In his book entitled Riyādatul Sibyān, Imam Muhammad bin Ahmed al-Ramli mentioned two Arabic key terms in relation to the nurturing and education of children. The first is riyāda, which can be defined as training or spiritual exercise and originally refers to cultivated land that has been carefully prepared through consistent effort and attention (Ahmed, 2021). The second is tarbiyya, which can refer to growth or making something right and according to al-Qurtubī, it is the step-by-step attainment of mastery (Ahmed, 2021). Based on these varied definitions, Imam al-Ramli implied that tarbiyya means “the preservation of the child’s natural state (fitra), providing the conditions for growth, and ensuring that this growth leads to what is best for the child” (Ahmed, 2021, p. 16). Interestingly, the term tarbiyya can also refer to the nurturing of plants, by providing fertile soil, water, sunlight and other supports. Using the visual imagery of a riyāda, or garden, a number of parallels can be drawn between the Islamic education of children and Montessori philosophy. Some of these consistencies include the acknowledgement of a hidden realm within children, providing room for autonomy through patience and kindness, and respecting diverse stages of development.
The Hidden Realm
The process of germination, or the growth of a plant from a seed buried within soil, is often hidden from view. Human intervention, such as digging up the soil to check up on a seedling can be harmful to the longevity of the plant. It is primarily Allah’s tawfiq, or enabling power, that fashions and watches over its development. Aside from providing an ideal environment for growth, all we can truly do is wait patiently for the seedling to sprout through the earth in its own time. Aside from the type of seed that was planted, little is known about the plant’s unique characteristics or the size of its harvest. Expanding this concept to the development of an embryo within the darkness of the womb, a mother must usually wait until the first ultrasound before discovering some basic characteristics about her child. Furthermore, Allah (SWT) preordained the lifelong sustenance or rizq that is given to both the plant and baby even before their lives unravel and who happen to be placed in our amana, or trust. By keeping this knowledge in mind, we must humbly take on the role of a guide who supports the unique development and path of that which we care for, rather than an overbearing authoritarian who claims ownership over life.
Dr. Maria Montessori echoes the belief of a hidden realm within the child that carries their characteristics, passions, purpose and much more. It is through careful observation and facilitation from a guide that these unraveling secrets are brought to consciousness and honored (Montessori, 1966). Unfortunately, the fallible nature of the adult often results in the ego, or nafs, to sway towards selfishness and impatience towards the child. Montessori described this phenomenon in the following passage:
The adult has become egocentric in relation to the child, not egotistic, but egocentric. Thus he considers everything that affects the psyche of the child from the standpoint of its reference to himself, and so misunderstands the child. It is this point of view that leads to a consideration of the child as an empty being, which the adult must fill by its own endeavors, as an inert and incapable being for whom everything must be done, as a being without an inner guide, whom the adult must guide step by step from without. Finally, the adult acts as though he was the child’s creator, and considers good and evil of the child’s action from the standpoint in relation to himself. The adult is the touchstone of good and evil. He is infallible; he is the good on which the child must model himself. If the child departs from the characteristics of the adult in an evil, this must be speedily corrected. And in adopting such an attitude, which unconsciously cancels the child’s personality, the adult feels a conviction of zeal, love and sacrifice. (Montessori, 1966, p. 16-17).
Autonomy through Patience & Respect
Once an adult comes to the realization that children are anything but empty vessels waiting to be filled, they may observe that children enthusiastically seeks opportunities to explore their physical senses, unapologetically navigate the environment through raw movements and seek independence in daily tasks. Returning to the analogy of a garden, we may find the optimal conditions for nurturing plants require similar principles. When planting seeds for germination, we are all familiar with the environmental conditions necessary for growth, such as having sufficient sunlight and access to water. In addition, we should space out seeds so that roots, stems and branches have enough room to grow to their full potential and avoid overcrowding. If a seed takes longer to sprout, we should avoid invasively digging into the dirt to observe any potential germination as this may harm the longevity of the plant. The soil should also be well aerated to allow plants the ability to successfully absorb the nutrients that are provided for them, but not overwatered or exposed to excessive sunlight, as this can be harmful. Some also believe the plant care theory that speaking to them can apparently induce healthier growth.
When reflecting on the characteristics of the Prophet Muhammad (SAW), it is clear that he perfectly embodied the qualities of patience being respectful. One such instance is when the grandchild of the Prophet Muhammad (SAW) was climbing on his back as he prostrated while leading prayer. He remained in this position for quite some time and later revealed that he did so in order to not rush his grandson until his needs were met (An-Nasa’i, 2007). While we as adults may not fully comprehend what children require to satisfy their inner learning needs, allowing them space and time to express themselves, even at our own expense, may be a necessary provision. Patience extends to the way in which we speak to children, particularly in moments when they display unfavorable behavior. For example, a small child once urinated on the Prophet Muhammad’s (SAW) lap. Rather than scolding the child, he simply requested water to sprinkle on his garment (An-Nasa’i, 2007). The potty learning process often occurs through gradual mastery with ups and downs, requiring care and patience by both child and caregiver.
Being respectful and patient with regards to child autonomy is also characteristic of Montessori philosophy. A Montessori environment is tailored to the learning needs of children, through accessible shelving that display materials of various subject areas. Children are given freedom within limits on what they choose to work on, where they wish to work and for how long. A guide should also be cognizant of interfering with a child’s concentration and perseverance as they work by providing unsolicited help since this can be detrimental to their ability to self-correct and problem solve. (Montessori, 2019). More so, correcting a child can result in decreased self-esteem, motivation and interest in the work, especially if done in an accusatory or humiliating manner. (Montessori, 2014).
Diverse Needs and Stages of Development
A guide should also be aware that how one facilitates the child towards success may change based on the stage of physical, cognitive and emotional development that they are in. A stagnant or standard approach does not suit the vast diversity of needs and preferences among children. Reflecting on the life cycle of a plant, some seeds need to be grown indoors or within small pots before being transferring into the ground or larger containers. While some plants require little maintenance, others need physical support such as cages or garden stakes, and some may even grow around structures such as walls or fences. Regardless, this does not correlate with the value or appeal of the plant being cared for.
From an Islamic perspective, the concept of equitable treatment is emphasized as Ali ibn Abi Talib (RA) said to play with children in the first seven years, teach them in the next seven and advise them for the next seven years (Elmasry, 2020). Within Montessori philosophy, children can be categorized under four Planes of Development, in which they undergo sensitive periods for learning (Montessori, 1971). For example, in the first plane, which starts from birth until age six, they are described as having an Absorbent Mind, as they readily intake all that is necessary for their development from their environment. Sensitive periods during this plane include independent movement, language, grace and courtesy, order, mathematics and social skills (Montessori, 1971). Through careful observation, a Montessori prepared environment should be afforded to meet these distinct and evolving needs.
Moreover, Ali ibn Abi Talib (RA) said that people should be addressed according to their level of knowledge in order to avoid misunderstandings in guidance. (Abdul Wahab, 1998). Dr. Montessori applied this principle to all types of learning when she said, “How can we expect them to do their work carefully and patiently, if care and patience are among their missing gifts? It is like saying, “walk nicely” to a person without legs. Qualities like these can only be given by practice, never by commands.” (Montessori, 2014, p. 209). We are urged to trust that children will show us their capabilities at the right time, honor their uniqueness and avoid comparisons.
Conclusion
The education and values taught within the early years are crucial in raising children to have a deep sense of God consciousness, a sound character and a drive to be successful and contributing members of society. By examining the implications of the term tarbiyya, it is evident that much care and observation is required on the part of adults in allowing children to bloom to their full potential. Through Montessori pedagogy, one can honor the hidden realm of children as they gradually reveal the characteristics that Allah (SWT) has instilled within them. As they grow, children should be given the appropriate autonomy to acquire knowledge about this world through patience and respect. Finally, the way in which children are treated and approached may be differentiated based on their age and the plane of development in which they in. As the analogy of plant care has been weaved throughout this article, it is only fitting to end with a quote by Dr. Montessori, which encompasses the significance of children and the urgency in providing them with excellent tarbiyya.
Our idea about the child is that he is nothing, a little thing, an empty thing without importance. No empty thing, nothing without importance, can be the constructor of a Man. Imagine the beginnings of this plant here. It was cultivated from a seed. We do not consider a seed as without importance, but we know that the seed has within it the plant and that, if cultivated, forth from it will come a new plant. But it has not been realized that in every child is the seed that will mature into an adult. (Montessori, 2020, p. 44).
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Nadia has completed NAMC Montessori training for ages 3-6. She holds a B.Ed and is currently doing her M.Ed in Second Language Education. In addition, Nadia homeschools her 3 year old son. The primary languages spoken in her home are Urdu and English. Her Instagram handle is @shajaramontessori.