The Toddlerz A Chlld in Traneit,ionoual ly, Nhe younq chi ld ieexVeriencing several

I l ransi t ions at Nhe same t ime.Althouqh we as ad,ulNe may think ofNhe toddler Veriod ao being a loyfultime, it, isn'L alwaye joyful lor everych i ld .

The First Critical TraneitionThe very fireN and mooN imporf,anll ranei l ion LhaN lhe chi ld hae Lomake atr lhe age of lBwonlhe to 3yearo ie trhe proceee of movinq fromthe exVerience of Lhat very, veryclose allachment, wilh the malher.Ao Kaplan oayo in her book,Oneness and Separateneaa, "fhechi ld ie movinq from that, exVerienceof the pleaoure of oneness toindividuat ion or to developing asenee of Nhe eelf ao oeVarate fromthe molher." (KaVlan, 19BO)

The parent iohavinq Lhe samefeel inqo. Themolher , in onemomenT,exper ienceo lhe

chi ld movee away lo do someLhin4very independentrly, and ehe ie proudlhatr her chi ld ie qrowinq.

ln trhe nexN momenl, ehe may feelvery oad that ehe io loein7 her baby.And so we oay thaN Lhis imporNanLlransiLion creales emolions ofanqer and qr ief . Thio ie common. Themotrher feele Nhe anqer and gr iefand so doee the ch i ld .

The Wonderful TwosThe toddler very ofLen eays no,takinq lhat, oppooitr ional eLancethal is ofLen cal led " lhe Lerr iblelwoe." When you undereLand whaN

pleaoure of onenese wonderful lwos" beaaugelhewitrh her chi ld-thaL bondinqseneat ion. ln Nhenext momenl. Lhe

the troddler ie qoinq lhrouqh, wehave tro cal l lh is per iod "Ihewonderful t rwos" becauee Nhe chi ld ieaVVroachinq whal is cal ledpsycholoqical bir th. Now is the t imewhen chi ldren are conf, inual lybecominq more aware trhat lhey are?eroono, ?eroono Lhat are notrconnected Lo Lhe molher. This is ahuqe etreV Loward auNonomy andindeVendence.

A Human ExVerienceThio Veriod is exlremely importrantbecause we never quite outlive it,. Atdifferent times in our life, we revisit,lhe same feel ingo of qrowingindependence and yeL have trheknowledqe Ihal we are dependenN ona number of Veople.Thio VroceeoconLinuee Lhrouqh l i fe. l t , VrobablyVeake aqain around adolescence andwe lalk about adolescenls behaving

very much liketwo-year oldo.They aloo takean oppoeit ionalolance Lo teolonce aqatnlheir ownautonomy andtrheir ownindependence.

The development of independence ieIhe core of Montessori Vhi losoVhy. l fyou're goinq tro oupporL normaldeveloVment, you muol know what, isnormal developmenL. VariaMonNessori 's def ini t r ion of normaldevelopmenl io beinq able tro developNhe competency tro do Lhinqe foroneeelf no maNtrer how smal l .

lf we wanl lo Ialk abouf, ouVporLinqindep endence, t heoretrically, we w ouldleL Nhe baby oVen i|e mouLh andseek Nhe niVVle inetead of Vutt inqLhe nipple intro i ts mouNh. The chi ldcan parlicipaLe from lhe very

9y Virqinia Varga

vvvvvvvWhen you underetand what

the toddlero io going lhrough,we have to aall thie period "lhe

beqinninq. Thio ouVVorte Nhe naturalabi l i ty of the chi ld thaN reinforcesindeVendence, and a feel inq ofcom?elency NhaL helpo chi ldrenreach lheir human potent ial .

Making a Life CriticalDecisionThere are many tiny lifLle strepolhaL oupportr lhe chi ld 'e qrowinqsense of eeparaleneee, eepecially aothe chi ld becomes mobi le and beqinstro move away. lN begino as Lhechi ldren bumV inNo Lables and qoLhrouqh smal l areae l ike crawl inqLunnels, where they have Ihe IacLi lesl imulat ion of t rhe boundariee ofobjects. They experience havin7boundaries lor lhe f i reL t ime .

lNis very eaoy for babiesLo attachto you Vhyoically because they don't,have a sense of boundaries.Whenyou hold Nhem, you become one.Thyoically, iN feels ao if you are one

?ereon.

Making a Life CriticalDeoisionAe trhe chi ld moves aboul farNheraway, inlo another room, forexample, lhe chi ld elowly exV er iencee

Vhy oi c al e e ? ar alen ee e. W a,o ayconLinued lo oaae 6

Developin g ln d ep en denc e

THE IODDLER: A CHILDIN TRANgITIONconlinued, from oaae 5

otance, which ie cr i t ical forNh eir dev elo V m ent. T h atie how lhey leoLwhether il 'o okay forthem Lo trhink and

Experiencing LimitoExperiencinq l imi ls is a very

and reeponoes, decide Lo become athinkinq ?eroon or to lel oLher

people think and solve trheir

Vroblemo. l f you're workinqwilh Loddlere, it, ie very

Nh is and to g i ve t h i sinf or m aLi o n Lo p arenNe.

fun. For Lhe Loddlers, this isLhe same Nhinq-you arelabe l inq whaL lhe ch i ldexperienceo ao lhinkinq. l t 'e aqood idea ro be aware of Lhe

?rocee6.

7omelimes I k id and say,"Where are Lhose nice Vaseivechildren of thirty-five year6 aqo,eeVecial ly lhooe qood l iLLle qir loNhat, do whal oLher peoVle LellNhem." I oay Lhie kiddinqly becausemosL chi ldren have more permiooionto Lhink and be asserLive lodav.

That's heallhy even Nhouqh ft' waseaeier for lhe adultre No teachchi ldren who juotr did whal Iheyasked, lhem lo do and d idn 'Lpar t i cu la r ly t rh ink o r Lake anoppoeiLional etance.

Moving from theUnconecioue AboorbentMindAnolher t r raneiL ion lhal weexVerience with toddlers ie f,hemovemenL from the olaqe of Lheunconscious Io the consciougabeorbenl mind. ln any c laooroomeome chi ldren are in theunconsc ious abeo rben l m ind .Olhers are a??roachinq Lheconscioue absorbenf , mind and somealready have the coneciousabsorbenl mind.

Very ofNen in a n ine-monlh proqram,when the toddlers are a l l under I 'woor two and a hal f yearo, lhey are a l li n l he unconec ious abso rben l m ind .Then dur inq Lhe year , ch i ldren moveto Lhe conscious absorbenl mind asthey become more aware, moreconscious.

ln i t ia l ly , one has Lo answerqueol ione and deal wi lh s i luat ' ionsrequir inq decis ions based on whenthe indiv idual cht ld is in l ransi l ion.lL io imVo-f,antr Lo have a seL ofexpeclaLions and be able lo accepl

. . . the youn6 child basioally attendeto everyt hing. Everylt hin6 attract'ethe child'e attention so the childdoes not remain focused very often,eo?eaially when there are a largenumber of objecto in a room.

cerlain behaviors of the chi ldren inlhe unconscious absorbenN mind.OLher expecNalions are aVVroVri atefor chi ldren who have moved inLo Lheconscious absorbentr mind.

vvvvvvvvvvvvvvv

peycholoqical ly lhaN Lhis awareneee imVort 'anL early t ' ranoi l ion. This ispeako aN 1B monlhs Io 3 yeare. Ehe t ime when many chi ldren, wi th

Children are takinq trhe oppooi l ional Nhe proper develoVmenNal eupporl

oolve Vrobleme,raiher than haveIhe i r paren t rs do a l l

We want

the dec ie ion tothink and eolve

toddlere to make importantr Lo und,ereNand

the Lhinkinq nd problemo. Therefore,- - - , - , - - - - - i ,

" ^ ) !1 , . , ! r , - ! We want t 'odd ' le^ ' t ro maKe

the ?arenL-ree?ond6 lolhe chi ld 's no '6 or negaLiv ism. The a Vroblem, I eay, " l l ike lhe way youchi ld needs lo exVer ience Lhatr " l can Lhink." Oon'L overdo i l because then

th ink dt f ferenl ly and f ,ake an i l 'e meaninqless. 1ul I quese i I 'e

oppositrional el,ance and I wil l sl i l l be t 'rue-l do l ike Ihe way lhey Lhink

Vroblem oolunq forNhem.

What is Varl icular lyimVorlant ie how the

?arenL or you ae lhecareqiver-buN moelly

loved and Vrolecled." Ihis cri l icaldecis ion may be made even at , th isearly otaqe.

ExV eri en cin g 5 e? araten e s sl I ie imporLanL for Loddlers loexperience l imits. l f lhey do noL, i t iedi tr icul t for them Lo exVeriencelhemeelvee ao oe?arat e, lh inkinq

?erzonb. This NraneiLion is one thatrcauoeo d ieequ i l ib r ium fo r the ch i ld .Chi ldren conl inue Io LeeL lheir6e?araleneoo, primarily witrh Nhe

?arenL or lhe Vrimary careqiver.Ueual ly, lhey wi l l nof, leel ae muchwith a careqiver in a chi ld carecenLer or school.

Nevertheless, a common wordexpreeeed by toddlero io "No," andtrhaN'e an okay word. lf you arecarinq lor toddlers, you ehould noiqel upoetr or reacN eNronqly lo trhechi ld 's no's. l f you don'L hear someno'o,you miqhl even wonder i feverythinq io okay. No ie a verycommon word in Nhio period.

it'e important thatr ;;"-*',;i"i::i:: ,i"u )i,tr)we euVVort the qn\te nrnhlema Therel6Tg:,

tn rnK. ou??orl the chi ld 'e abi l i |y toLhink. Sometimes when iL 's

aVVroVriaLe, when I eee atoddler real ly pereistr inq in eolvtnq

We know lhat toddlere are learn inqlhe namee of everyth inq. Thisacknowledqemenl label 'e for Lhemwha | i s qo inq on i n Nhe i r heads o r i nthei r acLiv iL ies.

What lo th ink ing?Af ler a l l , whaL is th ink inq? Did youever lell a five or eix-year-old Nomemor ize oomeLhinq and Lry Loexpla in lo them what i t mean;lo memorize? | have and iL's

conL inued on paqeT

l,ow many of you have seen Nheunconscious mind? Once I observedIoddlers wilh adull eNudenNe. Wewere in anolher room lookinqNhrouqh an obeervaNion window, Isaid, "There'e a NyVical behavior ofthe qnconocious absorbenir t mind."

eomeone, who had been inMonlessori for a lonq lime but. hadnotr worked wilh very young children,oaid, " I didn' t , know you could seeiN." the had read in a book, Lhetheory that, the younq chi ld has anabeorbenN mind, trhatr the f i rstretage ie Nhe unconscious absorbenNmind and Nhen Nhe nexEelaqe is Nheconscious absorbent, mind. SuL ehehadn't made the connecl ion lo Lhe

VracNical application of trhe trheory.

T h e U nc o n e cio u e Ab s o rb ent,Mind in ActioneomeNimee, I demoneNratre theIyVical behavior of chi ldren in Nheunconscious absorb enL mindwithoutr t ralk inq. They juoL wanderaboul, f inding oomeNhinq, movinqfrom one Lhinqto anoLher.They juolqo. ln a few minutres Ihey can traoha whole room.

Chi ld developmenl booke eay lhalIhe young chi ld has a very ohorlaLLentr ion epan. I think Lhe youngchild basically aLtrendo to everything.Everythinq aNtracLe Nhe child'sattenlion so lhe child doee not,remain focused very ofLen, eepeciallywhenlhere are a larqe number ofoblecLe in a room. The moreeLimulatr ion, Lhe more Lhe chi ld qoeofrom one form of elimulatrion toanof,her, from one eiqhL or eoundLoanolher, coni inual ly moving ab ouL.

Tuttin7 Thingo AwayYou may aek , "ALwha l aqe canyouex?ecl these chi ldren No ?uN Nhinqeback?" lL'e very difficultto qeI ach i ld inLhe unconsc ious absorben lmind to VUL thinqo back in Lheirplaceo before they take oomethinqelee ouI. The f./tonLeesori rule isthat chi ldren may only Lake Nhinqe

One chi ld may be Vut l ing oome ?eqoin a board.)ometr imee, anotrher chi ldwi l l p ick up the peqe, loininq Nheacbivi ty and lhe f i reL chi ld doeen'Ncare. lL 'e ae i f the f i rst chi ld isn' teven aware lhat, somebody haetaken over Lhe work. 1omeLimes wefeel iI 's imporLant to admonish Ihechi ld, "Tel l him Ihat Lhio io yourwork." I'm nol oure IhaL'g neceeoary.A t lh ie e taqe o fNhe unconec ioueabsorbenN mind, chi ldren don' l havea very oLronq sense of where Iheirbodies end and where some olherperson'o body beqino.

They can move in on one another, doLhe same Ihing and move oul.Veryoften Lhey don't care or are notreven aware Ihatr Ihe acbiviLy ieoomeone elee'e work.Yet the chi ld ieaboorbing everyLhinq thal io qoinqon in lhe environmenl. lL'e veryimVofbant for Nhe careqivere orNeachere of troddlere Io be awareNhaL their movemenNe and behaviorare aleo abeorbed by Nheee chi ldren.

preeenNatione?" Or,"Doyou even dof o rm al V reo ent alio ns withtoddlers?" My anower ie alwaye, "No,we don'|, do formal oresenNations-ao trhey are done in a 3-to-6 claoo."

We have lo define what we mean by aformal preoenlaf,ion? There ie aformal preoenNation when you eildown, ueually with a new acNiviLy,and exoecl Nhe chi ld or chi ldren toei t , , maybe wi lh their hands in theirlaVo, to watch until you compleNethe aclivitry. Then you expecN Nhemtro reVeatr trhe activity ae you ehowedtrhem so you can eee if lhey haveunderst ood trhe oresenNation. That,is tradiNionally what, we exVecL in lheNhree-No-eix class. And il works.

T hree-No - eix chil dren h av e o e quenLi almemory. Many of lhese chi ldrendon'l sil very well, even lhen, buIlhey learn. They are lrained lo eiLand walch. They learn ourexp e ctr al i o ne. 5 om e chi l dren jueLnaNural ly can eiN and watch.

continueh on Vaye B

VVVVVVVV Ieachers andlheir aeeieLanre,carry only one iNem aI a t ime

We should have appropriate wilh Nwo hande. Sometimes weexpectalions in relationshi?, nol t'ell our assislanLs whatr Io do,eo muah to lhe ahild'e age, but' to bur we don'l do rheoe thinge

lhe otage of i',he development of ourselves'

^a. ̂̂ . ̂1, Y!""" l,,z'""f;i :;: ;:::;":i':3,,

which the firsl child ha lefl,, move ? , Fin and perform Lhe act i l"y.You ask, rormal rregenr'aYlono

"Where ie Nhe cycle of work when Eveffihing thaL you do ie aneiLher child puVe Lhe maleriale preoenlation. 5o many people aek,back on Lhe shelf?" "When do you do formal

1^L^4'L^^*^.A A , ', 1' Z

THE TODDLER: A CHILDIN TRAN9ITIONcontrinued from paqe 7

? re e entati o n e f o r T o d dl er eBut we shouldn' tr expect lhe oamekind of atrtrenIion and control fromtoddlere. I wanL you No realize lhaNeveryfrhing you do in Ihe classroomis a formal oresenfalion. Children inIhe unconscious absorbenl mind aretakinq eve hinq in.You can' l foolIhem.You can' l oay one lhinq andthen do anolher. lf you underel,andIhaN every moveme+l that, you makeis a formal preoentation, you willIaKe qreaLer care in yourmovemenlg.

Consider what happeno when youhave an acliviNy wiLh someoeque.ntrial otepo,be ready LoaeeieN Nhe chi ld.When an acNivi|yio f in iohed, youmay pul il backon Lhe ehelf.Then wait andobserve unliloomeone qoesto the shelf totake lheacLivity orshows inleresN.Fol low the chi ld,il she trakes lhematrerial lo atable-or if youdon'L liNerallyfol low Nhe chi ld,follow with your eyee-and waiL,

Oetting the Meesage Acroesl f t rhere ie a meeeaqe in theelrucNure of the aclivity,Ihe childmay not, need any help. LeI lhe childfiqure iL out. lf there are eomeoequenceo involved, move Io Lhechild and be ready No help. Any oLepIhe chi ld can' I do, you do. The chi lddoesthe next, eNep and so on,Toddlere can do almost everythinq

becauee whatever l i II le Ihinq Nheycan't do, you help Nhem do iN.

There isn'N muchLhe Loddlerecan't do. Thismeano lhaf,you renvironmenl canbe quibecomVl ica ted . lnfacl,if you iryto make Iheactrivilies soeimple thatchi ldren canalwaye do lhemby lhemoelveo,Lhey'll beclimbinq Lhe walls very ohortly,Theee little toddlers love challen7e.They love hard work, not, eaoy Ihingo,

)ome lhinqo arevery eimVle andLhe chi ld wi l l knowexactly whaN todo, However,lhere are morecom?texacLivities,likethose witheequenNial ete?e,when the chi ldwill need yourhelV. Don't makeyour environmenl,too e imp le .WeNendto doNhaI .

Moving intothe

ConsciousAbeorbent MindAI some poinl , chi ldren beqin Nohave the experience of makinqconecioue choices. They wi l l ?ao6 u?eome thinqo and qo for a eVecif icoblecN or aclivity. When you eee Nhishappeninq, the chi ld io movin4 fromtrhe unconecious absorbenl mindinLo Lhe eLage ol the consciousabeorbenN mind. ln Ihe unconecioueabeorbent mind, I oflen eay NhaL iL

looks as if Ihe objecte chooee Nhechi ld. ln the conscious abeorbentmind, itr becomes more obvious lhat

Lhe chi ld chooses lhe obiecN oraclivity.

)bjecLe have a funclion to call ouNto the chi ld and almostr demandt'hat they use lhal parl' icularobject. For example, I have a veryintereotinq liNNle video viqnette of achi ld doing hand washinq, We VUNhand washinq in lhe Noddler room onlhe lable, juet ae we do in LheNhree-to-six class, as a aeparateactivily even if Lhere is a low einkwhere lhey can waoh Nheir hande.

Ihere are many oLe?o involved infelchinq watrer in a piLcher and,when lhey're finished, pourinq waterinlo a buckeN to empLy it. TheseeNeoe helo children extrend Lheiro equ ent i a l m emory. F u(Dh ermore,lhere is more r iLual Nhan iustIurninq on a fauceN, elic?,tnq handsunder Nhe waNer and dryinq lhem,

ln lhe video oequence, every NimeIhe chi ld walked near and saw lhe

ViLcher, her hand would reach ouL totake il and she would go get, waterNo oour in|o Ihe bowl No eLartr handwaehing,

ln Ihe process, she forqot LhaL ehehad lefa trhe bucketr thatr she hadpreviouoly emptied over al the eink.the leflto d,o sometrhinq eloe. All ofa eudden, ehe walkedpy Lhe buckel

continued on Va4e 12

THE TODDLER: A CHILDIN TRANgITIONcontinued from paqe B

and trhe buckeN eaid, "Iake me Lothe hand waohinq." As a result . shec,ouldn'N e|op waohinq her hande.You'll eee Nhie wilh many Noddlere.Somelimes Lhey starL an activiLyand they can't oloV.

ln our classroom we have a woodenbox wi|h a bal l . ThaN VarNicular i temwae acf,ually deeiqned by aMonNeeeorian in lf,aly many yearoaqo. We use iL in boLh Nhe infanN'eroom and Nhe Noddkr room. Thieactivity is atlracNive Lo troddlerssomewhere around 10 monlhs whenthe chi ld hae the hand-eyecoordination Io reach for tarqe| andalso lhe abi l iNy No leL qo, The bal lqoeo in and Ihe bal l rol ls outr ,making a sound aqainot, the box. Theact iv i ty cal ls the chi ld lo re?eaI lheacl ion. )omel imee Nhe Noddler looksuV ae if lo eay, "l 'elV mel I can'Noto?."

Thie is oomethinq I 've aleo seenmany Limeo wilh obher acbivitiee.JueN aboul Nhe t ime toddlere haveput oomeNhinqNoqetrher and areqe|Ning ready to qet uV,they look aNlhe activity and beqin to take iLapart aqain. Thal 'e an inNereotr inqand unique characNerieNic oftoddlere.

Ae Nhe Neacher, you ohould beobservanN and know when you shouldqo to helV a chi ld f in ieh becauseLhey can'l 6No? by trhemselves. Ticklhe matrerial uV and eay, "?utr trhioback," Somelimeg we have tro makea decieion aboutr how lo help a chi ldend an activiNy.

When toddlere move from trheunconscioue abeorbent, mind to Lheconec ious absorbenN mind,you cansee NhaNNhey can ?aoo u? var ioueacNiviLiee, make choicee and carrythrouqh.

Deciding When lo lnterveneThe decieion of whether lo inlerveneor when to intrervene in a toddler'eaclivity ehould be delermined bywhelher the chi ld ie in Nheunconscious absorbenN mind or thec o ns cio us ab e orb ent mind.

When chi ldren are new Lo the qrouVor in lhe unconscious abeorbenlmind, one ehould inlervene muchmore quickly. I ih ink you ohouldalwayo VrevenL hoet i le or danqeroueacl iono, eoVecial ly when a chi ld isnew Lo lhe class.

FireL of all, children have to feel eafein your environmenl. Thal 's anumber one concern before you letNhem solve lheir own Vrobleme.Youehould ini l ia l ly in lervene much moreat first so the children feel eafe,before trhey qet Vunched, hiL orknocked down. lf they become upeetor cry, Ihey are nol qoinq to wanNlo come back.

Cause and EffectAnotrher thinq toddlers love ie causeand effect,. They love ill ThaL'o howthey make sense of lheir world. Theyoung chi ld experimento in NheenvironmenN wiNh cause and effecN.That's why you VuN little pluqo inyour electric al ouLlets.Experimenting wiLh lhose ouNletecould be very uneafe.

lnfanle and toddlere like Lo flick Nhel ighto. l f you hold Nhem up, babieelike to Nurn Lhe liqhte on and off.ll 's cauee and effecl. They'readdicted to iL As they move tromaler ials and hands- on acl iv i t ies,they check out cause and effect,witrh reoVonoes from boNh childrenand adults.9o very ofNen, if Lheydo eometrhin4 and you correcNthem, Lhey repeat, Nhe acLion aqainand aqa in .

This ie a eNory I've Lold many Limeeoo 6ome of you may have heard iL.Many yeare aqo afler a parentr

?roqram, one of Nhe parenLs cameforward. He told us NhaN that, hieeon had climbed u?, on a coffeetablb. He elapped hio son's hand,said no and VUN him down. The chi ldcl imbed u? on Lhe Nable aqain, heelaVVed his hand, said no and l i f ledh im down aga in .

The Varent reVorled NhaN Nhe childreVealed lhe Vroceee forLy-fiveNimes and trhe falher olapVed hiohands each Nime. He aeeured ueLhat he didn' t hi t them hard andaeked Nhe oNher parenLe, "Do youlhink my child ie relarded?" One oflhe Varento answered, "No, but Ilh inkyou are . "

ThaN ie a qreal eLory. The falhercont inued No elaV the chi ld eventrhouqh it had no eflect on thechi ld 'e behavior because he didn'NundereNand cau6e and effecl. Forlhe chi ld, the Vroceee beqine No be

Vredictrable. I 'e Ihinks, "Oh, i f I c l imbup here aqain, my talher wi l l o laV myhande. I feel good aboulLhat. I knewwhaL would haVpen and i t did."ThaN'e not piniehment, .They lovecauoe and effecl. That ie ach ar acLe risli c of No ddlere.

For example, one chi ld may oqueal orequeak or yel l when oomebody grabehis or her work. There are oomechi ldren who when Lhey Lhink, " l 'mm,what ehal l I do?" noNice lhe chi ldwho oqueale and go over lo qrab hioor her work jueN becauee they knowNhe otrher chi ld wi l l equeal. lN'e nodif ferenN trhan turning Ihe l iqh|e onand off. lN' e predictrable.

Very often, the child who bites, biteslhe eame chi ld. Thie ie veryupee|Ling for the ?aren|e. Then, oneday you eee trhe child who ie bittenqo over No Nhe bitrer and Vut ouL hioarm, offerinq No be bitr.

conr,i)ued on Vaqe 14

vvvYvvvvvvvvvv

THE TODDLER: A CHILDIN TRANgITIONconLinued from Vaqe 12

?rev eniin 6 N e gativ e ?atter n stsow do you elop Lhis pa|Nern?Toddlers geL into Lheee reVeNitive,predicLable ?aLLerno very eaoily.because Nhey are Vrediclable, lhechi ldren feel very qood about Nhem.Toddlere underet and Lhat , there isconeieNency in l i fe and t rhese peopleare Vredictable. lf you sLeV back,doinq nolh inq, when a neqatr ive

? at t ern eI arLo, lhat, un a c c eVlab| ebehavior wi l l break out a l l over yourc laseroom. There ie Lhe point r whenyou have lo inlervene lo VrevenNsome of Iheoe Vat terns of caueeand effectr from qetiing slarLed.You can'L afford f,o siL back andignore t rhem.

These chi ldren, who have only beenon lhe ear th for e iqhleen months,maybe twenty monLhs, needmodel inq. They need help. They needIo learn how to oolve Vroblemo al i t t le b i t , a t , a t ime Lhrouqh an

Ginny Var7a... ie widelyrecoqnized as one of Lhe leadero in Ihef 'rcld af lnf ant and, Toddler educaLion.

ehe founded one of Lhe f irelf ,4onleeeori ?rograme in the counIryat the Gloria )ei echool, Dayton, OH

fol lowing her AMI/AMe preprimaryl ra in inq in 1961.

adul t 'e fac i l iNat inq, noL jueLabandon ing them loo l onq andlet t r inq Lhem f igure i t r oul on Lheirown.

Aqain, Lhe cht ld can exVer ience yourplace ao unsafe or unproLecf ,ed.This ie ?ar t icu lar ly t rue for theper iod of Lhe unconecioueabso rbenN m ind and consc iousabsorbenl mind. l f I were ta lk inqaboul lhree Lo e ix-year-o ldo, Imighl talk comVleLely differentrly.

You a lwaye have Lo Lhink about Iheotaqe of Lhe chi ld 's develoVmenl .Some of Lhe th inqe you need Lo dowith infante miqht, not, be healthyfor Loddlers. Converoely, it wouldalso be unheal thy to ap2ly toinfanls Ihe eame st ra leqies orinf ,erac l ione used wi th toddlers.

Kaplan L, Oneneaa and )eparaLenese,Simon & SchuoLer, 1980.

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City 7tale ZioI

bulk )rder Examgle (ochoolo only): lo order 10 copiee:10 coViee (1O copy nrin) x fi2.50 x 4 iesuee = fi1OO.OO

Form of Tayment:Check Vl)A MC Diecover

Accounl#Expireo: /Cardholder (Tleaee TrinL):

Infants and Toddlers Videos

Infant/Toddler ActivitiesActual video of children interacting with theirenvironments. Exolore new ideas. Watch howchildren respond.-Approx. 35 min. 840.00

Montessori Infant andToddler CareFilmed at several programs around thecountry. Emphasizes Montessori theory andpracice. Approx. 9 tnin. 840.00

A Helping HandAcrual video of ways adults can assistchildren. Give just the necessary help. $a0.00

Each oideo contains a briefdestiptionofits contents.

Send your order with payment to:Infants and Toddlers VideosPO 8ox74627Albuquerque, NM g7 19 1 - 4627

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