Respect for the
child’s own rhythm
Respect for the child’s own rhythm
One of the aspects that Dr Maria Montessori points out within her pedagogy is respect for the
rhythm of each child, an aspect that many parents question, since we are currently immersed in
a hectic and hurried world: parents work and there are many activities to do during the day,
making it almost impossible for them to sit and wait for the child to dress alone, for example
when they can dress him and save several minutes.
We also found a great difference between the rhythm of the adult and that of the child: the
former seeks to reach an end directly in the shortest possible time, following the "line of least
resistance"; the latter, the young child, acts to satisfy inner needs that make this process almost
contrary to that of the adult, since it requires effort and a series of actions and repetitions,
leading to a slower pace.
It is difficult for the adult to understand this great difference. When you see the child run a series
of unnecessary movements and make efforts that seem futile, you feel the huge temptation to
interrupt and help him.
As Polk Lillard says, paraphrasing Dr Montessori: “Seeing the child making great efforts to
perform an act that is totally useless or so futile that it could be done in an instant and much
better, the (adult) is tempted to help… The adult is irritated not only by the fact that the child is
trying to carry out an unnecessary act, but also because of his different rhythm and different
way of moving”.
When the adult intervenes, he hinders his learning; by doing things for the child, he also
provokes in him a feeling of inferiority and frustration. Thus, to drag, rush, and try to get the
child to adjust to the rhythm of the adult as soon as possible will result in the child’s resistance,
as a form of defence against constant intervention, in his effort to conquer autonomy.
"The adult has not understood the child and the adolescent and, therefore, he is in a constant
struggle with them”. These are some suggestions for parents and teachers to find a balance
between the wishes of the adult and the needs of the child:
Establish routines that give the child the opportunity to know what is going to happen
and what must wait, from birth.
Plan and prepare activities in advance; at home you can leave the clothes that the child
will wear or the backpack from the night before.
As he grows up, give the child small responsibilities according to his capabilities, such as
helping set the table, feeding the pet, or watering plants, picking up his dirty clothes and
putting them in the basket.
We must maintain an attitude of help, bearing in mind that we do the things with the
child and not for the child. Say, for example: “You put your sock on and I help you tie
your shoelaces."
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But the main thing is to observe, in order to understand, accept, and enjoy the children's
demonstrations.
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