訓練，更是她自我探索、自我調節的表現。她在這一過程中，找到了屬於自己的挑戰和興趣，這正是蒙特梭利教育中所提倡的——尊重孩子的學習節奏，並且支持他們發展自己的內在動機。

然而，小美的操作，取拿另一份工作的夾子，必然會也吸引了其他孩子的注意。想要操作夾工的孩子也會發現夾子不見了。。這時，老師意識到，作為教師，我不僅要尊重每個孩子的需求，還需要關注到整個教室的平衡與規範，維護操作教具的完整性，並讓孩子建立規範和秩序。

於是教師決定稍作調整。在走近工作結束後輕聲告訴她：「小美，如果操作的工作，你需要夾子，你可以來詢問老師，另外在提供給你夾子。」這樣的引導方式，不是強行制止她的探索，而是讓她明白，她的興趣和需求是被理解和尊重的，同時也能確保其他孩子不會因此而受到影響。這不僅讓小美能夠繼續進行她喜愛的活動，也讓其他孩子有機會使用夾子進行他們的學習。

之後的觀察，小美持續的專注地使用夾子夾住洞洞積木，她對夾子和積木的結合似乎產生了無窮的興趣。她的小手不知疲倦地操作著每一個夾子，每當她夾起一個積木，她的臉上都綻放出滿足與自豪的笑容。這樣的專注和熱情讓我感到無比欣慰，因為這正是孩子們在學習過程中最真實的表現。

在接下來的幾天裡，教師觀察到，小美持續反覆地夾著積木，同時也會始試著使用夾子去結合三指抓木球的工作，這個過程不僅提升了她的手部協調能力，也讓她在動作上取得了顯著的進步。我注意到，孩子在自由探索的過程中，往往能夠無意識地進行挑戰，並且在不斷的練習中享受夾的喜悅。

作為教師，這樣的瞬間令人充滿了感動和驚艷。孩子們的學習往往不在於老師直接教授的知識，而是在於他們通過探索、嘗試和重複，從中獲得內在的成就感。這樣的過程是無形的，卻無比珍貴。小美通過夾積木的行為，正在不斷發展她的精細動作，也在這個過程中獲得了自信和滿足。

透過這次經歷，身為教師更加深刻地體會到，在蒙特梭利教室中，教師的角色不僅是指導者，更是觀察者與支持者。我們的工作不僅僅是安排活動和提供教具，更重要的是在每一個孩子的學習過程中，細心觀察他們的需求，並根據這些需求做出適當的調整。這樣，孩子們才能夠在自由探索的過程中，找到屬於自己的學習方式和節奏，並在每一次的挑戰中，不斷成長。

這樣的學習，並不是短暫的一瞬間，而是隨著時間不斷累積的成果。小美的動作發展，從最初的好奇與嘗試，逐步走向熟練與專注，這是一個從探索到內化的過程，也是內在的衝動和滿足。每一個微小的進步，都彷彿在告訴我，孩子們在這個環境中找到了他們的學習動力，而我們作為教師，能夠陪伴他們走過這一段旅程，見證他們的每一個成長，這正是最珍貴的收穫。

教室裡的每一個瞬間，都充滿了學習的機會，孩子們在這裡不斷挑戰自己，並在不知不覺中獲得成長。而作為教師也會在這些觀察與指導的過程中，體會到更深的意義。這是一段彼此學習、共同成長的美好旅程。 Mimi’s Day of Discovery in the Montessori Classroom

Every day in a Montessori classroom is filled with endless possibilities and surprises. On this particular day, a curious and spirited two-year-old named Mimi stepped into the classroom. Her light steps and eager eyes seemed to bring the entire space to life, as though it was welcoming her arrival.

A New Activity: Matching and Stacking Colors

Today's activity involved a colorful matching and stacking game. Designed to develop children’s fine motor skills and three-finger grasp, the game featured vibrant circular blocks that needed to be matched by color and carefully stacked onto wooden pegs. This activity not only helped with hand precision but also enhanced their understanding of colors and shapes. Concentrating deeply, the children picked the pieces, stacking them one by one, improving their focus, coordination, and spatial awareness.

Mimi, with her innate curiosity, approached the work area where the activity was set up. However, instead of solely engaging with the stacking game, she did something unexpected. Mimi picked up a tray of clothespins—materials meant for another activity—and combined it with the stacking game. Using the clothespins, she carefully gripped the colorful blocks, transferring and stacking them onto the pegs. This was no easy task, yet Mimi’s excitement and concentration surprised the teacher. Although this was not the intended way to use the materials, it revealed Mimi’s natural drive for motor development.

A Teacher’s Observation

The teachers quietly observed Mimi’s behavior, their hearts filled with joy. With her little hands, she skillfully gripped the clothespins to pick up the blocks and stack them, repeating the process again and again. For Mimi, every successful grip and stack brought immense satisfaction. This process of exploration and practice was not only training her fine motor skills but also reflecting her ability to self-regulate and explore independently. Through this self-directed learning, Mimi found her own challenge and interest, embodying the Montessori principle of respecting a child’s learning rhythm and supporting their intrinsic motivation.

However, Mimi’s creative use of the clothespins also drew the attention of other children. Those who wanted to work on the clothespin activity realized the materials were missing. At that moment, the teacher understood the need to balance respecting individual needs with maintaining classroom order and ensuring that materials were accessible to everyone.

Balancing Exploration and Structure

After Mimi finished her activity, the teacher gently approached her and said softly, “Mimi, if you’d like to use clothespins for your work, you can let me know, and I’ll provide an extra set for you.” This guidance didn’t discourage Mimi’s exploration but helped her understand that her interests were valued while also ensuring fairness and structure in the classroom. This approach allowed Mimi to continue her activity and gave other children the opportunity to use the materials for their work.

A Passion for Precision

In the following days, the teacher noticed that Mimi continued to use the clothespins with the blocks, deeply engaged in her self-created challenge. Her little hands tirelessly maneuvered the clothespins, and every time she successfully gripped and stacked a block, her face lit up with pride and joy. This intense focus and enthusiasm brought the teacher immense satisfaction, as it demonstrated the authentic process of a child’s learning journey.

Over time, Mimi began integrating the clothespins with other activities, such as using them in conjunction with wooden spheres designed for three-finger grasp exercises. This process not only enhanced her hand coordination but also significantly improved her motor skills. Through free exploration, Mimi had unknowingly set challenges for herself, finding delight in her repeated practice and achievements.

The Teacher’s Role: Observer and Supporter

As a teacher, moments like these are filled with wonder and inspiration. A child’s learning often lies not in direct instruction but in their exploration, experimentation, and repetition, where they discover inner satisfaction and a sense of accomplishment. This process is invisible yet profoundly meaningful. Through her unique use of the clothespins, Mimi was developing her fine motor skills while also gaining confidence and fulfillment.

This experience deepened the teacher’s understanding of their role in the Montessori classroom. The teacher is not just a guide but also an observer and supporter, closely attuned to each child’s needs and making thoughtful adjustments to support their learning journey. By respecting each child’s individual rhythm and motivations, teachers create an environment where children can find their own ways of learning and growing.

A Journey of Growth and Discovery

Mimi’s progress, from initial curiosity to mastery, exemplifies a process of exploration, internalization, and growth. Each small step forward, each moment of focused effort, reflects a child finding their intrinsic motivation in this prepared environment. As teachers, witnessing these moments of growth is a profound privilege, reminding us of the joy and depth of supporting a child’s learning.

Every moment in the classroom is an opportunity for learning. Children continually challenge themselves and unknowingly achieve growth. Teachers, in turn, learn alongside them, deepening their understanding of education's true purpose. It is a shared journey of discovery, filled with wonder and fulfillment.