The Clanmore Voice

October 23, 2021

The Transition from Casa to Elementary: Part 3

At Home With The Elementary Child

Boy sweeping

In our previous blog posts: The Transition from Casa to Elementary, Parts 1 and 2, we discussed some of the characteristics of the child as he/she moves from the 1st plane of development to the 2nd.  Below is a chart which summarizes some of these changes as we now focus in this final post in our series on your elementary child at home.

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Some Characteristics

Casa Child (0-6 years)

Elementary Child (6-12 years)

Developmental Goal

physical independence

intellectual independence

Type of Work

individual, constructing themselves

building groups, community

co-operative and collaborative

Type of Exploration

sensorial/motor explorer, interested/engaged in the present, visible facts

reasoning/intellectual explorer

use of imagination to explore what can’t be seen (history, cosmos etc.)

Type of Mind

absorbent mind (taking in from the world around them)

reasoning mind (use of intellect)

Questions

who, what, where… (naming questions)

when, why, how

(cause & effect)

Type of Understanding

concrete

working towards greater abstraction in understanding

Attitude to Possessions

hard to share

not attached to their possessions (lose things), often use trading as a way to build relationships

Social Development

home important, focus on self-construction to work towards being a contributing member of a community

greater interest in the wider community vs. home

peers extremely important,

herd instinct, need to be like everyone else, always talking

Moral issues

black and white

will accept adult viewpoint

trying to understand the grey areas, great focus on right vs. wrong

seeking to make own opinions over accepting those of adults

deep sense or justice, compassion & mercy

Personal appearance

lower elementary: no focus on physical appearance

upper elementary: physical appearance starts to matter

Emotional Display

affectionate

less receptive to affection in public, especially if around friends,

less accommodating

Admiration

admire those in their immediate world

hero worship, admire achievements of others

At Home With Your Elementary Child

Work with them not for them

For example, making lunches.   If children have more choice, more control and a greater sense of responsibility, they are more likely to eat what has been chosen. Talk to them about nutrition and how to make wise choices. Involve them in making grocery lists.

Reading With Your Child

Responsibility and accountability are important

Children need to have responsibility within the home. They are part of a group, the family, and they need to have a role within this group. At school the elementary children have jobs to do, and if a job does not get done, the class talks about it and strategizes.

The feeling of contribution felt by children, even at a very young age, will be carried forward by them into their adult lives.

Child Gardening

The Child in the Family: Belonging

Children want to contribute, they need to know how they can help (look to practical life for ideas). If a child feels a sense of belonging in their family, that’s a happy child!

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The Family Meeting

It doesn’t have to be very long 15 – 20 minutes.
-the child’s ideas are heard
-adults concerns are heard
-a plan is worked out together → how to ‘fix’ it!

Restitution

What are your family’s core values? Discuss what these are and what what they mean.  Your children will carry these values with them.

Enjoying Nature

See also our post on The Social Curriculum at Clanmore Montessori School which references Diane Gossen and The Theory of Restitution.

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