The start of our project in Kosovo

I was called upon to do a Montessori Practical Life Workshop with a group of ladies coming from various ECD centres in Samora Machel and Kosovo. I was thrilled to be part of this outreach programme and excited to meet the ladies who would be attending. I was given a short briefing of the basic services being provided for the children in their care and got to know a little bit about the organisation supporting these centres. Niki from the Ubomi Organisation is our link to our new project and a start to what is now unfolding to be a wonderful relationship and journey of reaching children in communities who are in great need of quality education.

The workshop ran for a period of four Saturdays covering the Practical Life area of the Montessori Curriculum. We were expecting fifteen ladies, each would be given module with lessons plans and expected to add notes and drawings as we went through all the lessons.

During orientation as the ladies introduced themselves I was overwhelmed by the dedication and pride they displayed when talking about their schools. I also noticed the diversity in ages and all of them being mothers and quite a few were grandmothers. Some ladies were able to speak English fluently and others struggled, at this point I introduced the translation procedures which meant ladies could freely express themselves in their mother tongue and I would get the translation. It also meant that my lessons would have to be translated too.

Our first lessons of Grace and Courtesy was phenomenal, here in front of me was a room full of women of all ages.  I had already experienced their warmth in the way they were respectful and gracious towards each other and towards me, however I noticed some women chatting while their peers were introducing themselves, this laid the perfect platform for introducing ground rules. The first being “when our friends are sharing in a group we all listen to them, we are respectful”. The lesson for greeting a guest was quite interesting as we discussed the different cultural greetings and I learnt the traditional Xhosa handshake.

The exercise of opening and closing the door drew their attention to the analysis of movement, seeing things from the child’s point of view and modelling grace and courtesy.

Other exercises of grace and courtesy were introduced focusing on respect for others, self, the environment and all materials within the environment. Emphasis was on the child wanting to be shown how to carry out actions correctly and gaining social etiquette.

Lessons were followed by practice sessions and it was wonderful seeing the ladies practice in their groups with such graciousness, using their mother tongue as they would speak to the children in their schools. It also doubled as reinforcement of understanding for the ladies who were not fluent in English.

I thoroughly enjoyed the first Saturday and learnt a new Xhosa word “intlonipho” meaning respect.  The rest of the workshops went well. The ladies were punctual, came prepared and packed with enthusiasm. We worked through Body Management activities where the ladies were demonstrated how to show a child how to carry a chair, how to carry a bucket and how to walk on the line, to name just to name a few. 

During presentations they were encouraged to make notes and sketches in the module files given to them. Their hand written notes were personalized in their own language for the benefit of their own understanding for future use. I was amazed at the detail in some of the sketches. As they practiced the activities amongst themselves, they moved about with caution and grace, taking into consideration the analysis of movement, breaking down the steps to help the child internalize each movement. 

Preliminary activities were quite interesting and we added a twist to practice time. After demonstrating and practicing all of the pouring, spooning, transferring, squeezing, twisting and stringing activities, the ladies were given a few boxes of various items that could be used in the Practical Life area and they had to invent their own activities.One group decided to use pegs instead of tongs for transferring.  This I thought was brilliant because finding resources for their schools is a major challenge for township pre-schools. Others spooned colourful bottle tops instead of beans. They were surprised to find glass items amongst the materials to be used for children, however after taking them back to the importance of body management and the child’s need for real work; they became open to the concept of children handling glass.  The emphases of the activities were to allow the child to manipulate materials that would assist in developing muscle control and hand eye co-ordination in preparation for reading and writing as well as order and independence.

The workshop included Care of Self, Care of the Environment and Food Preparation. Here we really explored the child’s independence and their want to do things for themselves.

We ended our four week journey speaking about the importance of Practical Life activities and its role in preparing the child for their next educational stage, the grade school. Amongst the list were preparing their physical and mental development for reading and writing. My personal view is if there is one thing the child should take along to grade school; it is self-esteem and a belief in self, “I can do it.”  This can only come from the adults respect and belief in the child.

Thus ended our wonderful 4 week journey, leaving the ladies with enough to start implementing a Practical Life area in their schools and a promise of an onsite visit from the ELF team.

Aisha Mohammed.  ELF Facilitator
September 2012