The Gift of White Space

In the midst of this holiday season full of special programs, parties, concerts, “must do” holiday events, crafts and other activities, a concept I read about and discussed back in 2009 comes to mind.

Particularly during this hectic time of year, I often wonder as a working parent if I am doing the right things for my children. I have come to realize that it is a dilemma of all of us, whether we work or not. My children are lucky to have many opportunities, both in school and outside of school, to take part in a variety of activities - and of course, we want our children to have the advantages of a multitude of experiences. However, in “Great Expectations” by Johann Christoph Arnold (part of the book Endangered: Your Child in a Hostile World), we are reminded that there is an important part of childhood that involves just in being a child without any time restraints and structure. He applies this idea to the beautiful concept of "white space."

Visual artists are familiar with the concept of white space, the unmarked portion of a page. To an artist, white space isn't considered blank space. Instead, it's an important element of design which enables the very existence of the objects - the key to aesthetic composition. 

This popular optical illusion demonstrates the integral role
of white space in a design.

Arnold compares this artistic idea to the white space we all need in our lives,

            “As an author I became aware, after completing my first book, of something I had never noticed previously: the importance of white space. White space is the room between the lines of type, the margins, the extra space at the beginning of a chapter, a page left blank at the beginning of the book. It allows the type to “breathe” and gives the eye a place to rest. White space is not something you’re conscious of when you read a book. It is what isn't there.

            Just as books require white space, so do children. That is, they need room to grow. The ancient Chinese philosopher Lao-Tzu reminds us that “it is not the clay the potter throws that gives the jar its usefulness, but the space within.” Our tendency to overbook children, emotionally and time-wise, robs them of the space and flexibility they need to develop at their own pace. They need stimulation and guidance, but they also need time to themselves. Hours spent alone in daydreams or quiet, unstructured activities instill a sense of security and independence and provide a necessary lull in the rhythm of the day.”

We all, adults and children alike, need that time that keeps us replenished for our busy lives and the space to enrich our lives in ways we haven't even imagined. As I wrote in my original blog about this concept, I did not understand the true importance of this gift as a child when my mother told me to choose only one after-school activity, but it is a lesson I'm now grateful for.

No matter what your plans are this holiday season, I hope each of you takes the time to enjoy following your child, perhaps just sitting together for a few minutes, playing with their toys, or sharing stories about your childhood traditions. Give your child (and yourself) the gift of white space this holiday season. 

Following the Child

Dr. Maria Montessori observed children throughout various continents and cultures to develop her educational philosophy and teachings- the Montessori Method. Perhaps one the most fascinating and progressive components of the Montessori Method is the principle of “Following the Child.”


Specific elements of the Montessori Method which support this Montessori principle include:

The Human Tendencies: The practical application of the Montessori method is based on human tendencies— to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's efforts.

Teaching Method: Seldom will two or more children be studying the same thing at the same time. Children learn directly from the environment, and from other children—rather than from the teacher. The teacher is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on interests and excitement about a subject. Children learn from what they are studying individually, but also from the amazing variety of work that is going on around them during the day.

Areas of Study Linked: All subjects are interwoven; history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child. At any one time in a day all subjects—math, language, science, history, geography, art, music, etc.—are being studied, at all levels.

Assessment: There are no grades, or other forms of reward or punishment, subtle or overt. The real test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning, concentration, and work. The child is scientifically observed, observations recorded and studied by the teacher. Teachers understand the developmental goals for children, both academic and social, in the age groups they work with. They use their observations to monitor children’s progress and adjust their individual lessons accordingly.

Learning Styles: All intelligences and styles of learning—musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, natural, and the traditional linguistic and logical-mathematical—are nurtured and respected.

Dr. Montessori understood that children posses an innate interest in learning and should be encouraged to become ‘active participants in their own learning and education.’ Montessori advocated that students be provided environments in which learning is highly individualized, inquiry-based, independent, non-graded, and collaborative.

Interestingly, a recent New York Times article discusses the outcomes of a public school project that also encouraged students’ active participation in their learning. Eight teens were given the opportunity to create a school within a school. In addition, the eight students were able to design and implement their own curriculum. The results of the project were transformative…"We have tried making the school day longer and blanketing students with standardized tests. But perhaps children don’t need another reform imposed on them. Instead, they need to be the authors of their own education.”

The parallels between the public school trial and the specific elements of Montessori methodology are quite evident. The principle of “Following the Child” facilitates both the development of intrinsic motivation and the pursuit of intellectual interests. Montessori students flourish because there are no educational or curriculum limits imposed. A Montessori student is first, and foremost, the ‘author of their own education.’