The final form of human society is based on organisation. However, without written rules and regulations, how can society of children organise itself? This article investigates on society of cohesion from the aspect of organisation. Kids are more than ready to love, admire and respect, without compensation or expectation of rewards.
At any given venue and time: swimming pools, beaches or barbeques, children proved to be the most social human beings. It didn’t take long for them to choose what they wanted to do; they draw attention toward social solidarity naturally. No sooner had a child hit the sand with his spade, another child seized the moment to participate to build a sandcastle together. There is no exchange of social greetings needed. (‘How are you? My name is so and so. Are you here on a holiday?’) They get organised without form like water filling up into different container shapes, falling into its space and taking given shape.
Yet there is evident flow in their togetherness and unity is conceived under the blankets of spiritual telepathy. My daughter played for hours with a little girl chasing waves; her activities attracted at least 5 other children to ‘help’ her collect snails at the rock pool; another boy’s screams of joy draw in more children to play with him at a water fountain – in all cases, they had met for the first time. Have you ever said to yourself, “What a great day! I played water polo with a bunch of people and it was wild!’ I bet it is only on your big vacations! In children, they seek to cheer for the good life any time any day!
The chance experience which children find in real life is literally why vertical classification in schools are preferred to age grouping. The constitution of society of children comes together by housing children between the ages of 3-6 under one roof at pre-school and each is able to go through an intellectual walk through partitions which are but waist high. The truth is he is clever enough to work out which areas and materials most suited his capability. A 6 year old child does not stay very long in a station with materials for younger kids; his freedom to explore the material teaches him that. A teacher is able to run the classroom more effectively as would a mother of six children. Social qualities like companionship, love and admiration, respect, reciprocal help and moral support emerge from having mixed ages under one roof.
Parents of single child winch over how restless and demanding their child is until he is in school or finds a friend to play with. generally, the problem lies in lack of companionship: read a book, eat a meal, watch a television programme, stroll in teh garden or simply lay down in bed.
Love and admiration
For one, envy is not a trait of childhood character. A child understands he is only limited by age and maturation of his skills and potentials, and is willing to wait for his time to use a pair of scissors, use mum’s lipsticks, swim without a float or work with beads in arithmetic. The idea sinks in him without envy or emulation but admiration for what his older companions can do.
He earns his respect from helping the younger kids in his work, from tying shoelaces and carrying his water bottle. The latter duly shows his respect by allowing his older companion the right to support him. It is not a lazy attitude but a sense of security derived from such support. Yet still a child may not readily help his friend out of respect for his friend’s courage and need to want to do things himself: his intuitive feeling to support and help is more acute than we adults can fathom.
This ends Part 1 of 2 to an investigation on society of cohesion, a term coined by Maria Montessori, in her book, The Absorbent Mind.