From most ancient times, the great task of children has always been to become adults. All day they would spend with their family, their tribe, or their kin, working to the extent they could and contributing meaningfully to their own survival. We should not idealize the harsh reality of subsistence living; but we do a terrible disservice to ourselves if we denigrate the value of work.
Because we often misunderstand the nature of childhood, we also often misunderstand our own children. We do them no favors, protecting them from responsibility. When a child acts out, it is often because no meaningful contribution is made available to them.
Think of parents rushing around preparing for a dinner party. The dishes must be cooked, the table set, the area cleaned. Why is it in this flurry of activity children are often underfoot and seen as a hindrance to completing the task instead of a resource? Frustrated parents may tell a child to “go play” or even resort to discipline. But what is the child learning? If important things are happening and they may not contribute, what does this teach them? The child who is allowed to participate in these “adult” activities feels a sense of importance and inclusion. They learn they can contribute and over time develop a belief in their ability to help and work with others.
Even adults don’t cherish freedom without responsibility, though some may imagine they would. Workplace studies have shown that people report much greater job satisfaction when they have greater responsibilities. Dr. Montessori designed her classrooms with this insight into human nature in mind. Children in the classroom are free to choose any work they have been taught, but they must complete it and then get it ready for the next child, including putting it away neatly. Children may have snacks when they are hungry, but they must prepare it themselves and clean up any messes they make. In short, children are taught to be independent and enjoy their freedom of choice and movement in this environment.
As our children age, they assume ever greater responsibility in the classroom as their abilities mature. In our classrooms, yes, a child is free: free to move about, but they move with purpose, free to use the works they please, as long as they use them appropriately. An essential part of healthy freedom is responsibility, and our classrooms and teaching methods are designed to satisfy this need.
