Child of the Universe Montessori Mag May 2020

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The Child’s Global Vision

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COSMIC EDUCATION

The Child’s Discovery of a Global Vision and a Cosmic Task The word cosmic today usually means something very large or having to do with the universe.

But the word comes from the Greek kosmikos, from kosmos, meaning order. The term Cosmic Education in Montessori lingo refers to a child's gradual discovery of order, a unifying global and universal view of the past, present, and future. It is the coming together of many components of knowledge into a large vision or realization, as in a mosaic, of the interdependence of elements of the solar system, the Earth, planets and animals, and humankind. The character of our time is sometimes referred as the information age; today’s children are bombarded with facts and information with no way to make sense or bring this information into some kind of order. Cosmic Education helps a child make sense of all the information and is more important today than ever before.

The term cosmic task refers to a way for a human being to find a valuable role in this mosaic of life. A role that fulfills one’s own physical, mental, and spiritual needs and at the same time that contributes in some way to the creation of order or balance in the cosmos; to create a personal expression, and responsibility within this beautiful mosaic of life. Simply, this means we want to help a child learn about and make sense of his world and find a way to make it a better place.

These principles of Montessori education are usually discussed in reference to the second plane of development, the years 6–12. But such an idea is not something Dr. Montessori invented for the elementary child as an academic curriculum. As usual, she “followed the child” and the child’s interests. This does not begin at age six.

Learning about the World

In all Montessori environments from the home, the nido (first year), infant communities (age 1-2.5), through high school, curiosity in its variety of expression is fed.

Birth to Three Years The world at first is the home. From the first days of life, a child is exploring the world around him, through sight, sound, smell, taste, and touch. This curiosity is a strong urge throughout life if protected and nurtured

Since the beginning of the assistants to infancy program in Rome in 1947, parents have been guided in preparing an environment that supports and feeds this curiosity. It is suggested that the environment of the child not be changed during the first year of life if possible. The child is exploring the order of this environment, his first world, visually from day one, and the drive to move toward objects and explore them in other ways, make sense of them, and there is a strong impetus to learn to crawl, stand, and walk.

When a child is first on his tummy and able to reach out for a toy, the adult can encourage exploration by placing a toy a distance that is not so far as to frustrate the infant, yet not so close as to allow him to grasp it with no effort.

This skill at observation and meeting the needs of a child is the very highest level of ability of the adult in life. Today the Montessori assistants to infancy are doing the same thing on all continents, and neuroscientists are discovering the value of knowing the child in these early days and months.

The same sensorial Montessori math materials are used in Bhutan (above) as anywhere else in the world.

Age 3-6 Years The child’s world at this age moves from the family to the primary class. The world is brought into the class rather than the child taken out into the world at this age. We do not believe in pushing a child toward early intellectual studies, however if presented correctly, young children show an amazing interest in a wide range of subjects, something that can be hard to believe.

I learned this the hard way. One year, in my work as a Montessori assistant to infancy, I was consulting with a mother from South Africa about the care of her newborn.

As we talked more and more about the Montessori principles behind what I was sharing with her, she asked if it would be possible for her to observe in a Montessori class. I set up an observation with the local AMI primary class and agreed to meet with her the next morning to discuss what she saw.

I let her talk about all of the things she was amazed to see. She had been raised as a Waldorf child and not introduced to academic subjects until age seven.

She was surprised to see children at such young ages teaching each other and doing math, reading, writing, continent puzzle maps, and so on.

I could tell that something was bothering her however and asked what it was. Hesitantly she said, “Well, it was a very nice situation in many ways, but when do the children get to do what they want to do?�

She was very surprised to hear that the children, after entering the classroom and greeting the teacher, are free to choose any piece of material that they understand. She could not believe that they had actually selected work in areas that in traditional schools they might not, such as math, language, science, and geography.

Before age six, the child absorbs—totally, easily, without effort, and with deep love—all the attitudes and impressions in the environment. It becomes a part of him and forms his mind, so parents and teachers as models are the strongest element in these years. If kindness and patience, enjoying reading, having good manners, enjoying math and biology, for example, are in the environment at this age, these attitudes and actions will be of great value to the child. If they are not part of the early environment many of these things can be learned later, but they will not make up the basic personality of the child.

Before age six, the lessons and experiences of Cosmic Education are carried out by means of a lot of movement and sensorial experience.

But along with the basic and extremely valuable practical life and sensorial lessons, the child begins to learn about the earth and water, physics, plant and animals, the variety of humans on earth, art, dance, music, geometry, math, and language. By the end of this first plane of development, the child has a lively curiosity about and love of all of these areas of study.

Maria Montessori understood the child's built-in receptiveness to all these areas of interest and found that the young child could comprehend what was considered far beyond a child's reach, given the right environment, the right equipment, and a teacher who was skilled at putting the child in touch with this environment.

At this age the real classroom is outside of the building

Age 6-12 + Years Learning about the world is different at this second stage of development. The environment at this age widens. Rather than bringing the world into the classroom, there are field trips, and the children going out into the world.

The more the primary, elementary, and middle/high school teacher knows about the first three years, the more Montessori (as opposed to “traditional”) his or her teaching will be.

The more secure the teacher of older children is in the fact that curiosity, exploration, work, and effort are natural human traits, the more likely he is to allow the children freedom from an imposed curriculum in order to develop fully and uniquely as a human being. In the second plane, or the 6–12 stage, the child explores more with his mind and on projects requiring teamwork in planning, execution, and presentation.

Social scientists today are well aware of the fact that the standard curriculum valued in traditional school is indeed outdated. We do not even know that professions are going to be of value in ten years, so how can we pretend to know how to prepare children academically for such an unknown future?

There are many lists of “skills for the future” being compiled today. The following skills are found on many of these lists: exploration, putting forth maximum effort, the ability to focus or concentrate, self-control, the mathematical mind, respect of others, the ability to work together, care for the environment. Most of us are going to see immediately that these are skills fostered in a true Montessori environment.

These things are at the center of the Montessori curriculum at all ages and take priority over an academic curriculum

If not then the outdated standard curriculum can rear its ugly head and turn a school into a very nice school, but not a Montessori school. The teacher and administrator must be extremely knowledgeable of and trusting of Montessori in order to hold back the onslaught of natural parental fear of what will happen if the day is not full of teachercentered requirements, schedules, textbooks, and homework!

The foundation for academic elements of the elementary Cosmic Education curriculum begins early. The goal of Montessori primary education is to create a global vision within the child. Children naturally take for granted that what they see has always been there and need help in understanding how different life has been over the period of time.

At this age the exploration on the environment, rather than being limited to what can be explored right here and now with the senses, reaches back into the past and out into space through the means of the imagination. A skill that is not part of the first 0–6 stage of development.

In the first two weeks of the year in the 6–12 class, all of the new students are given the great lessons that introduce the creation of the solar system and earth, the variety and evolution of plants and animals, the stages of human existence, the development of language and math sciences, and the way in which all of these elements of life are connected.

The older children almost always choose to attend these lessons and the six-year-old sees the continued excitement of a twelveyear old, which makes these lessons even more interesting. Appreciation for the universe itself is based on the knowledge that it was not always there. Children gradually develop an understanding and gratitude for the universe and their part within it.

Aside from the very limited state or country requirements for each of the six years, the child is set free to explore and to make his own path through the labyrinth of knowledge on Earth. That is the most exciting part of teaching in the elementary years as the older the child, the less contact with the adult is necessary in a Montessori elementary class.

We are there as guides for the child to make contact with experts and sources of knowledge that help further research and creation. We do not hold him back with hours each week of requirements, schedules, and other limitations. But we must be able to explain why to the parents. In the end, it is the work of the child, who with freedom will go far beyond what we could possibly require, that will convince the parent and the world, of the value of this kind of openended, out-of-the box, education. And it just might be what will solve the problems of our continually changing world.

Here is an example of the difference in the study of geography. In a traditional school, a teacher might assign each child or a group of children to choose a country of the world and do research on it. Then perhaps the child will write a paper that the teacher will read and assess, or the child may give a presentation to the class. And this was all the adult’s choice, not the child’s.

In a Montessori class I taught in California, a student came in after a field trip we had taken to research local fauna. This child discovered that a fellow classmate, Sierra Miwok, harvested acorns from the Black Oak tree for food! He wanted to know what other Native Americans ate and then wanted to know more about the differences in the daily life of various groups. I reminded him of the civilization study charts that another child had used to study Ancient Rome.

This lead to studies by other children of other Native American groups, which led to research on why they settled where they did, which led to a new look at the Bering Straits, and then the ice ages, and then to the reasons for migrations of various civilizations throughout history.

A page from a child's math journal

Sometimes teachers may back off from this freedom to go as far as one wants to in exploration because of not knowing how to keep track of this learning or being uncertain of how the child will keep track of the work.

A page from a child's journal, where he records a balance of 6-12 work over the years and a beautiful way. These journals are kept for many years because they are so interesting and lovely.

Teaching Montessori at this age is guided not by knowing more than the students, but in firing their imagination and their natural curiosity. It requires the ability to watch carefully for the tiny nugget of interest and to offer, but not take over, tools for further discovery.

Teaching Montessori at this age is guided not by knowing more than the students, but in firing their imagination and their natural curiosity. It requires the ability to watch carefully for the tiny nugget of interest and to offer, but not take over, tools for further discovery.

Well, aside from the short list of local academic requirements for each year in the 6–12 class, that are always available to the children, there is no need to limit this kind of exploration by recording everything created.

How far do we think Leonardo da Vinci or Einstein would have gotten if they were required to record everything they did? They recorded what they wanted to remember.

Children will do the same. They will record meaningful discoveries in journals, with careful drawings, lovely handwriting, and even decorated margins. For more information on the work of the 6-12 class, see the chapter, "Transition to the Elementary Years," in the book Child of the World: Montessori, Global Education for Age 3-12+, available from Michael Olaf, Amazon, and from NAMTA.

As all parts are related, they will all be scrutinized sooner or later. Thus, the way leads from the whole, via the parts, back to the whole.

The children will develop a kind of philosophy which teaches them the unity of the Universe. This is the very thing to organize their intelligence and to give them a better insight into their own place and task in the world, at the same time presenting a chance for the development of their creative energy. (Polk Lillard 75)

Making the World a Better Place

If journals are beautiful records created over the 6 years in class (rather than quickly and badly written records) children develop the art skills begun in the primary class, improve their cursive and print writing (both important these days) and have something they are proud to show their own children or students when they are grown up.

This natural curiosity and desire to learn more and more, when supported by the best Montessori environment and teaching, is evident in Montessori schools all over the world. Speaking at the University of Amsterdam in 1950, Dr. Maria Montessori said, It should be realized that genuine interest cannot be forced. Therefore all methods of education based on centres of interest which have been chosen by adults are wrong.

Moreover, these centres of interest are superfluous, for the child is interested in everything. A global vision of cosmic events fascinates children, and their interest will soon remain fixed on one particular part as a starting point for more intensive studies.

The discovery of Cosmic Education and one’s cosmic task depends on fostering the curiosity of the human being and the natural tendency to feel compassion toward other beings beginning at birth. There is evidence that natural curiosity and feeling responsibility for others, or compassion (the sympathetic consciousness of others’ distress together with a desire to alleviate it) begins long before the child enters the elementary class. Wanting to be useful and helpful and caring about the happiness of others is not something that needs to be taught; it is a basic part of the human make-up and can be observed even in the very young.

Here is a child safely and securely holding a sibling on the Montessori "topponcino" which is part of the AMI 0-3 training. Image from a painting by the author)

Birth to Three Years As part of my AMI 0–3 training, I observed births in Cristo Re Hospital in Rome, Italy.

One of the women I observed was welltrained in the Respiratory Autogenic Training birth preparation method that is still part of some assistants to infancy teacher training courses. Even though it was her first child, this young woman was so well trained to relax between contractions that the birth was almost painless and her child was born far more peacefully than is often the case. It was the practice for a newborn to be wrapped up from head to toe and placed in a warm bed in the nursery for a little time after birth. So, I observed the first baby, who had not even cried, snuggle into the warm bed in the nursery and go back to sleep. Suddenly she started to wail loudly the minute another baby in the nursery started to cry!

Since then I have talked to many people who have observed this phenomenon. I have seen very young babies mirror the faces of their adults: I frown, he frowns; I stick out my tongue, he does the same; I smile or laugh, he smiles or laughs. One day I was filming children in an infant community in Denver, Colorado. At one point it was possible to hear a child, far off in the distance outside the classroom, crying. Suddenly the little boy I was filming, who was not much older than two years, got up from his table and chair and announced to whomever would listen, “Somebody needs help!” (This can be seen in the DVD Wonderful Two’s.)

Age 3-12 Years In the primary class, some of the first lessons are how to care for each other and the environment, and children love mastering these skills. If he has not learned this in an infant community, the child learns to cook food and then put it in a special place to share with his friends at a meal.

Caring for the school, inside and out, is traditional in many countries, and always part of the Montessori curriculum (A school in Thailand)

He learns how to walk carefully around the space on the floor or at a table where another is working and to not interrupt his friend’s concentration.

The children learn how to clean and care for these materials, and to put them back on the shelf in perfect condition for the next child which is a first act of social caring.

The teacher of older children, from age 6-12, who has seen this natural caring and compassion in the first six years will be grounded in the knowledge and importance of modeling. The teacher will value opportunities for helping and serving each other above the requirements of an outdated curriculum.

At this age there is a natural interest in fairness and justice in the classroom and in the world.

The level at which children can care for each other and for plants and animals and can go out into the world is much higher.

They can clean the beaches and riverbeds, feed the homeless, cook their own meals, and clean the school.

When there is a temptation to focus on the academic curriculum at this age these things must be kept alive.

The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction. Our hope for peace in the future lies not in the formal knowledge the adult can pass on to the child, but in the normal development of the new man.

This is precisely what allows us to believe that a great possibility still lies before us, that there is still one hope for our salvation—a normal development that, fortunately, does not depend on what we attempt to teach the child. What we can do is investigate this phenomenon with the objectivity of the scientist, study the facts that determine it, discover what conditions are necessary to produce it, and keep following the path that leads to normality. What we can and must do is undertake the construction of an environment that will provide the proper conditions for his normal development.

The child's psychic energy, once awakened, will develop according to its own laws and have an effect on us as well.

The mere contact with a human being developing in this way can renew our own energies. The child developing harmoniously and the adult improving himself at his side make a very exciting and attractive picture.

This is the treasure we need today—helping the child become independent of us and make his way by himself and receiving in return his gifts of hope and light.

In this new picture, the adult will appear not only as the builder of the external world, but, even more importantly, as the protector of the moral and spiritual forces that appear anew in every human being born. (Education and Peace 58-59) As we can see in the above words by Dr. Montessori, all of the things we are talking about, such as the desire to learn and care for others, are not something we teach.

.They are above all the normal condition of the human. Through the meeting of their needs according to the stages of development, respecting curiosity and choice, and the modeling and valuing of the non-academic skills, children are led naturally to make sense of the world and to think about their future in terms of a cosmic task.

This is true preparation for life in the Montessori way.

Through the meeting of their needs according to the stages of development, respecting curiosity and choice, and the modeling and valuing of the non-academic skills, children are led naturally to make sense of the world and to think about their future in terms of a cosmic task.

PERMISSION TO SHARE: You may link this newsletter to any school or educational website or to share it in any way that will improve the lives of children and their families.

by Susan Mayclin Stephenson (reprinted with permission of NAMTA) Susan Mayclin Stephenson tackles a large subject, Cosmic Education, which Montessori defined as a “unifying global and universal view[s] of the past, present and future.” Stephenson takes the reader from birth to the end of the elementary age with examples of how the child grows into an understanding of Cosmic Education through their experiences at home and at school. Central to her thesis is the theme of discovering one’s cosmic task, which depends on “fostering…curiosity and compassion toward other beings.” Stephenson concludes with examples from around the world and illustrates how children are born with this tendency toward compassion and how it is experienced from birth through age twelve within Montessori environments.

REFERENCES Montessori, Maria. Education and Peace. 1949. Oxford: Clio, 1992. 58-59 Polk Lillard, Paula. Montessori Today: A Comprehensive Approach to Education from Birth to Adulthood. New York: Schocken Books-Doubleday, 1996 EDITION The Namta Journal, Global Citizenship: Uncovering the Montessori Mission, Volume 40 Number 2, Spring 2015 (North American Montessori Teachers' Association)

by Elizabeth Vice You know your kids are Montessori when your oldest will be graduating from the college of his dreams at 20 years old. His college offers a four-year bachelor’s degree in timber framing and a full progress of traditional historic preservation major class. And he’s at the top of his trades classes because of his work ethic. Head and Hands: check.

You know your kids are Montessori when they both graduate high school (at 17 and 15 years old) and have their sophomore year completed though a community college at the same time. (We are very grateful to SC Whitmore School for being a mastery based, on-line high school and willing to let our children take the majority of their core classes through the local community college with AP credit.)

You know your kids are Montessori when your 18-year-old is heading to “uni” in England because he wants to immerse himself in a different culture and thinks England is a good launching point for visits to Europe “and then the rest of the world.”

And, yes, he was obsessed with maps at five years of age.

You know your kids are Montessori when your child decides that he can’t buy a pair of shoes because the suede will get messed up and he would be bothered by the lack of order. (This is not the other child. He loves his suede shoes, and they are blue.)

You know your kids are Montessori when the oldest isn’t particularly adept at bubble tests or algebra but still get the “Math” award from their high school because he aced the state algebra test after being out of the algebra class for six months. (Mom and Dad were blown away because we both are horrid at math.)

You know your kids are Montessori when a friend explains that you encourage your teenaged students to carry their knives to school.

You know your kids are Montessori when an older one gets ready to tell the younger ones to pipe down. He closes his mouth midsentence because he sees that they have a moment of joyous discovery.

You know your kids are Montessori when one spends a half-hour watching the birds in the yard and one week researching all of them.

You know your kids are Montessori when they plaster polite smiles on their faces as older adults praise them on their ability to sit still through “such boring lectures that you all couldn’t possibly understand.” (They vented later.)

You know your kids are Montessori when during a medical crisis at work, one turns and walks to the nearest stairwell and once in it races up the stairs to locate additional help, never panicking. “I didn’t want to panic the patrons,” they said.

You know your kids are Montessori when trying on glasses takes twice as long because he feels that it is only right to polish the lenses in between each pair he dons.

You know your kids are Montessori when given the usual Public School writing prompt and “just take 15 minutes to think it over” takes two days to research the history and figure out the geography of the creative writing assignment. He then starts writing.

You know your kids are Montessori when one begins to spontaneously organize the magazine shelves at the barber shop. “It just bothered me.”

You know your kids are Montessori when one comes barreling through the room saying, “I’ve got to hold the number in my head! I don’t want to re-do my problem – 84,84,84.” He was on the way to the bathroom and didn’t want to forget his partial product in cross multiplication.

You know your kids are Montessori when one comes in to say they might need a little bit of help, and you walk outside to see three kids on the roof and one in the tree. They are hatching a plan and want to vet the physics of it.

You know your kids are Montessori when they strike up a conversation with a lady at the meat counter and discuss their learning life, getting into a discussion of how Montessori is different and better for them.

(Mom was lurking behind the bread display.)

You know your kids are Montessori when they disassemble an old joy stick, figure out how it works, and then put it back together.

You know your kids are Montessori when you leave them home alone for an hour, and when you come back they have made Creme Anglaise and cleaned the kitchen.

You know your kids are Montessori when one of them takes a project to a college professor to find out if it is good enough to sit in on his college cellular biology class and the professor thinks it is.

You know your kids are Montessori when they grab their nature journal to sketch the “snot” coming from corals.

You know your kids are Montessori when you go to the County Fair and they won’t race from one ride across the midway to another ride. They methodically move down the row riding rides (even again and again) until they have “completed” that ride.

You know your kids are Montessori when you kids can’t do just a “written science project”. It has to involve history, science, geography, linguistics, and art.

You know your kids are Montessori when your son insists his birthday cupcakes go to “Mike, the Glass Guy” and his staff. Then when he is offering them round, he insists that the customers be included, too. Grace and courtesy are still ingrained in an 11 year old. Yes!

You know your kids are Montessori when an afternoon at the park playing involves no play equipment or the ball field but a mound of sand, a mound of dirt, several turtle eggs, a garter snake, and a toad.

You know your kids are Montessori when they finish the roof sweeping job and announce their work is done, but that they are not done working. What was their new work? Laying on the roof to watch the tree branches and the clouds. They stayed there 15 minutes or more.

You know your kids are Montessori when they spend seven minutes making order from the chaos of the name tag table after church. (No we were not talking with anyone. We were waiting.)

You know your kids are Montessori when they spend three hours working on a fused glass project to say: “I don’t want to go to lunch. I have not completed my work.”

You know your kids are Montessori when they take an old (yet clean) oval bath mat and make a cell work out of it. They’ve been calling it the “Pink Amoeba” and pretending it is encircling them to digest their legs.

Elizabeth Vice is certified as a Directress in Casa and Elementary. She also holds a 3 to 6 certification in Catechesis of the Good Shepherd. Her sons attended Montessori schools from Casa onward through age 13 and 11 when they began to be home schooled with a Montessori cooperative and began online high school at the ages of 15 and 14. They are now 20 and 18. Elizabeth consults with parents and tutors students as well as writes specialized curricula for schools and churches of all stripes. She spends her spare time weaving.

Matching Objects to Similar Cards

Your child’s first meeting with a dog may be a magical and memorable encounter. A wagging tail, a slobbery kiss and a wet nose may be among the features that accompany the dog’s furry coat to leave a lasting impression.

Aside from using your own language to introduce this new creature to your child, try a fun game of matching with a set of cards and some toys that replicate these items.

The activity will familiarize your child with the words needed to describe the objects and create a link between the two-dimensional world of familiar items and the pictures that go with them.

By asking your child to associate the picture with the toy or object, they will find the words needed to describe both. Watch their language skills take flight in the process!

By matching cards to real life objects your young child can now bridge the gap between their newly-discovered items and the proper vocabulary used to name them.

by Jeanne Marie Paynel: Voila Montessori

Child of the Universe Montessori Mag

What to look for in a SAMA member montessori school Choosing a Montessori School Montessori schools operate throughout South Africa. Each school reflects the interpretation and personality of the individual owner. We encourage you to visit as many schools as you can to ensure you find the environment that will complement your home life best.

• The environment is peaceful, attractive, homely and inviting.

• The adults encourage hands on learning following the child’s interests rather than following the state curriculum or rote learning.

• The children are self-motivated and rewards and/or punishments are not used to manipulate behaviour.

• The adults and children demonstrate a reciprocal respect towards one another.

• Children can be found working at a table or on the floor; indoors or out, with a variety of multi-sensory, manipulative materials.

• Collaborative learning is encouraged. Children can be seen assisting, teaching and encouraging each other.

• It is evident that the environment caters for children of mixed ages, particularly over a three year age span.

• A Sense of unity and excitement and joy should permeate the air.

Mixed age groups Vertical grouping (Mixed Ages), refers to at least a three year span between ages. Traditionally Montessori classes are grouped 0-3 year, 3-6 years, 6-9 years, 9-12 years, 12-15 years and 15-18 years. Some schools, due to logistics, may extend the 3-6 age grouping from 21/2 year or up to 7 year olds.

This implies that there is no separate Grade R or Grade 0 in a Montessori school. The 3-6 class may include children preparing for primary school but they are not separated from the rest of the class.

Developmentally the children in the older age groups prefer working and interacting with their peers. Here the focus is on smaller groups, co-operative and collaborative learning experiences.

Children working at their own pace.

The work cycle There should be an uninterrupted work cycle of no less than 3 hours. It is imperative that the child be given the opportunity to develop his/her concentration through meaningful work, free from adult interruption or intervention. This time should exclude all group activities and extras.

In a Montessori classroom, each child is working at his/her own pace within a mixed aged grouping. This allows for natural inclusion of children with special needs as the pace of learning is based on the child’s potential.

Intrinsic motivation A sense of happiness and peace prevails throughout the school. The children are comfortable in their environment and demonstrate a love of learning.

A Montessori environment provides for intrinsic motivation, as rewards and punishments deny children the opportunity to make their own choices and be responsible for their own behaviour.

A child is supported to analyse situations and make wise decisions, rather than make decisions based on what an adult might do to (punishment) or for (reward) them.

The prepared environment A Montessori classroom should be clean, neat, ordered, and well equipped with Montessori equipment and materials. These are accessible to the children – at their height and are always be complete and in good condition. There is a reflection of the home and it is aesthetically pleasing.

A well prepared environment is based on reality and nature. The learning areas for practical Life, sensorial, language, math’s, cultural subjects and areas for art, creative expressions and music activities, as well as a free flow to garden/outdoor activities, support the child’s development for physical independence.

The primary classroom provides for the intellectual independence of the child through richly resourced materials and books in different learning areas.

The prepared adult Staff should be trained and qualified as Montessori directresses/directors and assistants.

The adult in charge of these environments requires unique preparation. It is internationally accepted Best Practice that educators in Montessori schools should hold a Montessori teaching qualification and undertake ‘Continued professional Development’.

THE MONTESSORI METHOD: AN EDUCATION FOR CREATING INNOVATORS

By Kyle Pearce

Imagine an education system that trained students to be creative innovators and leaders without the use of grades, tests or homework. It actually exists and it’s called the Montessori Method.

The Montessori Method focuses on fostering a hands-on, self-paced, collaborative and enjoyable learning experience. It teaches students to start small with their ideas, to build them through experimentation and to solve the problems that come up along the way with a sense of stimulating curiosity.

One of the most striking aspects of Montessori education is its similarities with the “fail fast, fail forward” do-it-yourself hacker mentality that has built many of the most innovative companies in Silicon Valley. Even the popular innovation frameworks in the global start-up scene, like agile development and lean startup methodology, share similarities with the experimental process of Montessori learning.

I believe that if we want to become better creators and innovators, we would be wise to study the principles of the Montessori Method. Even though the Montessori Method is usually associated with the primary education of children, the seven pillars of self-directed learning that it is based on also apply to adults who want to become more creative, adaptable and self-motivated: 1. Independence 2. Responsibility 3. Self-Discipline 4. Leadership 5. Initiative 6. Academics 7. Lifelong Learning

Montessori and The Importance of Lifelong Learning With the rate of change in our world accelerating and all kinds of new opportunities being created by technological innovation, lifelong learning is now a necessity for keeping up-to-date, staying relevant and thriving.

Unfortunately, our public education system — with its narrow focus on rote learning and standardized testing — is failing students and jeopardizing the future prosperity of our society. While this traditional form of education was suitable for training people for 20th-century industrial economy jobs in factories and corporate bureaucrats (jobs that are on the road to obsolescence), it does a poor job of instilling the self-directed initiative and flexibility to adapt knowledge and skills as new challenges arise.

In his popular TED Talk, Sir Ken Robinson points out the process of how our schools kill creativity (it’s the #1 TED Talk of all time so it clearly resonates with a lot of people). He argues that to thrive in the post-industrial 21st-century economy, the most important skills are self-directed initiative, curiosity and social intelligence. This is especially true for the most coveted high-paying jobs in our knowledge-based economy.

Most education reformers agree our public education system doesn’t do a great job of teaching students how to innovate. But the problem is that in a learning environment geared toward providing the right answers on standardized tests, failure is discouraged and conformity is encouraged. This makes it difficult for individual students to follow their own trial-and-error process of learning from failure, which is required to develop their capacity to become creative innovators.

If you want to learn about the differences between Montessori and traditional schooling, I highly recommend watching this video:

By Marnie The Montessori lifestyle? Yes. That is right. Montessori is a way of life. So, what do parents need to know about the Montessori lifestyle? Maria Montessori wrote extensively about the relationship between parent and child. She also wrote about the role of parents in a Montessori environment. The parental role is critical in the success a child has within a Montessori environment.

“The greatness of the human personality begins at the hour of birth.” ~ Dr. Montessori

I often hear from Montessori teachers about the disconnect between parents and teachers within a Montessori environment. The issue is not that parents don’t want to learn, but more an issue of not knowing how or where to learn about Montessori. Where can parents easily education themselves on the basics of the Montessori philosophy? Where can parents learn that they must need to embrace Montessori as a lifestyle and not simple an educational philosophy that begins and ends at the classroom doors?

What Parents Need to Know about the Montessori Lifestyle          

Montessori starts way before an early childhood classroom.

Respecting the child is at the core of the philosophy. Positive discipline is at the heart of it.

“Teach Me to Do It Myself” trumps doing something a capable child can do for himself. Here are a few Montessori at Home ideas.

Intervening is your last resort Child are capable of communicating Books for Montessori Parents Montessori at Home Tips Combine learning & movement as much as possible Connecting the indoor and outdoor classrooms is a key aspect to learning.

Peace education is at the center of the Montessori philosophy

“It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.� ~ Dr. Montessori The best thing you can do for your Montessori child is to embrace the Montessori lifestyle in your home and in your parenting.

Two Secrets to Bringing Montessori into Your Home Montessori is a popular buzz word these days. There are many articles and ideas floating out there. So, how do you truly being to take steps forward to integrating these ideas into your home and your family’s life. You feel Montessori is right for your family but feel a bit overwhelmed with the gargantuan amount of information being thrown at you. So, where do you start to take steps towards Montessori in your home?

This post include two key steps in bringing Montessori in the Home!

How to Integrate Montessori in the Home Step #1: Educate Yourself

“Within the child lies the fate of the future.” ~ Dr. Maria Montessori

The first step to integrating Montessori at Home is to educate yourself and to fully embrace Dr. Montessori’s approach to education. Montessori is a lifestyle. It is not learning that begins and ends at the classroom doors. The best way to achieve this understanding and acceptance is to read as much as you possibly can about the philosophy. Read articles, peruse Montessori minded blogs, and read Montessori in the Home books for parents such as Montessori Madness, The Science Behind the Genius, and Montessori: a Modern Approach.

Blogs such as how we montessori, The Kavanaugh Report, Natural Beach Living, Living Montessori Now, Montessori Mischief, Racheous Lovable Learning, and my own blog, Carrots Are Orange, are tremendous resources for you. The authors provide a tremendous amount of Montessori knowledge.

Step #2: Compare & Contrast Why did you choose Montessori over Waldorf or Inquiry based or Reggio Emilia? Where do these philosophies overlap? How are they different? Take a bit of time to understand the various differences and similarities of Montessori and other learning philosophies. By far the best overview I have read is Michael Olaf’s comparison. A much meatier version of the Montessori comparison is found on the Early Childhood Research & Practice website. PBS Parents offers a user friendly comparison of education philosophies.

There is even a video on YouTube comparing Montessori to other philosophies. Once you’re committed to bringing Montessori ideals into your home, embrace the philosophy.

For more, check out Montessori 101 posts!

By emilyj From the Montessori Classroom

I’d like to kick off the new year with a recap of one of our site’s most searched topics of 2016: what exactly IS Montessori? Most people have heard of Montessori, but many don’t have a clear understanding of what it is or how it differs from other educational programs. Misinformation and misrepresentation have muddied the waters of Montessori’s message.

Fortunately, Age of Montessori’s founder, Mary Anne Maunz, learned the ropes directly from Dr. Elisabeth Caspari, personal friend and student of Maria Montessori herself. So here are eight fundamental features of authentic Montessori education. #1 The Environment: In Montessori classrooms, the environment is “prepared” to meet the students’ developmental needs. Montessori teachers carefully observe, noting each child’s developmental stage and progress, then ensure that the right materials are accessible at the right time. Montessori materials are designed to be beautiful, to attract children to the lessons, and to correspond with the child’s innate, developmental needs. Furniture, tools, and equipment are child-sized to encourage independence.

#2 Hands-on Learning: Montessori lessons are hands-on and active.

Children learn by engaging in tasks, completing activities, developing life skills, i.e. moving, doing, and participating. Most lessons are also “selfcorrecting,� meaning the child can see for himself whether he has mastered it or not. There is no need for the adult to interfere or correct.

“Never help a child with a task at which he feels he can succeed.� ~ Maria Montessori

#3 Teachers are guides: Montessori teachers act as guides for the children, moving around the classroom demonstrating lessons or answering questions as needed. They assist each child along his or her own learning path (in contrast to standing in front of the class delivering the same lesson to all students). If a child is concentrating, the teacher does not interrupt assist, correct, or praise.

#4 Individualized lessons: Every child has different interests, strengths, and developmental needs. Given these differences, does it make sense to teach all children the same lesson at the same time? In a Montessori classroom, learning is individualized, in part, through an in-depth understanding of sensitive periods. Sensitive periods are developmental windows of opportunity during which children learn specific concepts more easily and naturally than any other time in their lives. A child in the midst of a sensitive period will show an especially strong interest or inclination toward corresponding activities or lessons.

#5 Child-lead learning: To allow children to follow their interests and instincts is to maximize the power of the abovementioned sensitive periods. In the Montessori classroom, children are given the freedom to choose the lessons or activities (from the carefully prepared environment) that interest them the most. This “freedom within limits� also helps children become self-motivated learners.

#6 Independence: The Montessori classroom is designed to encourage children to be self-motivated and independent. The prepared environment, freedom of choice, and self-correcting materials nurture the child’s sense of accomplishment and confidence. Children work to satisfy their own curiosity and inner need for achievement, and gain genuine inner confidence through their own successes.

#7 Mixed Ages: In Montessori schools, “grade-levels” are flexible and determined by the child’s developmental stages. In addition to academic and life skills, children grouped in three-year age spans learn social, community, and leadership skills.

#8 For the Love of Learning: As parents, we all want our children to love learning. Children that learn to be internally motivated are more likely to become responsible, self-disciplined, confident, initiative-takers, with strong academic skills and a love for learning.

Authentic Montessori programs are in every respect designed to appeal to the child’s innate hunger for knowledge, to nurture independence, and to instill a lifelong love of learning.

by Judy Hanning

The 9 Months of Pregnancy

Have you ever wondered how a baby develops so rapidly and fully in his or her mother’s womb? Well, this astounding short video demonstrates the mind-blowing process for us to witness. It’s a computerized, fast-paced – and accurate – window to the womb.

Life is truly wonderful! In fact, the development of human life in the womb is just amazing. Did you know that everything about you — including how tall you would be, the color of your eyes, and the color of your skin– was all determined at the time of fertilization? Monthby-month you grew in the safety and comfort of your mother’s womb until the big day of your birth finally arrived!

“Life in the Womb” is a fascinating video that gives us the story of the unborn child, and demonstrates the fetus development in the Uterus. https://www.youtube.com/watch?v= MbJlmQwFxWs#t=37

Dear mother, I can tell by the enthusiasm with which you took your birth control mints this morning (it wasn't necessary to maintain eye contact with me) that you're angry.

Last night was...eventful and apologies are in order.

The first thing I need you to apologize for is the screaming. When you noticed that I was standing by your bed like a phantom in the dark, it was entirely inappropriate to yell "Get behind me, Satan!" once you sensed my presence.

It's not my fault it took you two whole minutes to realize I was there and then determine that it was me and not a young goblin standing two feet from your face.

The second thing I'd like you to apologize for is the song you sang to me. I believe the lyrics are "Jesus loves the little children, all the children of the world" not "Jesus loves the consistent sleepers, all the heavy sleepers of the world." Are you familiar with the word "sacrilege"? That was very rude and I was hurt by the implication.

Next, I'd like you to apologize to my growing body for saying the kitchen was closed. As uttered those words, a tortilla chip fell out of your mouth. So it's ok for you to graze all night like a dairy cow but I must starve? I didn't want anything complicated, just a grilled cheese sandwich with the crust cut off shaped like Chase from Paw Patrol with a side of apple slices (no peel). Some chocolate milk would've been nice. I know we were out but that's what 24 hour grocery stores are for. I would have liked it in the red cup, obviously (it's in the dishwasher- dirty). Would that have been so hard?

If you apologize now, I won't have to tell grandma or your friends about the swears. I don't know what "duck my life" means, but you said it more than once and I could tell by the tone that it was not friendly. Same goes for "this is bullship." Saying it under your breath doesn't make it less damaging to my gentle spirit and nothing about last night was bullship.

I'd also like you to apologize for being pantless during our twilight bonding. I know I came from your danger zone, I remember clearly, but a lot has changed. I didn't know what I was looking at and it scared me. A lot. Please get dressed next time. Maybe put on a Pull Up? I'm not the only person you hurt last night. I know you thought I was asleep when you drop kicked Mr. Bunny down the hall but I was not. How do you live with yourself?

I'm confident that with your WRITTEN apology we can move past last night and focus on having a fun day of you getting me things.

Thank you for understanding and seriously please buy some underwear. Even newspaper and tape would work. love, HT

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by Heike Larson

Supporting Your Child’s Budding Independence at Home When toddlers and young preschoolers start in Montessori, parents are often amazed at the sudden spurt in independence and skill their children display.

If your child is starting in a Montessori toddler or preschool program, and you want to witness this incredible development in your own child, it helps if you are able to prepare your home environment in ways that support your child’s new skills and desire to be independent.

Here are some ideas to consider: 1. Provide simple storage spots for belongings right inside the front door.

A small rug to place shoes or a basket to put them into and some hooks to hang jackets are a great start. This can help your child get out of the house and back in more independently, and maybe prevent some meltdowns! A little stool to sit on helps, as well.

2. Make your kitchen accessible to your child.

Find a low shelf or drawer to store cups, placemats, and utensils within your child’s reach. Buy glass cups and inexpensive ceramic plates (IKEA is great!) that you don’t mind getting broken. Invite your child to set his own place at the table. A bigger step stool, or a learning tower can be a great help to little people who want to join you in the fun cooking activities at counter height. And, of course, when it comes time to sit down and eat, encourage your child to feed himself: Even young toddlers can eat finger-foods on their own, and start using a spoon; this is what they do in their Montessori classrooms, too.

3. Organize and simplify the play area.

Fewer toys, displayed on open shelves, are preferable over lots of toys in boxes that the children can’t see.

4. Small chairs and tables Facilitates with independent snack time and organized playtime. Provide some buckets, sponges, rags, and child-sized brooms, and your child can even clean up after himself.

5. Facilitate getting dressed independently.

Low open shelves, low racks, a mirror and a bench with brush or comb can enable even 2- or 3-year-olds to begin to dress independently, especially if you pre-select an outfit the night before, or lay out two simple choices for a younger child.

6. Consider a floor or other low bed.

Some Montessori parents never have cribs; instead, they baby-proof an entire room and let even infants sleep on a floor bed. While this may not work for every parent, a low bed or a twin mattress on the floor can be a great step up after a crib, instead of a toddler bed.

7. Make books accessible and create cozy reading areas.

The more that books are all over your house, the easier it is for your child to grab a book instead of asking for your iPhone or the TV when you are not available to play.

To see growth in your child’s independence, it’s not necessary to reorganize your entire house (who has the time and energy for that?!).

Just pick one or two ideas and make little changes over time. You might think your child is too young to take advantage of these kinds of opportunities for independence—but once she starts school, you might be just as surprised and thrilled as the LePort Montessori parents who wrote the Facebook posts above!

Ms. Larson discovered Maria Montessori’s ideas while in college, and decided back then to have her children attend Montessori schools. Over the years, as she learned more, her interest in the Montessori method only deepened. When her daughter started attending preschool, her discussions with other parents led her to discover that few others shared her appreciation of Montessori’s value–even at a Montessori School! As a result, she developed a deep passion for educating parents about the tremendous benefits that a proper Montessori education offers to young children.

In early 2010, Ms. Larson’s interest in education led her to discover LePort Schools, and she was impressed with the consistently high quality of their Montessori programs. When the opportunity arose, she took on the project of guiding the organization’s development of its new website. In the process, she became fascinated by LePort’s innovative approach to elementary education and pedagogy.

Thanks to Bernadette, a LePort parent of three children, ages infant to preschool, for inviting us into her house to take many of these beautiful pictures!

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If you are looking for awesome, flushable, eco-friendly on the go wipes, try the Cherubs Flushable, Eco-Friendly Wipes available in store in the baby section. Primarily made for toddlers to help with toilet training, we think they also make a great option to carry with you and help keep your hands clean throughout the day.

They are alcohol, chlorine and paraben free, pH balanced, available in fragrance free & lightly fragranced variants.

Look for them in store in the baby section.

Using the 7 Types of Intelligences to Help Your Children Discover Their Gifts

By Renaye from Adventures in Wisdom

Grades, “IQ” tests, and other standardized tests have caused major debates amongst parents and the education community because many believe they don’t measure the “whole child”.

The 7 intelligences are grouped into what Gardner calls three different “frames of mind”: 

 Although these tests might predict how a child will perform in school, they don’t predict which children will become powerful leaders, accomplished composers, unique artists, great musicians, creative inventors, professional athletes, top-ranked sales people, inspirational teachers, spiritual leaders, or great writers.

In his ground breaking book “Frames of Mind: The Theory of Multiple Intelligences”, Harvard Psychology Professor Howard Gardner asked a different question. Instead of asking “How smart are you?” he asked the question

“How are you smart?”

What a powerful question for parents to explore with their kids!

In his book Gartner outlines 7 different segments of intelligence. Although each person exhibits some level of ability in all areas, most people tend to shine in two or three areas. As parents and mentors we have an opportunity to help our kids explore each of these segments in more depth so they can discover and further develop their natural talents and abilities.



Linguistic Intelligence and Logicalmathematical Intelligence which are categorized as “academic” and emphasized by public schools and IQ tests.

Musical Intelligence, Bodily-kinesthetic Intelligence, and Visual-spatial Intelligence which tend to be categorized as artistic abilities.

Interpersonal Intelligence and Intrapersonal Intelligence which are categorized as “people skills”.

Let’s understand each in more detail and look at how we can help our kids explore each area.

Linguistic Intelligence Children with strong linguistic intelligence tend to think in words. They love to read, write, play word games, study foreign languages, etc.

Professions include areas such as writers, journalists, interpreters, and attorneys. If you think your child has talent in this area, he can explore it further by participating in a journalism club or debate club, by writing, or by studying a foreign language.

Logical-mathematical Intelligence Children with strong logical-mathematical intelligence tend to think conceptually. They love numbers, patterns, mathematics, and science. Professions include areas such as engineering, computer science, research science, medicine, and accounting. Schools provide a lot of opportunities for children to explore this area of intelligence.

Musical Intelligence Children with strong musical intelligence tend to think in terms of sounds and rhythms.

Professions include areas such as performing and/or composing music. Encourage your child to study a musical instrument, participate in a choir, and explore a wide variety of music genres.

Visual-spatial Intelligence Children with strong spatial intelligence are strong at working in three dimensions. They tend to love maps, models, and building things.

Professions include areas such as architecture and interior design, photography, engineering, and mechanics. You can help your child develop in this area by giving her models to build (including Legos!), having her create maps, or by taking a photography class.

Bodily-kinesthetic Intelligence Children with strong Kinesthetic Intelligence tend to process knowledge through physical touch. They will learn more by doing an activity versus reading about the activity. Professions include areas such as sports, dancing, theatre, firefighter, and any work that requires them to be good with their hands. If you think your child has a natural intelligence in this area encourage her to explore many avenues of physical expression – sports, dance, acting, sewing, woodworking, etc.

Interpersonal Intelligence Children with strong interpersonal intelligence understand people – they are good with communication, relationships, and getting along with others. Professions include areas such as teaching, counseling, marketing and sales, management, non-profits, medicine, and politics. Provide opportunities for your child to work with and lead others. Examples include participating in Boy Scouts/Girl Scouts, mentoring programs, volunteer organizations, and other clubs.

Intrapersonal Intelligence Children with strong intrapersonal intelligence really understand themselves. They are deep thinkers and tend to be self-motivated.

Professions include writing, philosophy, psychology, clergy, and art. If your child exhibits strengths in this area, give her time to be alone to think and create.

So why is understanding these areas of intelligence so important?

First, if your child tends to struggle in the traditional classroom finding other areas where he can excel can greatly enhance his self-esteem and joy in life. Whenever kids feel they are good at something it enhances their self-esteem and self-confidence.

Second, when kids understand more about “how they are smart�, it enables them to choose extracurricular activities, classes, and careers that leverage their strengths and natural abilities.

And finally, even if your child does well in school, exploring all areas of intelligence will empower your kids to find their passion and purpose in life.

When people create lives based on a passion and a sense of purpose they tend to live happy fulfilling lives.

I invite you to share this article with your kids and have fun exploring!

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By Leanne Gray

Encourage your child to solve problems, be persistent, and own her choices.

(Part 2 of 3)

Last edition we talked about supporting children between the ages of 2.55 in growing their independent skills. This week, we're focusing on the next stage, children between ages 6-9.

There's a remarkable thing that happens right around age 6. Children begin to loose their baby teeth, gain a logical abstract thinking mind, and throw everything you say right out the window.

In Montessori, this transition is the change from the first plane (ages 0-6) to the second plane (6-12).

There is such a huge shift in the way this human now sees the world, communicates, and learns, that she needs a whole new environment to support her. As a result, elementary classrooms are more peer and group focused than Primary classrooms, have way more information and resources available to the children, and have a much higher expectation of self-directed work.

This plane is called the age of reason. Your child will be testing her new logical thinking powers, and will not take your advice at face value (or at all). She needs to reach that conclusion herself. Your job is to minimize the long-term serious consequences, NOT protect her from mistakes. Ex: Let her fall down if she miscalculated a jump, but not so far she breaks her legs. Your child now needs less help with physical independence, and is hungry for intellectual and emotional independence. Elementary age children are developing a conscience, and establishing a value and belief system through every social interaction. They need lots of unstructured time with their peers, opportunities for increased responsibility at home and in the community, and autonomy. Be sure you are offering many opportunities for responsibility of themselves, in the family, and in your community.

Continue to enforce environmental controls, limits, and expectations, but put the responsibility back on your older children for their actions, behavior, and choices. No nagging, reminders, guilt trips, bribes, or empty punishments. Use real life examples like issuing “warning” tickets, or organizing a town hall style family meeting to discuss infractions. Allow your child to feel the full weight of consequences for their actions (within reason). Restrict freedoms as needed (like temporarily revoking a license if you prove you aren’t fit to drive), and clearly state what your child needs to do for the freedom to return.

Stop interfering. This is hard! Your job is not to fix anything, or offer solutions. Instead, guide your children HOW to solve and fix problems by walking them through logical problem solving steps if they are stuck, and offering possible solutions only when they can’t come to them on their own.

At no point do you say “Here’s how you solve that.” Offer questions, not answers. The elementary age child needs to practice her reasoning skills and learn how to work through a problem. Ask guiding questions like: Where could you find out more about that? Have you checked the dictionary? The goal is to teach your children how to handle future problems in a confident, responsible way. Providing answers and solutions undermines this process.

Eg: I can’t find my socks. “Where did you have them last? Where have you looked?” Don’t “rescue” your children from the consequences of their actions, especially the small ones. (don’t go find their socks for them or immediately buy new socks).

Do offer honest, real answers to questions your child can’t easily look up or answer, ex: death, sexuality, human culture, ethics, etc.

Model values and behavior. The six year old is very sensitive to values and highly impressionable. Be sure you are walking your talk and provide a clear model of behavior. You better believe your child is watching your every move and will call you out for being a hypocrite! The work of this age is all about understanding social structures, “how do I fit in with other around me?” including communication, power, cooperation, persuasion, fairness, and right/wrong. Guide your child to express negative emotions in an appropriate, healthy way (i.e.: excusing yourself when you are upset, apologizing, expressing anger without hurting others or things, etc) This is best explained after the fact, when both of you are calm. I highly recommend using needs and feelings to express your emotions.

Encourage empathy, critical thinking, and respectful arguing by playing devil’s advocate to challenge your child's current conclusions—whether you agree or not. Ask a lot of questions, or present conflicting facts or points of view. Beware of your own judgments and assumptions.

Stress the difference between facts and opinions. Facts are non-negotiable, and can be proven.

Opinions must be respected, and good opinions have reasoning behind them (from facts).

E.g.: You can't tell a person who says they don't like peas that they are wrong. That's an opinion, not a fact. You can, however, persuade them that peas are indeed delicious.

Teach your children any missing skills or tools that they need to solve their problems or meet a goal.

This could be using a index, how to fold a shirt, how to phrase your emotions, etc. Follow these problem solving steps to break down a big idea together:

Problem solving steps:     

Identify what you want to do, and why.

Consider what a successful outcome looks like. (These steps might be intuitive and quick.)

Brainstorm the steps to get there (I like the little card method for big projects) Organize the steps into a logical order.

Decide on what you need to do, any materials, and do it.

See how I guided a six year old to design, plan, and implement his garden project here.

Every child develops differently and at different rates. However, there are some very important skills that need to be developed in order for the child to grow and thrive as he/she continues to develop. These foundational skills are crucial for speech and language development and if not observed by certain ages we see this as a red flag that may indicate your child should be evaluated by a speech-language pathologist or a related specialist (early interventionist, psychologist, etc.).

A note on the “wait and see” approach: It is a MYTH that you should just “wait and see” if your child is a “late talker.” The “wait and see” approach can be appropriate in some circumstances, which a speech-language pathologist may even recommend upon seeing your child, however I STRONGLY encourage you to have your child screened or assessed by a speech pathologist if you have ANY concerns with his/her development at ANY AGE. The SLP can determine if the wait and see approach is appropriate for your child or not. DO NOT WAIT UNTIL AGE THREE if you have concerns at TWO! If you have concerns at two, get your child in at two. The advice to “wait until three” is not appropriate for every child and can, for some children, actually be detrimental to their development.

A note on pediatricians: Pediatricians are wonderful medical doctors…however they have VERY LITTLE training in speech & language development. They are trained to diagnose and treat medical issues, not speech & language issues. If your gut tells you something is wrong with your child and your pediatrician says to wait, go with your gut. Get your child seen by a speech-language pathologist.

With that…here are some red flags that may indicate your child should be assessed by a speech-language pathologist or related professional.

Under 18 months •No big smiles or other warm, joyful expressions by 6 months •No back-and-forth sharing of sounds, smiles, or other facial expressions by 9 months or thereafter •No babbling by 12 months •Does not respond to his/her name by 12 months •No sharing/reciprocal interactions like pointing, sharing, reaching or waving by 12 months •No pointing at objects of interest by 14 months (pointing at a car driving by) •Does not understand simple common words like mama or milk •Is not using any words by 16 months •Does not imitate gross motor movements like clapping or stomping feet

By 18 Months •Does not use at least 8-10 meaningful words •Does not follow simple commands like “come here” “stop” “don’t” “give me the __________” or “touch your nose” •Does not follow your pointing with his gaze •Is not playing “pretend” with items (talking on toy phone, feeding a doll) •Does not play in proximity to other children

By Age Two •No two-word meaningful phrases (without imitating or repeating) by 24 months •Does not follow simple two step commands such as “Get the ball and put it on the table” •Speech is not at least 50% understandable •Cannot point to pictures of items in books when asked

By Three Years •Is not using three and four word sentences •Speech is not at least 75% or more understandable •Child is leaving the beginnings or ends off of most words •Cannot accurately answer yes/no questions •Cannot answer simple “who” questions like “who is that” or “where is the truck” •Does not play with other children •Is experiencing stuttering behavior for more than 6 months

By Four to Five Years •Is not 90-100% understandable to strangers despite age appropriate articulation errors (may not be able to say /r, sh, ch, l, or th yet) •Is not consistently using 4+ word, complex sentences •Is not asking a variety of questions to gain information (who, what, where, why and when) •Is having difficulty with grammar or pronoun use •Cannot tell a simple story on topic •Cannot follow simple two step directions •Has difficulty answering simple who, what, where and why questions •Is not yet able to name a few letters, numbers, and rhyming words

Overall Warning Signs •ANY loss of speech or babbling or social skills at ANY age •Never gestures or imitates •Does not appear to understand speech, or appears to be unable to hear •Never develops words beyond repeating others over and over Hello! Welcome, I’m Katie. I’m a licensed and credentialed pediatric Speech-Language Pathologist (SLP) and have been practicing for 8.5 years with over 15 years experience working with children of all abilities. Though I have experience working with children of all ages, I specialize in the little ones ages 2-6. After several years working in the school system, I’m currently spending most of my time at home with my children, and see clients in my private practice. http://www.playingwithwords365.com/

4 Strategies to Energize and Focus Your Students

By Ben Johnson

The real-life application of learning engages students beyond worksheets and traditional methods.

Students are often bombarded with distractions, and it’s a challenge to keep them focused on what they are learning and the task at hand. The following four strategies I have found to be incredibly helpful in keeping students focused daily—and throughout the school year.

1. Engage Student Leadership in the Classroom Some of the students who seem least interested in the learning are also some of the most effective students in organizing and orchestrating classroom projects. These student leaders can also be persuasive in assisting others in their learning. I recently started a project-based learning unit on travel in Spanish speaking countries, and I handpicked a general manager for each class. I chose the student that was self-assured enough to make things happen, and in many cases, these were students with disciplinary issues.

I then asked the class to elect two student helpers for the general manager. I knew that making sure that this leadership team knew how to lead was incredibly important, so I took the time to explain the vision and goals, providing specific tasks that needed to be done. I advised them that they were not the ones that should be doing the tasks, but they are the ones supervising to make sure that the tasks get done. I also gave them liberty on how they could accomplish the tasks. The results were impressive and better than past results when I had been the sole manager of the learning.

2. Involve as Many Students as Possible The first segment of our travel project was to transform our classroom into a travel agency. I requested that the leadership team for each class assign students to make artifacts for the agency—business cards, brochures, posters, and travel plan forms. Every student also had to create a passport, so photos had to be taken and a group of students were put in charge of that as well. The language component required that everyone prepare a dialogue (in Spanish) to plan her or his trip with a travel agent. The leadership team kept constant track of where the students were on their passports, their dialogues, and other assigned tasks, and they were also busy on their own tasks.

3. Give the Students an Urgent Reason to Learn The second phase of our travel unit was the actual boarding and flight in our classroom-turnedairplane. We transformed the classroom into a boarding area and the interior of an airplane.

Students created colorful cardboard panels designed to look like airplane windows to divide the classroom. They voted on who would play the role of the pilot and flight attendant. The students chosen for the roles wrote scripts they had to memorize and perform as part of their duties. Students had to successfully apply for and obtain a visa, as well as obtain their boarding pass—all through conversations with each other—before they could actually board the plane.

To add to the illusion of realism, once the students were all boarded, they watched a video of a pilot’s eye view of a take-off. Later they viewed a short in-flight movie, and the flight attendant gave them drinks and pretzels. During the flight, each student had to engage their seatmate in a three-topic conversation that I evaluated before they could get their treat. When I asked the students to reflect on this experience and their learning, many happily shared that they could successfully travel to a Spanish speaking country (most of the students had never flown, and this was their “first” experience).

4. Help Students Feel Success I told the students:

“We landed safely! The pilot and flight attendant did a wonderful job of creating this project. ¡Aplauso por favor! We need to also thank the management team for all their hard work in creating the plane and the boarding area. ¡Aplauso por favor!”

Each student knew she/he was successful. No one could board the plane without all the boarding tasks completed. They knew they were successful in the dialogues because they could not get their in-flight treat until they performed the dialogue satisfactorily according to the rubric. The basis for performance-based learning and project-based learning is getting the students to do things that show they know how to apply the knowledge and skills to real-life, or life-like, situations. They moved from one completed task to another, and this kept them focused on the ultimate goal: boarding the plane.

Having an end goal will inspire students to stay focused on the task at hand. The next leg of our travel project will take place in the hotel, and in order to get their room, they are going to have to communicate effectively with the receptionist. In order to find the restaurant, they will have to successfully get and follow directions from the hotel doorman.

Additional Planning and Effort—It's Worth It I saw students’ attitudes change with this project. I saw students who were hard to enthuse come to class excited. They loved having a say in what their passport names would be and the dialogue they would engage in on the plane. Giving students a chance to create a learning environment, engaging all of them in an urgent reason to learn, and providing continual feedback as they progress are ways to help your students focus.

Project planning does require extra planning and preparation on the part of the teacher, but the benefits are worth the risk of bringing a bit of chaos to our classrooms. Real-life application of learning engages students beyond worksheets and traditional methods. Projects like the one described provide an opportunity for students to put to practice the knowledge and skills they have learned in an authentic way.

How to Make Reading and Spelling “Stick”

by Marie Rippel

Have you ever taught your child something one day, only to have him completely forget it the next? That is one of the most frustrating things as a teacher, isn’t it?

One of your main goals is to make reading and spelling “stick” in your child’s brain, and this blog post will give you solid techniques for doing just that.

Short-Term vs. Long-Term Memory

This will be quick, but it is important to understand the basic differences between short-term and long-term memory.

Short-term memory is a system for temporarily storing, managing, and recalling the information necessary to carry out particular tasks. It keeps track of things like where you parked your car an hour ago or what you plan on having for dinner tonight. For your kids, facts stored in short-term memory might include the spelling for the word stationery or the new grammar rule they learned this morning.

Long-term memory, on the other hand, is a system for permanently storing, managing, and retrieving information for later use. Long-term memory helps us remember and recall things like proper spelling, punctuation rules, and vocabulary words. Items of information stored as longterm memory may be available for a lifetime. And that is what you want for your child— permanently ingrained learning.

Why Review Matters If you want to make learning stick, you must include review in your lessons.

Parents and teachers often lament, “I taught this same information to Joey last month, and now he’s forgotten it.” They wonder what is wrong. They don’t realize that presenting the material once or twice isn’t enough. It’s not their fault—they just honestly don’t know how critically important it is to review. Review is an area that isn’t stressed nearly enough by educators or curriculum developers.

But the truth is, to make sure that your child really knows the material, you must have consistent and direct review. You can’t leave it up to chance and hope that your teaching will stick in his brain. As his teacher, you must take responsibility and ensure that your child remembers important information.

A Plan to Make Reading and Spelling Stick Without a plan, you are probably settling for short-term learning without even realizing it.

Short-term learning is damaging for several reasons. Not only is it a waste of time, but it also sets up a cycle of intense frustration for both you and your child.

When your child forgets a lesson soon after you present it, you feel like you are spinning your wheels and not getting anywhere. You might even begin to wonder if your child has a learning disability. But even worse than that, when he can’t remember his lessons, your child probably feels like something is wrong with him. Depending on his personality, he may internalize the frustration or he may act out. Either way, it becomes harder for both of you to sit through lessons that you know aren’t going to stick.

There is a way out of this no-win situation, though.

7 Review Strategies in AAR and AAS Seven important review strategies are built right into the All About Reading and All About Spelling programs.

First, we make sure your child understands the main point of the lesson.

Your child doesn’t need to guess—it’s crystal clear what the goal of the lesson is. For example, when your child is learning how to add suffixes to base words, he’ll learn what suffixes and base words are, and the difference between consonant suffixes and vowel suffixes. Using letter tiles and suffix tiles (and our clear, scripted lesson plans), you’ll demonstrate exactly how to add suffixes to words. We test and polish the wording of every lesson to make sure that the teaching is understandable. After all, the lesson must be understood before it can be reviewed.

Next, review is built right into the lessons.

At the beginning of every lesson, we prompt you to do a quick review of previously taught material. The built-in review ensures that you remember to do it and won’t be tempted to skip over it.

Multisensory methods are used during review time.

Since children learn best using sight, sound, and touch, it’s important to use a variety of methods to review material. You’ll review reading and spelling concepts in multiple ways: with word analysis activities, flashcards, recitation, games, and practical applications like problemsolving, dictation, writing, and conversation. And we use the SMI method (Simultaneous Multisensory Instruction) for even more powerful review sessions.

Review is more frequent when a new concept is first taught.

Timing is important. If you teach a new idea, but then don’t revisit it for a while, the chances that your child will forget it are much greater. That’s why we make sure that new material is reviewed daily at first. We keep it interesting with a variety of techniques like the Review Box, Fluency Practice sheets, Word Banks, and activity sheets. As your child shows mastery, we review less frequently, making room for other new concepts. Revisiting information this way pushes it into long-term memory and keeps it there.

It’s also important to note that sometimes it appears that your student understands a concept when you first demonstrate it, but it may not be burned into long-term memory—so we don’t stop the review too soon. You want your child to be able to access the information years from now, not just a week from now, so concepts are reviewed at intervals and continued until the material has been completely mastered.

Certain concepts are reviewed using the same words until they are completely mastered.

For example, when learning a spelling rule, we use the same wording each time we review it: C says /s/ before e, i, or y. Let that wording get ingrained in your child’s long-term memory so he can access it later when needed.

Review is customized for each child.

Review is not a one-size-fits-all endeavor. Your child may need more or less review on a specific topic than the next child. If a concept has been mastered, you file it behind the “Mastered” divider in the Review Box and move on. If more practice is needed, you file it behind the “Review” divider. The system is as simple as can be, yet very powerful for making learning stick.

Concepts are never “retired.”

We don’t just “teach it and forget it.” After we introduce a new concept, the lessons have your child apply his new knowledge to keep it fresh in his mind. Your student will use spelling words in dictation activities and encounter reading words in activities and short stories.

These review strategies are seamlessly woven into the entire reading and spelling programs.

You don’t have to consciously remember to do them because they are built right into the curriculum. You can sit back, relax, and enjoy watching your child make consistent progress!

Additional Help for Your Child’s Memory Download my free e-book, “Help Your Child’s Memory,” to learn more techniques to help strengthen your child’s memory and achieve learning that really sticks.

By Dr Shefali

Love = Good Parenting?

It’s Time to Rethink the Equation I can still hear my grandmother’s voice in my ear, gentle and assuring, “You are so sweet and loving, you are going to make the best parent in the world.” My chest swelled with pride, as I gullibly believed her promise. I am loving, I will make the best parent. Love = good parenting.

And then I became a parent.

And there – in those early years – exhausted beyond belief from lack of sleep and self-care – that all those loving feelings that I thought I had ample of, flew out the window.

Left behind, was the most un-motherly mother possible! I was angry, irritable and dare I say, resentful of the fact that I had to take care of a being that – on most days – I had no idea how to and no one was going to a) rescue me….ever b) there was no huge bonus salary at the end of the year and c) I wasn’t going to be awarded by her or my spouse that Parent of the Year award, because it seemed as if these endless hours of giving and more giving…was just something I was “supposed” to do.

It then dawned on me, “This love thing doesn’t last in times of exhaustion or cluelessness! I can have all the love in the world for my child, but it doesn’t keep me calm, loving or present. In fact, the more I believe I love my child, the more I want to scream at it when it doesn’t abide by my wishes.”

And then the sober truth surfaced: All this love for my child, my spouse, everyone really, was all about me. ME, ME, ME. How they made ME feel. If they made ME feel good, competent and worthy, then I was fully in love. The moment they did not follow my commands and fill my needs I was resentful, childish, needy and of course, judgmental and controlling.

So then what was the missing ingredient? I wondered.

I thought love was the be-all and end-all.

Consciousness! That’s what it was. What does this mean exactly?

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The ability to be conscious of how my love was conditional – ouch, this awareness really hurts! After all, who wants to admit that they love someone because of how the other person makes them feel and has little do with how they feel about the other? We see this with our spouses and our children especially. On the days that they listen and follow our fantasy of them, we are our most gentle and patient. The moment they stray from our expectations and fantasies of them, everything comes crashing down. We manipulate, threaten and control — especially our children, who society says we have every right to. This is where our love becomes toxic.

•

The ability to be conscious of how – when threatened – other feelings rival that of love, and in many cases, devour love completely – most significantly, the rival emotion of fear. When we feel like our “love” is going unappreciated, or is not making the difference we thought it would make in the other person’s life, then we enter a state of helplessness and loss of control. This triggers a primal state of fear within us – a fear of our inadequacy and lack of agency. Once this fear is triggered, we can do only one of two things: avoid it by seeking refuge in unhealthy objects (booze, food, gossip, negative relationships) or control it through a raging temper tantrum. In these moments we realize that our love is threadbare and can be easily overtaken by other feelings triggered by fear.

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The ability to be conscious that we need to develop an awareness that transcends emotions – this is a tricky one isn’t it? We have been told that our emotions lead us to our truth. I don’t believe this. I believe that our emotions lead us to blindly react to events and situations, which then take us further and further away from our truth. Instead, our feelings, and the pure and simple feeling of our feelings – something very few of us can really do – take us to our truth. Feeling our feelings does not mean complaining about them, venting them to others or wallowing in them. It means being aware that they emerge from a false self and are not our true self. Our true self is pure awareness. This realization leads us to develop a transcendent awareness that is higher and greater than our feelings – it is a state of presence that is able to stay constant no matter what we are feeling. It is a witnessing state of observance that allows the feelings to be felt in their pure form without the need to project or control these feelings in some way. This requires discipline and practice. This is what it means to be conscious — and when we are conscious, we are automatically loving, in fact, the most loving we can be, because we own our feelings and take care of themselves by ourselves, without needing the other to soothe them for us.

It is only when we are able to understand that love without consciousness is just another emotion, that we will desire to grow into a higher awareness.

If we simply cling to the emotion of love for the sake of its name and idea, we will be lost in its capriciousness and prey to its conditions.

When we rise to a state of awareness of our love – just as we do of our other emotions – then we are able to love ourselves and the other as they are – without expecting them to change or love us back in exactly the way we need them to.

Our love for them no longer becomes about us.

We are out of the equation.

Now, we either choose to love the other person for who it is they are, or we don’t.

Now, love is about them – as they are …but of course, it is so about our ability to choose consciously.

So ultimately, our ability to love another, comes from our ability to be conscious of how we need to unconditionally love ourselves first.

When we are able to meet our own needs, we are then able to love another fully and wholly.

When we love from a place of need, the love for the other is really about need, dependency and control.

Examine your love for others from this lens. You may be surprised about its shallowness and conditionality.

Don’t be disheartened. This is perhaps the path to a greater love: one that is tempered with consciousness.

Love with consciousness? Ah, now we are talking about true love.

Dr Shefali can be contacted for Skype and phone sessions.

Positive Discipline

Setting Firm And Kind Limits To complement the Montessori method of self-discipline, Voila Montessori also uses the Positive Discipline method to encourage parents and caregivers to use a firm and kind approach, with the understanding that children need to be connected to be successful in learning social skills.

The Positive Discipline Parenting and Classroom Management models are aimed at developing mutually respectful relationships. Positive Discipline teaches adults to employ kindness and firmness at the same time and is neither punitive nor permissive. The tools and concepts of Positive Discipline include: • • • • • •

Mutual respect: Adults model firmness by respecting themselves and the needs of the situation, and kindness by respecting the needs of the child.

Identifying the belief behind the behavior: Effective discipline recognizes the reasons kids do what they do and works to change those beliefs, rather than merely attempting to change behavior.

Effective communication and problem-solving skills Discipline that teaches which is neither permissive nor punitive Focusing on solutions instead of punishment Encouragement, instead of praise: Encouragement notices effort and improvement, not just success, and builds long-term self-esteem and empowerment.

by Jeanne Marie Paynel: Voila Montessori

By Julie Kleinhans

As a parent, it's extremely easy to worry about your child's future. You want the very best for them. As they are getting older, you may find yourself becoming more concerned about what their future will look like and if they will become a confident, happy, productive adult.

First I'd like to ask you two important questions: 1. Do you want your child to engage in a future that they are passionate about?

2. Are you open to your child exploring any passion that they have?

I ask these questions because many parents have pre-determined ideas about what their children should do with their life or what they think their child would succeed in. In order for your child to truly find their way, they will need your support to travel any path.

I’ll give you an example. When I was a teacher, I remember having a quiet boy named Jordan in class. He didn’t like school very much because he didn’t feel that he was a good student. One thing he was passionate about was video games. He loved all aspects of the video-gaming world.

When I spoke to Jordan about all of the possibilities of having a career in the video gaming industry, his entire perspective about his future changed.

A shift in his perspective allowed him to get excited about the possibilities of himself as an expert in video gaming, making lots of money designing cool games.

The thought that he was talented at something that can be applied to his future career helped him to feel much more confident about his abilities.

You can nurture this confidence and excitement with your own children. Here are three things you can do right now to inspire your children and remove your own worry.

Stop Comparing Your Child to Other Children in a Way that Puts Them Down It is very hurtful to a child when they are compared to other children in a way that puts them down.

Instead, use comparison in a way that lifts everyone up by showing your child the value that everyone contributes. For example: “Sam is great at math and doing well in his math classes.

Becky, you may be struggling with math right now, but that’s okay.

You will eventually learn what you need to know. You are doing so well in your English class. We are proud of you and Sam exactly as you are.”

It is important to boost confidence in every child so they can thrive.

Help Your Child Focus on What They Enjoy Doing Every person is talented in so many things. Including you – Mom or Dad! Help your child to focus and nurture what they do enjoy doing and get creative with them to think outside the box.

You may want to make a list with your children of the things you each really enjoy doing. This could be a fun family activity for everyone to write their lists together and then participate in those activities on the list.

Get ready to think in and outside the box. For instance, things like painting and playing catch may be on the list. Some other things people enjoy doing but don’t always think of is making lists, planning, cooking, reading, etc. Look at everything each of your enjoy doing and help each other with your “Enjoyment List”.

You each may forget things you enjoy doing and reminding each other makes this an extra special family experience. You may be surprised what your children notice about you and they may be surprised about what you notice with them.

Remember that so many things you enjoy can be turned into careers. A person that enjoys painting may become an artist, an art curator, own a gallery, etc. Your child may like to play catch now and in the future could do it professionally as a player, a coach, a manager, a sports news person, etc. Someone that enjoys making lists and planning may become a great project manager, travel agent or entrepreneur.

Cooking is a great skill that can be applied to restaurants, cooking shows, books and more.

Those that enjoy reading may become authors themselves, editors, proofreaders, book store owners or work in book publishing.

There are a myriad of opportunities for any and all passions that you and your children have!

Find Your Child a Mentor in the Passion That They Have If your child is interested in a particular career, help them find an adult in that field to have a conversation with. I recommend having a conversation with this person first to be sure you are okay with your child learning from them. Then set up a phone call or an in-person meeting for your child.

Your child can talk to this person about how they got to where they are today and some of the obstacles they overcame to succeed.

Have your child make a list of everything they’d like to know and see about this career choice, so they can make the most out of their experience. Having a tour of the work facilities of this career would also be helpful so your child can envision if this is a place for them.

It’s important for children to explore their passions without judgment. Allowing them to find their way will most certainly guarantee their success.

“Youth Empowerment and Education Mentor Julie Kleinhans works with parents, teachers, teens and young adults to love themselves, be successful and embrace their own uniqueness. Get her FREE Guide for Parents and Teachers “5 Steps to Productive, Confident and Happy Kids” at www.MindFocusGeneration.com.”

By Amy McCready Nothing grates on parents’ nerves quite so much as the sounds of sibling fighting coming from the next room—unless it’s the shouts of “Moooommmmm, he hit me!” that often follow.

While the occasional disagreement is normal, and even healthy, true sibling fighting is a highly emotional issue that can negatively impact family relationships, even into the adult years. So, why can’t our children just get along?

This may not be music to your ears, but the fact is that parents are often to blame in unknowingly encouraging sibling fighting.

With a few tweaks to your parenting style, however, you can make a big difference in family harmony.

Let’s begin by becoming more aware of two seemingly innocent things parents do to intensify rivalry. In my next post, we’ll talk about three strategies for dealing with kids fighting.

Two Things Parents Do to Contribute to Sibling Fighting 1. Use Labels – Spoken or Implied Whenever we label our kids, using terms such as “the smart one” or “the wild one,” we lay the groundwork for sibling fighting.

For instance, if you call Little Brother the “family athlete,” then you can bet Big Brother will feel like he’s the opposite of that. Or if Big Sister is the “problem child,” then Little Sister will probably be feeling pretty superior as the well-behaved one.

Whether the label is positive or negative, it’s a recipe for a fight as kids struggle with the comparisons you’ve put in place.

Sometimes labels aren’t spoken—they’re implied. One example of this is a “go-to” kid.

This is the child you consistently approach for help when you want something important done quickly and without a fuss.

While the go-to-kid feels important, by overrelying on him you imply to your other children that they aren’t as capable, which in turn leads to undue competition.

2. Reinforce “Victim” and “Aggressor” Roles As parents, we often feel like it’s our job to sort out the “victim” in a disagreement, as well as the “aggressor.” In order to make sure justice is served, we soothe the “victim” with hugs and kind words, while sending the “aggressor” to her room with a “you should know better” reprimand.

However, this type of treatment does neither child any good.

Showering the “victim” with attention lets him know that acting as the weaker player in the argument (whether he really is or not) will get him lots of attention—and you can be sure he’ll repeat his performance another time. Meanwhile, the “aggressor” gets it confirmed that there’s power in being the bully—and you’ll see her behavior repeated as well.

Fortunately, there are more helpful strategies for dealing with sibling fighting that don’t reinforce the “victim” and “aggressor” roles—and instead teach them how to resolve their own conflicts in the future. We’ll cover these in the next post. In the meantime, you can begin to improve family dynamics simply by taking a good look at how you compare and respond to the sibling fighting in your house.

Conscious Life Magazine

Understanding the Vestibular Sense We grow up learning that the five senses are taste, smell, sight, sound, and touch. However, there are additional critical senses that are often overlooked. We’ve discussed the proprioceptive system in the past. Today, we’re going to address the vestibular system, the sense that delivers sensory information to your brain about balance and movement.

On a more complicated level, the vestibular system generates complex information about where your body is in space. This sixth sense coordinates movements in combination with balance. It is responsible for keeping you upright and it creates rapid reflexes based on the stimulus received from the environment.

Compared to the other senses, the vestibular sense operates at a much faster pace. On that note, you may be surprised to learn that this system is stunningly small and fits within the inner ear. While tiny, the vestibular system is intricately complex and enables you to process positioning, acceleration, and movement.

The Relationship to Sensory Processing Your brain receives sensory data from all of your senses rapidly at all times. It must process this data quickly so that you can live in and respond to your environment. These sensory responses are responsible for reflexes, taste preferences, the ability to identify smells, and much more.

A sensory processing disorder may be diagnosed when your child’s response to various sensory inputs interferes with daily life. Furthermore, sensory processing is related to the five commonly-known senses as well as to the misunderstood sixth sense.

Given the complexity of the senses, you may have a better understanding of why sensory processing disorders are misunderstood. This also explains why children with vestibular sensory processing disorders display extreme behaviors.

These behaviors differ from other children with similar disorders. More than that, your child’s behaviors may seem to change by the day. Each child is unique, experiencing the world in his or her own way. Likewise, your child responds to inputs individually. As an example, some kids may love the taste of applesauce, and others may be disgusted by its texture.

What Is a Vestibular Disorder?

This is a blanket term that describes an improper function of this system. These disorders relate to how the brain interprets data from this system. While these disorders commonly feature balance and spatial orientation issues, they can have a much more profound impact.

The data provided to the brain from the vestibular structures allows the brain to interpret other sensory data. For example, it helps you to quickly analyze visual data, maintain muscle tone and more based on various stimuli.

Children with a vestibular disorder may be hyposensitive. This means that your child may require or crave extra stimuli from activities involving movement and balance. Children may also be hypersensitive, which has the opposite effect.

To complicate matters, some children with vestibular dysfunction may show behaviors of being hyposensitive and hypersensitive at the same time. Other children may show hyposensitive signs one day and may appear to be hypersensitive the next day. Because of this, parents should be aware of symptoms for hypersensitivity and hyposensitivity.

Signs of Vestibular Dysfunction Children experience vestibular sense disorders in many ways. So, signs of a vestibular disorder can vary dramatically. With that said, generally speaking, the symptoms of a vestibular disorder include appearing distracted, lazy, fearful, uncoordinated, and hyperactive.

How do these symptoms appear in a child’s everyday life?

• • • • • • • • • • • • • • • • •

A child with a vestibular sense processing disorder may: Have an overwhelming preference to remain still Struggle in school with math, reading, and writing Appear to be lost or confused frequently Struggle to locate common objects when asked to do so Prefer to keep his or her feet on the ground, such as by avoiding jumping, playground equipment and more Walk with considerable care and focus Appear to be uncoordinated or fall frequently Have a slouched posture or prefer to lay down Support his or her head by the hand when sitting Complain about being nauseous or dizzy Get motion sickness easily Focus frequently on moving objects Seem oblivious to activities that are dangerous, such as jumping off of elevated objects to climbing high above the ground Enjoy twirling or spinning without seeming to get dizzy Move constantly, such as by rocking back and forth, fidgeting or tilting the head around Have trouble focusing unless fidgeting or moving

When to Seek Vestibular Therapy Once diagnosed with a sensory disorder, your doctor will provide a treatment plan. Specialized therapy sessions may be recommended and have been highly effective at alleviating bothersome symptoms in many people.

An occupational therapist may be necessary and can help a great deal. The therapist identifies the child’s unique challenges and symptoms before creating a customized treatment plan.

As guided by a therapist, well-planned activities should be completed at home. The therapist and parents will take into account the child’s specific disorder and comfort level. However, some suggested activities include swimming, log rolling, laying on the stomach, hanging upside down on playground equipment and more.

The purpose of these vestibular therapy exercises is to improve how the body receives and processes data. This includes visual orientation, balance, movement and more. Initially, you may notice that your child’s symptoms seemingly worsen, but this is short-lived.

When your child cannot experience and respond to the world in an expected way, stress and sadness are common. However, with a medical diagnosis and regular vestibular therapy sessions, many bothersome symptoms can be alleviated or managed.

Best Balance Toys for Kids • • • • • • • •

Balance Board River Stones Hilltops Balance Buckets Balance Cushion Wobble Balance Board Balance Hemispheres Slack Line

Looking for Eco-Friendly Wipes?

Check out the Cherubs Eco Cotton Range

We spoke about the Cherubs Eco Cotton Range last month and why we love it. In a nutshell, it is as gentle to the earth as it is to your skin.

Made from 100% pure cotton, the Cherubs Eco Cotton range is soft, absorbent and gentle enough for everyday use. And, it is not tested on animals.

If you are looking for awesome, flushable, eco-friendly on the go wipes, try the Cherubs Flushable, Eco-Friendly Wipes available in store in the baby section. Primarily made for toddlers to help with toilet training, we think they also make a great option to carry with you and help keep your hands clean throughout the day.

They are alcohol, chlorine and paraben free, pH balanced, available in fragrance free & lightly fragranced variants.

Look for them in store in the baby section.

Conscious Life Magazine

Teen Suicide FACTS ABOUT TEENAGE SUICIDE According to WHO, a suicide occurs every 40 seconds and an attempt is made every 3 seconds In South African, hanging is the most frequently employed method of suicide, followed by shooting, gassing and burning Risk factors for suicide among the young include the presence of mental illness- especially depression , conduct disorder, alcohol and drug abuse; previous suicide attempts ; and the availability of firearms in the home. In South Africa 60% of people who commit suicide are depressed The suicide rate for children aged 10-14 years old has more than doubled over the last fifteen years In South Africa the average suicide is 17.2 per 100 000 (8% of all deaths). This relates only to deaths reported by academic hospitals. The real figure is higher “Suicide shouldn’t be a secret” “We cannot measure the value of life cut short by suicide. We cannot calculate the impact a person might have had on the world around them or on the people whose lives they may have touched. But through a partnership between survivors, business and community leaders, scientists and dedicated individuals we can vanish this needless tragedy”

How do you really feel?

• • • • • • • • • • • • •

I feel guilty; I have no confidence ?

I feel I am a failure or have let my family down ?

I have lost interest in my hobbies. Most of the time I would rather be alone ?

I often feel restless or tired ?

I have trouble concentrating on things like homework or watching TV ?

I have trouble sleeping or I sleep too much ?

My appetite has increased or decreased ?

I have unrealistic ideas about the great things that I am going to do ?

My thoughts race. I can’t slow my mind down ?

I often think about death. Thoughts about suicide pop into my mind ?

I like very dangerous activities ?

I use drugs and/or alcohol on a regular basis ?

If you have (or had) four or more of these feelings, and if they last longer than two weeks, you may have depression.

What to do if you suspect someone close to you may be contemplating suicide While some suicides may occur without any outward warning, most do not. The most effective way to prevent suicide is to learn to recognise the signs of someone at risk, take these signs seriously and know how to respond to them.

KNOW THE DANGER SIGNS Previous suicide attempts: Between 20 and 50 percent of people who kill themselves have previously attempted suicide. Those who make serious suicide attempts are at much greater risk of actually taking their lives.

Talking about death or suicide: People who commit suicide often talk about it directly or indirectly. Be alert to such statements as, “My family would be better off without me”.

Sometimes those contemplating suicide talk as if they are saying goodbye or going away.

Depression: Although most depressed people are not suicidal, most suicidal people are depressed. Serious depression can be manifested in obvious sadness, but often it is expressed instead as a loss of pleasure or withdrawal from activities that had once been enjoyable.

Be concerned about depressed persons if at least five of the following symptoms have been present nearly every day for at least two weeks:

- depressed mood - change in sleeping patterns - change in appetite or weight - speaking or moving with unusual speed or slowness - fatigue or loss of energy - feelings of worthlessness , self-reproach or guilt - thoughts of death or suicide Additional factors that point to an increased risk for suicide in depressed individuals are: - Extreme anxiety, agitation or enraged behaviour - Excessive drug and / or alcohol use or abuse - History of physical or emotional illness - Feelings of hopelessness or desperation

TAKE THE SIGNS SERIOUSLY - 75% of all suicides give some warning of their intentions to a friend or family member - All suicide threats and attempts should be taken seriously.

BE WILLING TO LISTEN - Take the initiative to ask what is troubling them - If your friend or relative is depressed DON’T be afraid to ask whether he/she is considering suicide - Do NOT attempt to argue anyone out of suicide, rather let the person know that you care and understand that they are not alone, that suicidal feelings are temporary, that depression can be treated and that problems can be solved. AVOID the temptation to say, “ You have so much to live for” or that “ suicide will hurt your family”.

IN A CRISIS - In an acute crisis , take the person to an emergency room or walk-in clinic – DO NOT leave the person alone until help is available - Remove drugs , razors, scissors or firearms that could be used in a suicide attempt away from the potentially suicidal person - If the above options are unavailable call your local emergency numbers.

FOLLOW- UP TREATMENT - Take an active role to ensure that the prescribed medication is taken and report any unexpected side effects to a doctor.

- Continue to offer support after treatment has been initiated

SADAG Mental Health Line 011 234 4837 Akeso Psychiatric Response Unit 24 Hour 0861 435 787

Potato Pancakes Potato Pancakes Baking potatoes, often called russet or Idaho potatoes, make the best potato pancakes.

Potato pancakes are a perfect example of how a few simple ingredients can make a satisfying breakfast, lunch, or dinner. Serves 4 - 6.

Ingredients • • • • • • • • •

3 baking potatoes Peeled (about 4½ cups grated potatoes) 1 green onion thinly sliced 2 eggs beaten ¾tsp salt ¾cup whole wheat flour ¼tsp freshly ground black pepper 1tbsp vegetable oil Additional vegetable oil for cooking 1cup sour cream (optional)

Instructions Grate peeled potatoes directly into a bowl of water. Transfer the grated potatoes into a colander and press them to squeeze out as much liquid as possible.

In a bowl, mix together the eggs, salt, pepper, and vegetable oil. Add the flour, whisking to combine. Add the potatoes and sliced green onion and mix well.

Heat a skillet over high heat. Spread a small amount of oil evenly over the surface. Spoon about 2 tablespoons of the potato mixture to form each potato pancake. Flatten the pancakes with a spatula and cook until dark golden brown on both sides and cooked through. Serve immediately topped with applesauce and sour cream, if using.

Salsa Fresca

Ingredients • • • • • • • •

5 medium tomatoes cut into ½-inch pieces 1-2 jalapenos seeded and minced 2 garlic cloves minced ¼ medium red onion chopped 3tbsp fresh lime juice ½tsp salt ⅛tsp black pepper 1tbsp cilantro chopped

Instructions

In a bowl, gently stir together all the ingredients.

Berbere Spice Mix Berbere Spice Mix Berbere is a blend of spices used in Ethiopian cooking.

If you don’t have whole spices, you can use ground ones.

Ingredients

Instructions

• • • • • • •

Remove the seeds from the cardamom pod. Toast the cardamom, clove, allspice and fenugreek seeds in a dry skillet over medium-high heat, stirring until the spices become fragrant. Remove from the heat, let cool and grind in a mortar and pestle until fine. Stir in the ginger, nutmeg, and turmeric.

1whole cardamom pod 1whole clove 2whole allspice ⅛tsp whole fenugreek seeds ⅛tsp ground ginger ⅛tsp ground nutmeg ⅛tsp ground turmeric

Cuban Beans and Rice Cuban Beans and Rice Beans and rice can be a simple, satisfying meal for the entire family. In Cuba, beans are often cooked with a seasoning mixture called sofrito, made from garlic, onion, bell pepper, tomato, cumin, and oregano. Try combining this version of Cuban beans and rice with a crisp green salad of lettuce, cabbage, and tomatoes.

Add a little sweetness with fresh pineapple and banana. Serves 4 - 6.

Ingredients

Instructions

• • • • •

Make the beans

• • • • • • •

• • • • • • • • • •

Cuban Beans 3tbsp vegetable oil ½ red onion cut into ¼-inch pieces 4 garlic cloves minced 1 green or red bell pepper cut into ¼inch pieces 2 tomatoes cut into ½-inch pieces ¾tsp ground cumin ¾tsp dried oregano ¾tsp salt ¼tsp black pepper 3cans (15 oz. ea.) black beans rinsed and drained 1can (15 oz.) red beans rinsed and drained 1cup water 1whole bay leaf ¼cup fresh cilantro leaves chopped lime wedges(optional) Yellow Rice 1tbsp vegetable or olive oil ½tsp turmeric 1½cups long grain white rice 3cups water ½tsp salt

Heat the oil in a saucepan over medium heat. Add the chopped onion and cook until softened, about 4 minutes. Add the garlic and bell pepper and continue to cook, stirring often, for several minutes more. Add the tomatoes and cook until softened. Stir in the cumin, oregano, salt, and pepper and cook for 1 to 2 minutes. Add the beans, water, and bay leaf, stirring to combine.

Increase the heat to medium high and bring to a boil. Reduce the heat and simmer, covered, for 10 to 15 minutes. Just before serving, stir in the cilantro.

Make the rice In a saucepan, heat the oil over medium-high heat. Add the turmeric and rice and cook for about 1 minute, stirring constantly. Add the water, increase heat to high and bring to a boil.

Reduce heat to low, cover, and cook for about 20 minutes, until all of the liquid has been absorbed.

Remove from heat. Do not stir the rice. Let the rice sit for at least 5 minutes before serving.

To serve Spoon the beans over the yellow rice and serve with a wedge of fresh lime. Serve pineapplebanana salad and green salad on the side.

Breadsticks Breadsticks It is believed that breadsticks were first made in medieval times. The Italian word for breadsticks is grissini. These crispy breadsticks are fun and easy to make. Makes 32 breadsticks.

Course Side Dish

Ingredients

Instructions

• • • • •

Preheat oven to 425 degrees F. In a bowl, combine the water and yeast. Let sit for 2 minutes, until the yeast is dissolved. Add the olive oil, honey, rosemary or peppercorns, salt, and whole wheat flour, stirring well. Add the white flour, 1 cup at a time, stirring until a stiff dough forms. On a clean, lightly floured work surface knead the dough for 3 to 5 minutes, until smooth.

• • •

1¼cups warm water 2tsp baking yeast 2tbsp olive oil 1tbsp honey 1tsp dried rosemary or ½ tsp cracked black peppercorns 1cup whole wheat flour 2½ cups white flour Additional olive oil and kosher salt

Divide the dough into 8 equal pieces. Form each piece into a circle about 3 inches in diameter.

Now divide each piece into 4 equal pieces. You will have 32 pieces in all. Roll each piece of dough into a cylinder about 8 inches long and place on baking sheet.

Lightly brush the breadsticks with olive oil and sprinkle with salt as desired. Bake the breadsticks for about 15 to 18 minutes, turning once during the baking, until lightly browned and almost crisp. Let the breadsticks cool before serving.

How do you help your children connect with nature on a deep, personal level if you're not the outdoorsy type?

Here's 7 ways to get started.

My place is in the woods.

My parents are outdoorsy people, and so from the time I was a baby, I was exploring meadows, stream beds, and forests on family hikes, camping trips, and everyday afternoons with my brothers.

When I was 6, I spent a whole week in the woods at sleep-away camp in Pennsylvania and went back every summer until I was in high school. I have strong sense memories of the crickets at dusk, the smell of the forest after the rainstorm, and the crunch of the leaves under my feet.

The woods are now my special place. I go there to be at peace, to collect my thoughts, and to re-connect to the greater natural world. Do you have a place like that? Maybe the ocean, a field of wildflowers, or the desert at twilight?

This deep connection to nature, this sense of place, is disappearing as children today are spending less and less time outside in unstructured wild play, and more time in the digital world of movies, video games, and apps. This is a concern as research is confirming that children need direct contact with nature for healthy physical and emotional development.

Spending your childhood in the mud, leaves, and sand forms the foundation for many academic pursuits especially science, technology, engineering, and math. Children who spend time outside are healthier physically and mentally. They are less likely to have allergies or attention disorders, and more likely to take calculated risks.

It turns out, just by encouraging your child to get outside, you can increase the chance that they will have a deep connection with nature. Even if you live in the city, a tiny apartment, or have no outdoor space of your own, you can foster this sense of place! Here's some tips to get started: •

•

• • • • •

Spend time outside together. Have a family camp out, take a hike, or have a meal outside.

Make sure you have a few long blocks of time where your children can play in nature unscripted: an afternoon digging at the beach, a morning climbing trees, an evening hunting for minnows.

Find a place nearby to visit frequently, every day if possible. A space in your yard is ideal, but a local park, an empty lot, or a walking trail can work too. Repeated visits to the same place offer an opportunity to observe slight changes, look closer, make discoveries, and feel connected.

If you are fortunate to have a yard, create a “rough” area for wild play and a sense of ownership.

Teach your children about common dangers: teach your children which plants, animals, and areas require caution. This includes teaching them to swim.

Dress for the weather. Snow pants, rain boots, good jackets. Don't let “bad weather” stop you!

Share stories about natural places. These can be your own, from literature, or from another person. Much of my outdoor play was inspired by books I read as a child.

Seek out play spaces that offer opportunities for wild play or hands-on experience with the natural world. Nature centers, natural playgrounds, are a good place to start.

Learning Games For Your Preschooler

by Maren Schmidt

I Spy Game Creating Phonemic Awareness

Around age two-and-a-half to three, your child becomes aware that words are made up of individual sounds. This skill is called phonemic awareness.

“Phonemic” comes from the word “phonics,” which means sounds. When you help your children become aware of the individual sounds in words, you are helping them develop a very important skill for reading success.

Remember, children have an innate ability for language development, and so phonemic awareness can be created in such an easy way that you could even call it “child’s play.” No teaching required, just fun and games.

One of the activities, or games, that you can do with your child is the I Spy Game. This is played very much like the game you used to play as a child where you said, “I spy something green.”

To help create phonemic awareness, you are going instead to say, “I spy something that begins with the ‘b’ sound.”

The challenge is to know how to make the “b” sound. Here’s how. The letter name for “b” is pronounced “bee.” The sound of “b” is more like “buh.”

Try saying the word “ball” and stopping yourself after you get the “b” sound out. The “uh” part of “buh” is very, very soft, and if you can say it without any “uh” sound, that is even better.

The variations of the I Spy Game are endless, and you can play it on the spur of the moment. For this reason, it is a great car and restaurant game. You can play with parts of the body, clothing, names, things in a room, etc. Just remember that the object of the game is to help your child learn to hear individual sounds in words. He or she can’t win or lose! Only learn phonemic awareness.

To play the game, you might say, “I spy something that begins with the ‘n’ sound.” Your child says, “Tree!” Instead of saying, “No, you’re wrong,” kindly say, “Tree starts with a ‘t’ sound.”

I’m thinking of something on your face that begins with an “n.” You can even point to your nose!

If your child still doesn’t say the word nose, touch your nose and say, “I was thinking of nose.”

Remember the object is to create awareness of sounds in a fun way that assures success. Play the I Spy Game every day. As your child progresses, make the game more challenging by doing ending sounds. “I spy something that ends with a “t.” ” Yes, it’s ‘cat.’”

Internal sounds are the most difficult to hear so do them last. “I spy something with an ‘o’ sound.” “Yes, I was thinking of “dog.” You will be amazed how quickly your child can hear the different sounds of our language.

Your child will take this skill of phonemic awareness along with letter/sound recognition and become a successful reader.

Watch a short video on how to play the I Spy Game. Click here.

What’s Missing

“Is there something wrong with Henry?” Dee inquired about her four-and-a-half-year-old son.

“Henry can only accomplish one task at a time. When I ask him to brush his teeth and put on his pajamas, he can do one or the other, but not both.”

Dee was describing Henry’s “active working memory.” Henry was having difficulty keeping two or more tasks in his mind. Neuro-psychologists refer to three basic types of memory.

Active working memory gives us the ability to stay on task and keep all the steps of a job readily in mind.

Short-term memory helps us remember what we did today.

Long-term memory helps us remember everything. These three types of memory interact with each other to enable us to learn and to respond to any situation.

Visiting with Dee, I discovered that Henry had a strong visual memory. He loved to build with interlocking blocks and could follow the picture directions that came with each set. Henry enjoyed singing and had good language skills. Dee told me that Henry often didn’t hear his name when involved with an activity.

Having clues about Henry’s strengths and weaknesses, I made the following suggestions to Dee 1) Be sure to give clear and concise directions.

2) Be sure Henry is looking at your face when giving instructions.

3) Create “visual” memory directions if possible. For example, “Henry, brush your teeth with your blue toothbrush. Then put on your red dog pajamas. Can you see that in your mind?”

4) Ask Henry to check back with you after completing a task.

5) Use singing to help lengthen active working memory by singing songs like “Little Cabin in the Woods,” “If You’re Happy and You Know It,” and “This is the Way We….”

6) For daily routines, such as getting ready for school or bed, make a sequenced picture list of each activity. Magazine cutouts or photos of Henry could be used. For bedtime routine have pictures of the bathtub, pajamas, tooth brushing, reading a book, prayers and lights off.

A request for Henry to put on his shoes and coat might go like this: “Henry, look at me please. Please put on your shoes and coat. Then come back in the kitchen.

Do you have a good picture in your mind of what you need to do? Right, black shoes and red coat. Then come back. Thank you.”

A fun memory game is “What’s Missing?”.

Gather five or six items and a small towel to cover them. Name the items: spoon, fork, pencil, eraser, cup and saucer. Cover the items, and ask your child to count to ten with his or her eyes closed. While he or she is counting, remove an item and place it behind your back. Uncover the items and ask, “What’s missing?’ Continue to add an item or two a day, or take away two or more items at a time to challenge and increase active working memory.

Kit Carson, the famous American frontiersman, was reported to recall over 100 items after viewing them for a minute.

Our brains have tremendous capacity for active working memory.

Help your child’s memory and independence by playing memory games and giving instructions with multiple steps.

The Importance of Playing in Nature for Children The ‘X-Box Generation’, ‘Stranger Danger’, protective parenting and a shortage of safe, clean playing spaces are just some of the reasons children are not outside playing in nature as much as they should be.

•

Healthy Habits – Children who experience growing their own food outside are more likely to eat fruit and vegetables. Playing outside encourages them to engage in energetic physical activities, which helps keep them fit and at a healthy weight.

Absorbing vitamin D from the sun will help strengthen their growing bones.

• • ​

As carers of children, we may prefer to keep them safe within the views of our watchful eyes but are this sedentary generation of children suffering as a result of the way society is going?​ Obesity, Attention Deficit Disorder, misbehaviors, weaker physical skills and co-ordination, inhibited creativity and a lack of social skills are some of the worrying trends arising amongst children today. Are our children innocent victims, made to suffer the consequences of a “progressive society” led primarily by us adults? Are we taking them further and further away from where our species has been growing and adapting throughout evolution? It appears so!​ On the positive side, we are now aware of this and so have the power to do something about it. Let’s first remind ourselves of some of the amazingly powerful benefits of spending time in nature:

•

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Immunity Booster - Studies have shown that regular time spent in the great outdoors reduces stress levels, perhaps by reminding us there is a bigger picture to consider and enjoy. There also seems to be a co-relation between engaging in regular outdoor activities and an increased number of white blood cells in our bodies, helping to protect us from diseases.

Improved Concentration – Attention Deficit problems and fatigue seem to be relieved from time spent outdoors. Children especially, need time and freedom to engage in exploration and large-motor activities. Their bodies are going through rapid growth, strengthening and conditioning. Once they have satisfied this need they will be better able to concentrate on smaller tasks and mental activities.

•

Creativity and Problem Solving – Children are blessed with a natural sense of awe and wonder about the world they live in. Granting them time outside and leaving them to their own devices, gives them the chance to explore, form ideas and hypothesis, become confident making discoveries and experience challenges which require them to use decision making skills. Qualities such as these will stand to them when they are older, in the ever progressive entrepreneurial work trend we are currently witnessing.

Better Social Skills – Children are more likely to get creative and express their true natures when they are playing outside. Often they create games from nothing, learning lessons such as the need for rules and fair play. Some children may find themselves in the role of group leader, others, team-players, but each will discover what they can bring to ensure the success of the activities.

Playing outside helps children to develop the skills needed for successful communication such as making eye-contact and listening and responding, which they wouldn’t experience to the same extent, whilst distracted playing video games, watching TV. and the likes, indoors.

If you care to research this topic further you will undoubtedly discover more benefits associated with spending time in nature.

However, even if you are only reacting to this article I would urge you to think about and create more opportunities for the children in your care to experience outdoor play.

Ways to Achieve this:​ •

• •

• •

If safety is an issue, do your best to create an outdoor play space with a variety of learning opportunities. You could include sand and water play, muck and green areas with trees to climb and gardening opportunities, with tools at their disposal, playground swing and climbing sets, etc.

Bring your child to a variety of outdoor environments including the beach, park, playgrounds, go for forest and mountain walks etc.

Remember time outside is good for you too!

If you can, enroll your children in community groups and activities such as sports teams, scouts, camps etc. If this doesn’t work for you however, try to at least accumulate a supply of cheap sports equipment such as balls, hoola hoops and skipping ropes and arrange play dates with friends.

As you can see, where there is a will, there is a way! One last thing I will ask you to seriously consider however, is outdoor safety. As adults and protectors of children, it is our duty to educate children on the possible dangers associated with outdoor play, including ‘stranger-danger’, water-safety, road safety, proper use of play-equipment, safety in numbers etc. It is important that children experience freedom and independence but it is also important to regulate, monitor and grant them this at a rate suited to their stage of development and knowledge.

Now in case you’ve forgotten just how good it feels, why not treat yourself to some invigorating time in the great outdoors. After-all, there’s a kid in all of us just dying to get out!

Sinead Hamill is a full-time Montessori Teacher and After- School Practitioner. She trained in St Nicholas Montessori College Dun- Laoighre for four years, where she qualified with a BA Honours Degree.

She has also trained in vocal and performance coaching. Sinead has over ten years experience in the Montessori and Child Care Sector.

Through her experience, Sinead has noticed how receptive children are to movement and music.

With a diverse mix of children entering her class each year she has taught many foreign national children and children with additional educational needs such as Down Syndrome, Autism and Speech & Language difficulties. Over the years Sinead learned the best way to hold her pupils attention was through song and movement. This led her to create songs and rhymes, to accompany the lessons she was presenting. All of her pupils respond without exception very positively to this method of teaching which led Sinead to creating her own educational phonics and solar system CDs.

Dr. Shefali Tsabary is a international speaker, clinical psychologist and acclaimed author of the award-winning book "The Conscious Parent". She blends eastern mindfulness with western psychology integrating wisdom from both traditions.

Her first book, "The Conscious Parent", has been endorsed by Oprah as one of the most profound books on parenting she has ever read. This book revolutionizes the parenting journey and allows us to transform our relationship with our children.

Conscious Life Magazine

CHILDHOOD CANCER Awareness & Early Detection CHOC’s Awareness Programme It is estimated that currently less than half of children with cancer in South Africa are diagnosed, and many of those who are diagnosed are in advanced stage of illness. One of the reasons for this is a lack of awareness and knowledge in parts of the health system regarding the early warning signs of childhood cancer.

As a result, CHOC initiated an Awareness Programme to disseminate the early warning signs that the South African Childhood Cancer Study Group drew up.

The objectives of the programme include ensuring that all children with cancer in South Africa are diagnosed as early possible and that the early warning signs of childhood cancer are well known in all parts of the health system (including primary health care clinics and all hospitals).

Cancer Facts Cancer incidence Although childhood cancer is relatively rare, the incidence rate has been increasing. According to a 2014 report by the American Cancer Society, it is now estimated that one in 408 children worldwide will be diagnosed with cancer before the age of 15. Yet with early detection and treatment in paediatric oncology units, globally the survival rate can be as high as between 70% and 80%, with variance depending on the type of cancer.

Common childhood cancers Cancers in children tend to be different from those found in adults, most often occurring in the developing cells like bone marrow, blood, kidneys and nervous system tissues. Life-threatening blood disorders include aplastic anaemia, thalassaemia and idiopathic thrombocytopenic purpura.

Despite being relatively rare, in Western countries childhood cancer is the second most common cause of death in children aged 5 to 14 years, after accidents, whilst in Africa it does not make it into the top 10 common causes.

According to the most recent South African Children’s Cancer Study Group (SACCSG) registry statistics, for 2009 to 2013, the five most common childhood cancers in South Africa are leukaemia, followed by lymphoma (tumours that begin in the lymph glands), then brain tumours, nephroblastomas, or Wilms tumours – cancer of the kidneys - and then soft tissue sarcomas, which are tumours that begin in the connective tissue.

The Saint Siluan Early Warning signs These early warning signs were drawn up by the South African Childhood Cancer Study Group and they have been adopted by the International Society of Paediatric Oncology. St Siluan was a monk who prayed for humanity ceaselessly.

If you detect any of the warning signs in your child please contact your nearest CHOC region contact your nearest treatment centre or SMS the name of your province to 34486, at a cost of R2. A CHOC representative will contact you shortly thereafter..

There is also a TOLL-FREE HELPLINE: 0800 333 555 that sisters and doctors at the primary healthcare clinics can call (hosted at the Chris Hani Baragwanath Academic Hospital) for advice on whether to refer the child for further investigation and to which unit. http://www.choc.org.za/regions.html

Keeping more than hope alive for nearly four decades

CHOC Childhood Cancer Foundation was established in 1979 as a support group to parents of children with cancer, by parents of children with cancer. Having experienced the immense emotional and financial toll that cancer takes they recognised there is more than one victim in the family of the child with cancer.

Their aim was to ease the burden on parents facing the same journey by providing access to relevant, accurate information, as well as emotional and practical support.

From the onset CHOC provided support in the hospital wards, hence the name Children’s Haematology Oncology Clinics, or CHOC. Gradually parent groups were set up in other key centres, where the major state-funded academic hospitals are located and paediatric oncologists practice.

In 2000, these regional entities merged into a national organisation. CHOC now has a head office in Johannesburg, six regional offices, two branches, and 13 accommodation facilities close to treatment centres. With occupancy steadily increasing our budget for maintenance and running costs of the accommodation facilities in 2015 will amount to R7.132 million, with each facility costing over half a million and we have a total capacity of 66 030 bed nights per annum.

We do not receive funding from government but rely heavily on donations from caring corporates, individuals and parents of children with cancer. Funds raised are used to provide all-encompassing support – from direct practical help to the children and their families and those involved in the treatment – to necessary equipment.

Donate to CHOC The support of corporations and individuals is vital to the ongoing work of CHOC.

Her eyes met mine as she walked down the corridor peering apprehensively into the kennels. I felt her need instantly and knew I had to help her.

I wagged my tail, not too exuberantly, so she wouldn't be afraid. As she stopped at my kennel I blocked her view from a little accident I had in the back of my cage. I didn't want her to know that I hadn't been walked today. Sometimes the overworked shelter keepers get too busy and I didn't want her to think poorly of them.

As she read my kennel card I hoped that she wouldn't feel sad about my past. I only have the future to look forward to and want to make a difference in someone's life.

She got down on her knees and made little kissy sounds at me. I shoved my shoulder and side of my head up against the bars to comfort her. Gentle fingertips caressed my neck; she was desperate for companionship. A tear fell down her cheek and I raised my paw to assure her that all would be well.

Soon my kennel door opened and her smile was so bright that I instantly jumped into her arms.

I would promise to keep her safe.

I would promise to always be by her side.

I would promise to do everything I could to see that radiant smile and sparkle in her eyes.

I was so fortunate that she came down my corridor. So many more are out there who haven't walked the corridors. So many more to be saved. At least I could save one.

Support your local animal shelters – ‘forever homes’ needed

HUSKY ROMI WOLF SANCTUARY HuskyRomi is a non-profit organization providing a safe haven for abandoned and abused huskies and wolves in South Africa.

We provide a home to all huskies and wolves that can’t be kept as pets because of their complicated nature. Many of the animals arrive in a poor condition, some not even knowing what grass is. They are rehabilitated with loving care by Larry Paul. This website was started to provide support to the HuskyRomi project and to promote the protection of wolves and other wildlife. The sanctuary is open for the public to come and learn about wolves. We do appreciate donations and sponsorship for the buying of food, for veterinary bills and doing maintenance to the enclosures.

We currently take care of more than 200 huskies, wolves and hybrids in 54 enclosures.

Get Involved We are working towards getting a formal volunteer program off the ground at HuskyRomi. This is available to both local (South African) and international volunteers. Should anybody be interested to become a volunteer or to assist with the program please contact Larry on the number or email below.

Sponsorship and Donations Name a Wolf.

Should you wish to name a wolf, for instance in remembrance of a loved one or pet, you may arrange it with Larry. We just request that you then will be prepared to do a full monthly sponsorship of that wolf for a period of at least two years.

Get in Touch: Mobile: 071 679 5141 larry@huskyromi.co.za http://huskyromi.co.za/wp/

Conscious Life Magazine

The immune system of cats, dogs and horses is the ‘security’ system of their bodies. It is constantly monitoring the body and recognizes foreign substances (e.g. bacteria, viruses etc).

Anything that does not belong to the body will be picked-up by the immune system’s ‘radar’, and the immune system will then go into defence mode to eliminate these foreign substances from the body.

The first line of defense of the immune system, is the skin, stomach acid, special chemicals in the saliva, mucous in the respiratory system, as well as certain cells in the body that will basically eat anything foreign that is in sight. Together they form the first line of defense, and have been designed to more or less keep everything out. Similar to high walls, electric fences, alarm systems and burglar bars, in our homes!

“Should the first line of defence not succeed…”

Should the first line of defence not succeed in eliminating the foreign intruder, then the second line of defence will be activated. This is a far more specific and targeted to fight off the specific foreign invader. In this phase various parts of the immune system communicate with each other, and develop and retain a memory of the invaders that they encounter. This helps the immune system to respond faster and greater, should a second similar invasion occur, and prevent the disease.

Conscious Life Magazine

There are two main ways in which mammals can acquire immunity. Firstly they acquire some immunity passively through antibodies received via the placenta when still in utero, as well as through antibodies received from the colostrum present in their mother’s milk. This provides only temporary protection, as these antibodies break down through natural aging or get depleted by fighting-off disease causing organisms.

Secondly the animal can build-up its own antibodies naturally through exposure to disease causing foreign invaders (or through vaccination). It is this adaptive portion of the immune system that remembers previous encounters, and will therefore mount a faster and a more aggressive defense should subsequent exposure occur.

“There are two main ways in which mammals can acquire immunity”

“…new-borns who do did not receive adequate amounts of colostrum are also immunodeficient.”

Genetic defects, as well as some viral infections (feline immunodeficient virus and canine parvovirus) can cause immunodeficiency. Similarly new-borns who did not receive adequate amounts of colostrum are also immunodeficient. They are in great danger of contracting a number of infectious diseases.

We can boost our pet’s immune system naturally by ensuring that they get adequate nutrition through a natural and healthy diet, as poor nutrition can also result in the suppression of the immune system. Just as we as human beings get ‘run-down’ and need from time to time an immune booster, our pets also benefit tremendously from some natural remedies to combat a depleted or weakened immune system.

“We can boost our pet’s immune system naturally…”

If your pet is suffering from repeated bouts of infection, or chronic allergic reactions, it will be advisable to give them something additional to boost their immune system. Long-term use of certain medication can also affect your pet’s immune system.

It goes without say that one should consult your vet to see what is amiss. Eco-Immune (from Eco-Vet) is one of those pet first aid remedies (along with Heal) that should always be on hand.

Neonatal diseases, Feline Aids, Parvovirus, African Horse Sickness, Strangles, West Nile Virus are but a few diseases where Eco-Immune has been recommended in conjunction with some of the other Eco-Vet natural remedies, to reduce the severity of the disease.

Take care of your pet’s immune system so it can function optimally to ward off disease, and keep him in tip-top condition.

We love animals, NATURALLY Erika Bornman CEO-Eco-Vet www.ecovet.co.za

Conscious Life Magazine

Your dog’s heart rate decreases and your pet feels less anxious when being close to you. The same happens to you!

It’s no secret that the dog is man’s best friend and there can be no bond stronger than that of canine and owner.

New studies have actually confirmed that there may be a biological reason for this deep connection that we hadn’t previously realized. Unsurprisingly, when greeted by our dogs, our stress levels diminish, our blood pressure drops and our heart rate slows down. Our dog’s heart rate decreases meaning they feel less anxious as well and thus benefit from this connection too.

Pedigree sponsored a small study where three Australian dog owners took part. The dog owners were selected very carefully due to their deep connection with their dogs and as part of the study, they were separated and then reconnected with the dogs to monitor what actually happened to both bodies.

Dr. Levine, a professor at the Baylor College of Medicine, said.

The results were fascinating but not all that surprising, given the relationship people have with their dogs. When they were first separated, for the first few minutes, both dog and owner felt more anxious and their heart rates became elevated.

Upon being reintroduced to one another, those spiked heart rates declined immediately and both parties seemed a lot calmer and happier than they had moments earlier.

Several studies showed that dogs decreased the body’s reaction to stress, with a decrease in heart rate, blood pressure and adrenaline-like hormone release when a pet is present as opposed to when a pet is not present

This project is a really good illustration of what most owners experience every night when they come home from work and are reunited with their companion, canine scientist and researcher Mia Cobb said when asked about the experiment.

It shows how strong the bond can be between dog and owner, but the study isn’t limited to just canines. According to Mia, the same results could be obtained from any animal that experiences a strong relationship with its owner – whether it’s cats, birds or even lizards.

The research carried out has shown the cardiovascular benefits of having a dog as a best friend and America’s largest cardiovascular health organization recommends having pets as a way to take care of your own health (providing you have the time and resources to take care of the pet too!).

By Christina L.

References: 1.

2.

http://well.blogs.nytimes.com/2013/05/09 /heart-association-weighs-in-onpets/?_r=1 http://www.mnn.com/family/pets/stories/ two-hearts-beat-as-one-heart-ratesowners-dogs-sync-up-when-reunited

I’m a psychology student with a passion for books, good food and movies. I can often be found reading self-help articles snuggled up in bed with a cup of coffee or writing about anything and everything in a quiet cafe somewhere.

Herbs in your pet’s nutrition – your very own medicinal garden Most people have fresh herbs at home or can easily acquire some. The medicinal and mineral wealth in herbs is well documented and is essential to the health of all animals.

In the wild, dogs and cats would graze a variety of mineral enriched grass, flowers and herbs, instinctively identifying the healing and cleansing agents that they contain. It is not uncommon for even our domesticated pets to consume grass and roots.

In our own brand of natural food we include a variety of over 20 freshly pick herbs. As a result we have had amazing success in treating skin allergies and eczema, bad breath, bladder disorders, obesity, eye ailments, diabetes, cancer and nervousness.

Described below are some common conditions that we struggle with and how the appropriate herb can be effective in treating it.

So often we struggle with poor animal behavior and it seems that our companions are out of control. The herbs that would supplement this diet are the cooling and calming herbs: PROPERTY: Calming, Relaxing, Soothing MINERAL: Magnesium HERBS: Assortment of Mints, Sages, Lemon Verbena, Lemon Balm, Borage, Yarrow A very common ailment with our companion animals are digestive issues. This could be a loose stool, flatulence, smelly skin and breath or diarrhea. This problem may be chronic and regular or it may be as result of a viral or bacterial infection. The herbs that I would recommend for such a condition are listed below: PROPERTY: Digestive Alkaliser, prevent mucus formation, prevent toxic build up and removal of toxins MINERAL: Sodium & Sulpher HERBS: Mints, Garlic, Fennel, Comfrey We all know that calcium is fantastic for bone, teeth and cartilage. So often we turn to synthetic pharmaceutical mineral supplementation. The most effective minerals and vitamins are derived from wholesome enzymatic active ingredients that you find in veggies and herbs:

PROPERTY: Build Strong Teeth, Bones, Cartilage, Hooves & Nails MINERAL: Calcium HERBS: Carrots, Sorrel Skin allergies and skin irritation are the most common ailments we find nowadays. Herbs like mint, sages, lemon verbena and lemon balm (enriched with magnesium) would be very beneficial in the treatment thereof.

However, as general maintenance and promoting healthy coats and bright eyes, the mineral chlorine is preferred: PROPERTY: Promoting Glossy Coats, Shinny Eyes by Removing Toxic Build Up and Over Formation of Fatty Tissue.

MINERAL: Chlorine HERBS: Rosemary, Basil, Comfrey

About Paul Jacobson Paul Jacobson is a Pet Food Nutritionist and qualified chef and owner of Vondis Holistic Pet Nutrition. Vondis has been producing natural pet food for 20 years and is a registered nutritional pet food.

Paul is actively involved in educating the public on the benefits of natural diets for pets and a holistic approach when treating them.

The product is promoted and stocked by a wide spectrum of vets, homeopaths, health stores and pet shops.

with much appreciation to our advertisers, contributors, endorsers and our readers namaste