*FREE DIGITAL MAG *ISSUE 56 JULY/AUGUST 2019
Choosing the Right Montessori Environment
Designing A Montessori Home
Building a Foundation of Trust
Cosmic Education
TREASURE HUNTING
HELP ME TO HELP MYSELF
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contents THE MONTESSORI METHOD • Treasure Hunting • Benefits of Choosing a Montessori Education • Help me to do it myself • Advantages of Multiage Classrooms
• Independence • Help me Help Myself • Discipline: A Child’s Achievement • Cosmic Education • Gratitude • Designing a Montessori Home • The Art of Creating the Perfect Arrival • Anaemia • Choose the right Montessori Environment • Building a Foundation of Trust • Relight the Candle
By Jacky Price A Montessori teacher’s work is never finished and at the end of the day or over the weekend, she or he is often found scrounging around car boot sales and second hand thrift shops. Goodness, what strange places to be found in! Why you may ask? To equip our children’s environments! All of the excitingly found items (and believe me we do get excited about these ‘treasures’), create rich resources to share with the children thus giving them seeds or little windows to the differing cultures of the wider world. Frequently I ask families who intend traveling abroad, to bring back foreign coins, dolls, and curious objects from where they have visited. Thus building up a cupboard full of resources which allow us openings to new discussions and discoveries with the children. These small exotic goods not only give the children a curious glimpse into the lives of others, but sparks more questions and opens up further research, especially for the older children.
We are all members of the human family. Our roots and history is the story of our common heritage. Without a strong sense of history and geography, we cannot begin to know who we are as individuals today. Our goal is to develop a global perspective, and the study of social sciences and world cultures forms the foundation of the Montessori curriculum. This all begins from the tender age of three. Children using themselves as their first point of reference and we as guides share ways other children around the world, eat, dress, go to school, celebrate, travel and live in many different environments from ours, with taking particular care to not stereotype. As an example; a friend recently cleaned out her home. She kindly offered me a look in at all the objects she had collected from memories of her travels. One such item was a tiny picture frame with the San Francisco Bridge. This was placed on a shelf in the classroom. A conversation was immediately struck up by a young boy who asked where the bridge was from, which then led into a discussion of bridges, as well as where is San Francisco etc…It also led to a conversation about what he knew about bridges. A rich and interactive language opportunity and exchange! So when next you are tossing out Aunt Jemima’s miniature China vase, please know it will be warmly welcomed into your child’s classroom! Yours in Montessori Jacky
“Let us give the child a vision of the whole universe….for all things are connected with each other to form one whole unity.” Maria Montessori
By Nicky Rodseth
It prepares your child for primary school (Grade 1), by providing the bridging skills needed for school readiness and to excel in that next environment. It establishes a sound foundation of early life skills which are necessary to be suitably equipped for modern day life. Research studies show that Montessori children are well prepared for later life, academically socially and emotionally. They score well above average showing responsibility, enthusiasm for learning and adapting to new situations - all of which are crucial outcomes if a child is to be appropriately equipped for coping with the challenges of fast paced modern day life. Practical life skills are learnt in a nurturing environment. Think of all the simple routine tasks which adults perform each day, such as getting dressed and washed, preparing food, setting and clearing a table at meal times, washing up and generally cleaning and tidying the house. These are all practical life skills.
The crucial difference between the view of the adult and that of the child is that, whereas the adult is interested in the end result, a child is fascinated by the activity itself. Children are keenly interested in these activities and want to learn them- this is the child’s way of adapting to the world around and constructing reality. A Montessori education includes specifically formulated activities which impart practical life skills in a nurturing environment.
Scientifically designed specific materials are used to facilitate learning and develop muscular co-ordination. Materials are child sized yet functional. The materials help develop the child’s muscular co-ordination and some prepare their muscles for later specific tasks such as writing. Exercises are therefore activity based to suit the needs of children in the 18 months to 6 year age group. In particular Montessori emphasises learning through all five senses and not only through the more traditional approaches of listening, watching and reading. Each child is allowed to develop at their own pace which promotes independence and self reliance. In pursuit of this end, learning materials and exercises contain a control of error so that children may correct their own mistakes and guide themselves towards successful and independent completion of tasks. This own pace approach permits children to attain levels far ahead of their age if they choose, or have the ability to do so. Underpinning this approach, the Montessori teacher acts as a facilitator and guides the child ensuring however that the child’s sense of independence and self reliance are developed and nurtured.
Spontaneity and individuality are encouraged. In terms of this teaching method learning is seen as an exciting process of discovery for the child leading to the development of concentration, motivation, self discipline and a love of work. A Montessori education apart from establishing a robust foundation for future academic learning will provide a nurturing environment in which your child is free to develop his/her own identity. Vocabulary development is enhanced. Your child is taught the specific language for the new experiences that he/she acquires within the Montessori environment and consequently vocabulary development is enhanced. Social and emotional development is fostered. A typical Montessori classroom is orderly, clean and inviting. Children take an active part in caring for their school and each other and therefore learn to respect their environment, their peers and adults. The holistic Montessori approach aims to prepare children to impact their environment positively throughout life as valuable members of society.
'Help me to do it myself' How did it all begin? Dr Maria Montessori, one of the first woman to graduate from the University of Rome Medical School, became interested in education as a doctor treating mentally handicapped children. After returning to the university for further study, she began her work with non – handicapped children in 1904.
In her research, Dr. Montessori noted the specific characteristics associated with the child’s interests and abilities at each plane of development. She argued that a school carefully designed to meet the needs and interests of the child would work more effectively because it would not fight human nature. Montessori taught teachers how to “follow the child” through careful observation, allowing each child to reveal his/her strengths, weaknesses, interests and anxieties; and strategies that work best to facilitate the development of the child’s human potential. This focus on the “whole child” led Dr. Montessori to develop a very different sort of school from the traditional adult – centred classroom. To emphasize this difference, she named her first school the “Casa dei Bambini” (Children’s House). There is something profound in her choice of words, for the Montessori classroom is not the domain of the adults in charge, but rather it is a carefully prepared environment designed to facilitate the development of the children’s independence and sense of personal empowerment.
Who would benefit from attending a Montessori school? The Montessori system has been used successfully with children aged from 2 ½ years from all socio-economic, emotional, mental and physical levels. Montessori schools believe very strongly that intelligence is not fixed at birth, nor is the human potential anywhere near as limited as it sometimes seems in traditional education. We know that each child is a full and complete individual in his/her own right. Even when children are very small, they deserve to be treated with the full and sincere respect that we would extend to their parents. Respect breeds respect, and creates an atmosphere within which learning is tremendously facilitated. Success at school is directly tied to the degree to which children believe that they are capable and independent human beings. If they knew the words, even very young children would ask: “Help me to do it myself!”
The Montessori system allows children to develop a meaningful degree of independence and self-discipline, which sets a pattern for a lifetime of good work habits and a sense of responsibility. Children learn to take pride in doing things for themselves carefully and well. Montessori schools treat each child as a unique individual. Children learn at their own pace, and learn in ways that work best for them to discover and develop their own talents and possibilities. The goal is flexible and creative. Learning the right answers may get a child through school, learning how to become a life-long, independent learner will take her anywhere! Montessori teaches children to think, not simply to memorise, regurgitate, and forget.
What does it entail? It is a system of education in both a philosophy of child growth and a rationale for guiding such growth. It is based on the child’s developmental needs for freedom within limits and a carefully prepared environment that guarantees exposure to materials and experience through which to develop intelligence as well as physical and psychological abilities. It is designed to take full advantage of the self-motivation and unique ability of young children to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children themselves must direct their responses to those possibilities.
Key principles of Montessori education are: 1. 2. 3. 4.
Children are to be respected and treated as individuals. Children possess unusual sensitivity and mental ability to absorb and learn from their environment, unlike adults, both in quality and capacity. The most important years of growth are the first six years of life, when unconscious learning is gradually brought to a conscious level. Children have a deep love and need for purposeful work (play). The child works, however, not as an adult for profit and completion of a task, but for the sake of the activity itself.
Montessori identified ‘the universal characteristics of childhood’ from her observations of children of different cultures at various stages in their development. These characteristics can be summed up as follows: • • • • •
All children have ‘absorbent’ minds. All children pass through ‘sensitive periods’. All children want to learn. All children learn through play (work). All children want to be independent.
How did it all begin? Dr Maria Montessori, one of the first women to graduate from the University of Rome Medical School, became interested in education as a doctor treating mentally handicapped children. After returning to the university for further study, she began her work with non – handicapped children in 1904.
In her research, Dr. Montessori noted the specific characteristics associated with the child’s interests and abilities at each plane of development. She argued that a school carefully designed to meet the needs and interests of the child would work more effectively because it would not fight human nature. Montessori taught teachers how to “follow the child” through careful observation, allowing each child to reveal his/her strengths, weaknesses, interests and anxieties; and strategies that work best to facilitate the development of the child’s human potential. This focus on the “whole child” led Dr. Montessori to develop a very different sort of school from the traditional adult – centred classroom. To emphasise this difference, she named her first school the “Casa dei Bambini” (Children’s House). There is something profound in her choice of words, for the Montessori classroom is not the domain of the adults in charge, but rather it is a carefully prepared environment designed to facilitate the development of the children’s independence and sense of personal empowerment.
Who would benefit from attending a Montessori school? The Montessori system has been used successfully with children aged from 2 ½ years from all socio-economic, emotional, mental and physical levels. Montessori schools believe very strongly that intelligence is not fixed at birth, nor is the human potential anywhere near as limited as it sometimes seems in traditional education. We know that each child is a full and complete individual in his/her own right. Even when children are very small, they deserve to be treated with the full and sincere respect that we would extend to their parents. Respect breeds respect, and creates an atmosphere within which learning is tremendously facilitated. Success at school is directly tied to the degree to which children believe that they are capable and independent human beings.
If they knew the words, even very young children would ask: “Help me to do it myself!” The Montessori system allows children to develop a meaningful degree of independence and self-discipline, which sets a pattern for a lifetime of good work habits and a sense of responsibility. Children learn to take pride in doing things for themselves carefully and well. Montessori schools treat each child as a unique individual. Children learn at their own pace, and learn in ways that work best for them to discover and develop their own talents and possibilities. The goal is flexible and creative. Learning the right answers may get a child through school, learning how to become a life-long, independent learner will take her anywhere! Montessori teaches children to think, not simply to memorise, regurgitate, and forget.
What does it entail? It is a system of education in both a philosophy of child growth and a rationale for guiding such growth. It is based on the child’s developmental needs for freedom within limits and a carefully prepared environment that guarantees exposure to materials and experience through which to develop intelligence as well as physical and psychological abilities. It is designed to take full advantage of the self-motivation and unique ability of young children to develop their own capabilities. Children need adults to expose them to the possibilities of their lives, but the children themselves must direct their responses to those possibilities.
Advantages of Multiage Classrooms By Marnie Craycroft The top question I hear from parents and friends is about multiage classrooms. This concern is real and ripe out there in the parenting world. Multiage classrooms have always made sense to me. Teaching and learning isn't about a specific age, it is about a pace and a stage of development. So, there are overlaps and discrepancies across a variety of learning areas over a range of ages. Since I do hear this question a lot, I thought I'd write up a few ideas for you to ponder either on your quest as a parent or on your quest to educate parents.
Leadership Opportunities Often parents worry that the younger children in the classroom will distract the teachers and take attention away from the older children. This is not the case. Older children benefit from the ability to lead younger children. Leading, whether in guiding a new student or giving a bit of attention to a younger student who may be having a difficult time away from his parents, is a critical experience for a young child. These “soft” skills are vital in emotional and social development of the child.
Academic Opportunities Many parents worry that if their child is the oldest in the classroom then he will not be challenged academically. In multiage classrooms, teachers engage older children to “give” lessons to younger children. Younger children are encouraged to observe the older child's more advanced work. Older children benefit from the ability to teach. Teaching ingrains a concept. Older children model more sophisticated, complex problem solving and critical thinking. So, younger children are able to develop skills without the guidance of an adult teacher. In other words, if it weren't for the older child, the younger child would most likely have to seek, or rely on, the adult. So, the younger child develops independence and feels secure about his capabilities.
Same Teacher, Same Classroom The child and her teacher are able to truly get to know and to trust one another over the years. The child becomes intimately familiar with the environment, and begins to understand himself as a learner and as a person of the world. The classroom community is strong and family like in the children and teachers supporting and caring for one another.
Child Develops at his Own Pace The “five year old” who isn't reading yet is not labelled as “behind” in a multiage classroom. He is able to develop at his own pace and within the range of typical development (3 to 6 years old for language, for example) without feeling inadequate. The child has years to develop, rather than a shorter amount of time under loads of pressure, thereby allowing the child to progress and succeed according to his ability. The child sees himself as a unique individual able to learn as he needs to learn.
Child Led Learning Environment A child in a multiage classroom is able to develop over time within a supportive community according to his ability. As a result, he is able to lead his own learning. He is able to take control of his learning, to own it. The result is a lifelong love of learning. The child discovers reading, writing, math, science, geography, and so on his own. That is powerful.
Find out the Big Deal with the "Montessori Lesson"
Independence
By Maren Schmidt from Kids Talk We are raising adults, not children. Our job as parents (and parent support systems) is to guide our children to complete independence. Little by little, day by day, we help our children develop skills and take on more responsibility until they can run at full speed on their own two feet. Unfortunately, it is often easier for us to do skill-building jobs ourselves or hire someone to do it, than to teach our children these skills. If we don’t teach skills, how can we expect our children to act with responsibility, or “respond with ability� when opportunity knocks?
When we allow our children to be coddled too long, we help create adults without clear direction and who have a failure to take on the challenges of adulthood. We even have a popular phrase for this phenomenon, failure to launch. A three-year old is able to do a multitude of tasks independently when given the tools and environment to do so. Three-year-olds should be able to dress themselves, get themselves a drink, fix a simple snack, wash hands and face, brush teeth, and much more. In order to dress themselves children require several considerations. Clothes should be easy to put on and off, for example, t-shirts and pants with no zippers or buttons. Shoes with Velcro fasteners are helpful for self-dressing, though for five-year-olds shoelaces to learn to tie are important. Tags in back of clothing can help avoid backwards dressing. Sets of clothes grouped together help choosing an outfit easier. Low shelves or hanging rods help a child get clothes without adult help. Of course, a hamper or basket helps establish a habit of putting dirty clothes away and not on the floor. Children can pour themselves a drink of water if glasses are placed in a low cabinet and a small pitcher of water is available on a tray placed on a low table. A child-sized table in your kitchen with a pitcher of water available along with a lesson or two on how to pour will be of great help to your child. Preparing a snack or sandwich are other activities that children can do in their quest for independence. Small jars of crackers on low shelves can help your child prepare his or her snack and eat it at the child-sized table in your kitchen. Peanut butter in small jars (think pimento jars) and a small canapĂŠ knife can help your child make peanut butter crackers or a sandwich. Place a slice of bread in a sandwich bag or plastic sandwich container for easy availability. A step stool in the bathroom or kitchen can help your child wash hands and face, as well as brush teeth independently. Washcloths work as child-sized hand towels, and a basket full of washcloths by the sink can make hand washing inviting. Be an adult raising an adult. Help your child attain independence by providing tools and an environment that promote independence.
Article re-posted with permission from Maren Schmidt.
Children from about age three are asking us to help them learn independence.
Children want to learn how to do things on their own without adult supervision or permission. Even though at times we feel we have to help children constantly, in reality, children are asking us to help them help themselves. MUCH OF WHAT WE CLASSIFY AS “MISBEHAVIOR” IN THE THREE TO SIX-YEAR-OLD, UPON CLOSER INSPECTION, IS CHILDREN TRYING TO DO THINGS BY THEMSELVES, AND NOT BEING SUCCESSFUL. In our hurried world, it’s easier to do it ourselves than to stop and show our children how to do a task, and patiently wait as they complete it. Do we really have 15 minutes every morning for our three-year-old to put on her shoes and socks?
Visiting friends a few years ago, I asked their nine-year-old if he’d like to help me cut apples for a pie. Jimmy’s eyes widened. “Oh, no, I can’t. Mom won’t let me use a knife.” “Why is that? Were you irresponsible with a knife?” “No. Mom’s afraid I’ll cut myself.” After getting an okay with Jimmy’s mom, I began showing him how to cut the apples into chucks after I’d peeled and quartered them. Within half an hour, Jimmy had learned how to peel, quarter and cube apples. And not a mangled finger in sight. At dinner Jimmy was so proud of our’ pies. He thanked me for taking the time to show him how to use a paring knife. “I knew I could do it if someone just let me.” Help me help myself. We can begin to show our children how to use serious tools such as knives, scissors, hammers, and screwdrivers around age three, with 100 percent adult supervision. First, we need to feel confident that the child will listen and follow our direction. If not, he or she is not ready for these kinds of tasks. Secondly, we need to find tools that are safe. For helping in the kitchen a small butter knife or canapé knife will cut bananas and apple slices, but won’t cut small fingers. There are scissors available that will only cut paper, and not hair or clothes. Small hammers can be used to drive 16 penny-nails into a log end. For hammering, invest in a pair of child sized safety goggles. A short three-inch screwdriver and ratchet can be used to loosen and tighten screws and bolts on boards. As a child’s level of skill and responsibility grow, we can introduce new levels of difficulty with different tools and materials. Giving our children “real” work with real tools will help them gain independence. Self-esteem is based on having skills, meaning you can act in ways that benefit yourself and others. Too often, adults think that just telling someone that they are wonderful develops a feeling of self worth. Self-esteem is based on the self-confidence of knowing how to do something, not on what someone says to you. “Help me help myself” is the young child’s cry for independence that leads to true confidence and self-esteem. Don’t do for your child what they can do for themselves. Remember, any unnecessary help is an obstacle to a person’s independence.
Maren Schmidt is an award winning teacher and author, Maren leverages her talents writing and creating online workshops. Montessori school communities enjoy her weekly Kids Talk Newsletters, as well as her workshops, that are full of put-it-into-action advice about children. Maren is an elementary trained Montessori guide with AMI. She founded a Montessori school and her Montessori roles include parent, teacher, and school administrator. Visit MarenSchmidt.com.
By Dr Paul Epstein
Parents, teachers, and other adults understand the necessity for disciplining children. Discipline typically refers to what adults must do if children are to become obedient. Adults, according to this understanding, must be consistently vigilant. Reward children when they are good. Otherwise, punish children to control their wrongful impulses and desires. If adults are successful, disciplined children should become morally ethical and responsible citizens. In practice, however, the adult-in-control approach is problematic. Adults simply cannot consistently give out rewards. In fact, it is actually counterproductive to do this. Children stop behaving for rewards once their basic needs are fulfilled. Similarly, adults cannot consistently punish bad behavior. Perhaps this is a blessing because over time punished children become confused and angry. They become passively compliant, and their selfconfidence and self-esteem suffers. Discipline as control leads children to become co-dependent on others who decide their worth.
An alternative is to recognize discipline as an achievement. Adults used to say, for example, my discipline is woodworking; my discipline is the arts or science. Years of study and practice are required to achieve a discipline. A master craftsperson is someone who knows and implements the standard practices of her or his discipline. A master craftsperson can innovate and create new practices and new disciplines. In this view, we understand children engage constantly in self-creation. That is, becoming disciplined is a child’s personal accomplishment. So too are learning to speak and walk, developing coordinated movements and comprehension, and being able to socialize and contribute. The Italian physician and educator Dr. Maria Montessori (1870-1952) held children in high esteem as creators of themselves through self-discipline. "[The child] has the power to develop everything which is man. He creates a being who can orient himself in the environment. Without language, he learns to speak; without intelligence, he constructs it; he coordinates his movements and learns to walk; he becomes interested in things. Nothing existed. Everything has been constructed by him. In him we are confronted by the mysterious, miraculous fact of creation." (2) The “mysterious, miraculous fact of creation” is each child’s inner plan of selfdevelopment which propels them to become adults. Remarkably, no two children develop in the same way or in the same time; each child is unique. However, children are not consciously aware of themselves; they are unable to articulate their inner needs. These are, Montessori wrote, the child’s “secret.” This secret “is the principle of their own growth which they cannot possibly explain to anyone ....” (3) to appropriately nurture and guide the child who is never conscious of her or his inner plan for growth. Discipline in this understanding is not a verb. We do not discipline children. Discipline is an achievement; discipline is a celebration of independence heard in the joyful cry of the child who proclaims, “I can do it!” Children work naturally and unceasingly to become self-disciplined. A child’s purposes for work differ from those of an adult. The child is oriented to process, to the process of perfecting themselves and becoming an adult through constant growth. Adults work to produce and accomplish external purposes; adults are product or results oriented. A child is energized by work; unlike an adult, Montessori discovered, a child is refreshed by work.
"A child possesses a driving force that is different from that of an adult. The adult always acts for some external motive that demands his strenuous efforts and arduous sacrifices .... A child, on the other hand, does not become weary with toil. He grows by working and, as a consequence, his work increases his energy." (4)
Discipline begins when children start to coordinate their movements. At first a child’s movements may lack coordination. Then, in time, and after tremendous repetition, the child’s movements become coordinated. Discipline is a result of an emerging ability to self-control movement and desire. Coordination also develops conscious intelligence. Children become more capable and educated as they become self-disciplined. Becoming self-disciplined requires support and assistance from adults who may need to obtain new knowledge and skills. With respect to discipline, adults should: 1.Understand achieving discipline requires freedom; 2.Recognize the stages children grow through as they become disciplined; 3.Offer children necessary and appropriate guidance, and 4.Know how to prepare age-appropriate environments.
Discipline and Freedom Curiously, discipline is necessary for true freedom. (5) Freedom is not doing whatever, and whenever, one feels like doing. Freedom cannot be given because freedom is not a privilege. Instead, freedom requires discipline. Freedom can only occur within laws and limits. Freedom requires discipline. Discipline, acting obediently with respect to laws and limits, is a necessary condition of freedom.
"We call an individual disciplined when he is master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life. Such a concept of active discipline is not easy either to comprehend or apply. But certainly it contains a great educational principle, very different for the old-time absolute and undiscussed coercion to immobility." (6) If children are to achieve self-discipline, the adults in their lives must define and maintain limits. Children can then work to develop self-discipline within the context of limits. The consequences of behaving without limits are dire; specifically, children will struggle to evolve inner control. In addition to limits, children require respect. We can respect each child’s unique capabilities and potentials. And this requires, Montessori wrote, that we understand that children must become disciplined if they are to fulfill their unique capabilities and potentials.
"And what do we see once all that is accomplished? When we see humanity realizing obediently the harmony that renders it free, we see it is full of joy .... Joy can be seen as a universal sign of harmony, and it may show us that we are on the road to freedom - for example, with regard to the child we would like to educate." (7) Freedom begins when we teach children right from wrong. We do this best by showing or modeling. Children are not at liberty to use objects however they please. They may not throw, run through a room, scream, push or hurt others. Instead, we must show children how to appropriately behave, and this should include showing children how to care for themselves, care for others, use the materials, and even how to care for home, school, and other environments.
Stages: Becoming Self-Disciplined Children grow through stages to achieve discipline. At first the movements of very young children are disorderly. They may struggle initially to focus and direct their attention to their activities. They may move from one activity to the next with perhaps a passing interest. These children distract easily; their impulses command. They hear or see something, and they want that. A day does come, however, when a young child finds a particular activity that she or he becomes compelled to work with. The child becomes captivated and has to investigate and explore the objects. The child’s movements slow and become less random. When children can focus their attention, they naturally explore objects. A child thinks with objects; an adult thinks with words. Children use objects to develop memory, comprehension, and reasoning. Profound and deep interest in one activity leads the child to take interest in many other activities. The child now works with considerable repetition and with concentration. At this stage, the objects children use must be carefully crafted. With each repetition children discover in the materials perceptual distinctions, patterns, and relationships such as size, color, shape, number, or letter. Intelligence develops as distinctions, patterns, and relationships become understood.
In time the child’s movements become increasingly coordinated and refined; the acquisition of self-discipline enables the child to engage in inquiry, in learning. There is tremendous focus and with purposeful movements. After long periods of concentration, children become peaceful and pleased. They are not fatigued. Instead, children are clam and invigorated. There is a noted absence of aggression and covert or overt hostility. They are kind and courteous. The child has acquired discipline; the child is capable of self-reliance. (8)
Appropriate Adult Guidance The child’s achievement of discipline requires adults refrain from imposing their will over children. Domination and submission to authority, Montessori discovered, result with an imperfect development.
"Freedom consists of liberating children from adult influence and their dependence on the bond which has the greatest influence upon creation. To give children freedom we must free them from the direct adult influence in order that they may be spontaneously free with regard to the laws of their inner nature." (9)
Self-disciplined children share certain characteristics. Their movements are ordered, and they tend to prefer orderly environments. They are attached to reality. They are quietly cheerful. They are persistent, and they are both independent and filled with initiative. (10) Self-disciplined children become less possessive. They become more interested in understanding how something works instead of having to possess it. They treat objects carefully and delicately.
The role of the adult is to assist and guide. They show children how to do for themselves. To do this, adults must also understand how to prepare an environment for children.
The Prepared Environment A prepared environment replaces adult control. The prepared environment is established for the children, and it may occupy one or more rooms in the home, the outdoors, or a classroom at a school.
The prepared environment offers a number of age appropriate and meaningful learning materials and activities. At home, or in a school, these are presented in an orderly and organized manner. Each activity has its own basket or tray, and these are neatly arrayed on open shelves. Because children think with objects, adults must refrain from lengthy verbal explanations, directions, motivations, and rewards. Instead, these thwart children’s intentions for purposeful development. However, adults do need to provide limits in the form of behavioral ground rules such as do not run or return materials to their places on shelves.
An assisting adult shows children how to use the materials. The presentation is a lesson which both teaches the child a concept or skill and shows the child how to independently choose and use the materials. This allows children to then freely explore and investigate the materials to satisfy their personal interests and needs. When children freely choose their activities, the also evolve their ability to make decisions. New activities replace older ones as children grow and their interests evolve. Children develop more completely when they make choices. A choice is neither random nor capricious. Children seek to choose activities that satisfy their inner needs and learning purposes. Children choose discipline. Children who have achieved discipline demonstrate a tremendous ability for perseverance. When children first concentrate, they use a material repeatedly. In time, repetition becomes a habit of completing self-initiated activity. Acquired self-discipline is a point of departure. The self-disciplined child desires to become a complete person. This too is age appropriate. During the elementary school years, children naturally want to know everything. During the adolescent years, children naturally want to make economic decisions that lead to social contributions.
http://www.paulepstein.us/blog/2015/7/27/becoming-disciplined-a-childs-achievement
Cosmic Education: The Heart of the Montessori Elementary Classroom
cos¡mic 1. Of or relating to the universe, especially as distinct from Earth. 2. Infinitely or inconceivably extended; vast. Dr. Montessori recognized that all of science and history tell portions of the same story: the continuing creation of the universe. Cosmic Education tells that story. In a uniquely Montessori way, the experience offers children context for, and reveals connections between, such subjects as astronomy, chemistry, geography, history, and biology, to name a few. "Learning" the academic subject matter, however, is secondary to a loftier educational goal. In their book, Children of the Universe, Montessorians Michael and D'Neil Duffy sum up the purpose of Cosmic Education neatly: "This six-year Montessori experience gives elementary students opportunities to appreciate their roots in the universe, to sense their place in its context, and to embrace the role this defines for their lives." To give parents a glimpse of the important role Cosmic Education plays in the Montessori Elementary classroom, we've answered key parent questions with brief explanations and related quotations from Children of the Universe: Cosmic Education in the Montessori Elementary Classroom. We recommend this very approachable resource as a valuable addition to any parent education library.
Q: What is Cosmic Education? A: Cosmic Education is not itself "the curriculum" or a set of facts but rather a decompartmentalized way of presenting stories that open up lines of inquiry which roughly correspond to traditional elementary academic subjects. "The purpose is not to create walking encyclopedias of knowledge... The "stuff" the students learn is almost incidental to the enrichment of the context they gain for understanding themselves and their place in the universe." Cosmic Education launches youngsters into society practiced in thinking about who they are, as individuals, as part of the human species, as citizens of a nation, of members of a planetary ecology, and so on. Ultimately, it introduces the possibility that humanity might have a "cosmic" task, a meaningful purpose beyond consumption and procreation. "Cosmic Education is intended to help each of us search for our cosmic task as a species and as individuals. To do this, we must understand ourselves in context. It is only against the background of our place in the universe, our relationships with other living organisms, and our understanding of human unity within cultural diversity, that we can attempt to answer the question, "Who am I?"
Q: Why is Cosmic Education ideally suited for children ages 6 to 12? A: Maria Montessori recognized four major stages, or planes of development. From about age six to twelve, children are moving through the second plane. Some key characteristics of these children include a turning outward toward wider social experiences, a movement from the material level to the abstract, and a heightened engagement in moral development.
Turning Outward: Cosmic Education satisfies children's developing awareness of the larger community, offering them all of human history at a time in their development when they are preoccupied with "going out" to meet the world. "Children in the second plane of development are no longer content to remain inside their homes and schools, or to limit their experiences to what they feel inside themselves... Cosmic Education addresses the broad scope of that outward journey into all of reality."
Material to Abstract: Designed first and foremost to inspire children's imaginations, the lessons of The Great Stories allow for cross-pollination between sensorial experience and abstract thinking. As children work with the activities to which the stories have led them, they discover such concepts as repeating patterns of life (biology), the laws of nature (physics, chemistry), people's common vital needs (cultural geography), and much more.
"The story part is the principal job of the teacher; the study part is primarily the job of the students... Once the impressionistic lessons have been given, the children are ready to pursue a subject as far as their interest will carry them."
Moral Development: Many psychologists agree that children reach a new level of moral development around age six or seven. During the second plane of development, the child becomes keenly concerned with justice, fairness, right and wrong – the conscience is beginning to develop. "The characteristics of children at this age suggest that now is the time to begin, that this is the "sensitive period" to implant the initial impressions on which a lifetime search for meaning can be based... Cosmic Education helps young students discover the moral imperative by which they should live their lives."
Q. Is Cosmic Education relevant today? A. In the twentieth century, Maria Montessori saw Cosmic Education as a way to protect humankind from the threat of self-annihilation posed by seemingly endless acts of war and political aggression. In the twenty-first century, global awareness, cooperation, and peaceful communication, are integral to resolving problems Montessori could hardly have anticipated. Cosmic Education helps prepare children to deal successfully with today's realities. "Because of the undeniable impact of our own species on the life of the planet, we have a moral responsibility – a cosmic task – to deal with such problems as global warming, pollution controls, management of natural resources, population growth, the impact of industrial development, protection of endangered species, a responsible use of biotechnology and other global concerns. We are one people, one civilization, one humanity, in ways today that Montessori could not even imagine." "Let us give the children a vision of the universe," wrote Maria Montessori in To Educate the Human Potential. "The universe is an imposing reality and the answer to all questions." Montessori observed firsthand children's eagerness to understand themselves, their world, and their place in it. It was her hope that Cosmic Education would allow children to grow into responsible sons and daughters of the great human family, with the understanding, ethics, and self-knowledge needed to transform the world. In the Duffys' words: "Cosmic Education teaches children to recognize the fundamental needs we all share and to respect the cultural differences by which we meet those fundamental needs. Such an education can lead us to a future of true peace such as that sought by Maria Montessori." —J.A. Beydler, with special thanks to Irene Baker and of course, Michael and D'Neil Duffy's excellent book. http://www.forsmallhands.com/ideas-insights/cosmic-education
Gratitude the cure for entitlement and materialism Promoting gratitude in our kids by: Hank Pellissier
How do you raise kids that don’t just say thank you but mean it too? How do you fight the factors leading to entitled and materialistic children? 1. Think about the values that you are modeling as a parent. Research shows that when parents hold materialist values to be important, their children take on those values. If you spend your time working long hours, shopping a lot, watching television, talking about and making money, etc., you are modeling to your child that materialistic aims in life are important. The child will then imitate those values. 2. Reduce the extent to which your child is exposed to other materialistic models. Consider following the guidelines of the American Academy of Pediatrics: No screen time at all for children younger than 2, and less than 2 hours per day of screen usage for older children. 3. When your children do encounter advertisements, critique them. One study showed that when children see advertisements and adults make factual comments (such as “Those commercials are intended to sell.”) or evaluative comments (“That commercial is wrong; it doesn’t look like that.”), children’s desire for the products declines. A game kids are likely to enjoy is to hit mute when a commercial comes on and make up your own funny dialogue for the advertisement message. 4. Encourage healthier values in your children. Research on the human value system show that intrinsic values for personal growth (such as following your own interests and curiosity), affiliation (having good relationships) and community feeling (trying to make the world a better place) stand in conflict with materialistic values. By encouraging intrinsic values, materialistic values will decline.
EST. 2005
CALL FOR SPECIALS
Anaemia By Dr Werner Kerschbaumer
Anaemia is one of the most common conditions encountered by general practitioners. It affects an estimated 1.6 billion people globally - that’s almost 25% of the world population! While anemia is often just seen as a mere inconvenience by the sufferer, it can have significant adverse consequences on your health and even have adverse educational, social and economic impacts. The World Health Organization (WHO) actually lists anaemia as “the world’s second leading cause of disability and thus one of the most serious global public health problems”. So let’s unpack anaemia to see how it can affect your health and what you can do about it.
What is anaemia? Anaemia is a condition in which your blood has too few red blood cells or Haemoglobin. Haemoglobin is an iron-rich protein in your red blood cells that carries oxygen to all of the tissues in your body. Anaemia thus leads to insufficient oxygen for your physiological needs, which can lead to many health problems. The most common and earliest warning sign or symptom of anemia is regular, easy tiredness or fatigue. Other warning signs include paleness, regular weakness, headaches, dizziness, easy shortness of breath, brittle nails, recurring colds or flu, inability of concentrate, and poor circulation with cold hands and feet. There are hundreds of types of anemia that can be caused by any situation, condition or disease that affects either how much blood you have, or the size, shape, quantity and function of your red blood cells. Anemia is thus divided into 3 main categories, due to: a) blood loss (bleeding); b) decreased production or production of abnormal red blood cells; c) increased destruction of red blood cells. Globally, approximately 50% of cases of anemia are estimated to be due to iron deficiency. In a recent South African study of a healthy adult population, 12% of the study population were found be anemic. Iron deficiency was found in 78% of those anemic test subjects! So even in apparently healthy people, iron deficiency anemia can be a very real risk and may be easily overlooked. Iron is necessary for maintaining the normal structure and function of virtually all cells of the body, including the immune system. It therefor makes sense to address Iron Deficiency (ID) and Iron Deficiency Anemia (IDA) in South Africa.
Who may be affected by Iron Deficiency Anaemia? If you regularly fee Tired or Fatigued The most common symptom of anemia is tiredness and fatigue. So, if you often wake up tired or feel fatigued, no matter how much sleep or rest you get, it might be due to more than just your hectic schedule or work load. Sufficient Iron is crucial for energising body and mind with oxygen. But iron can be tricky to absorb from food and many simply don’t get enough of it! Pregnancy and beyond Iron plays a critically important role in the making of a new little human. High amounts are required for production of new red blood cells and muscle cells and for brain development. Mom also needs to build her own iron stores in preparation for blood loss during labour and for breastfeeding. With these huge demands on your iron levels, 1 in 7 women develop irondeficiency anaemia during pregnancy. Vegans & vegetarians It’s a great idea to eat plant-based. Although many veggies are rich in iron, you are more likely to become deficient in this essential mineral if you don’t eat meat. This is because plants, eggs
and wholegrains contain non-haem iron which is harder for your body to absorb than haem iron from meat. Kids & Teens Did you know that South Africa has a high national prevalence of IDA among children? A large number of children under the age of 5 years do not reach their developmental potential because of it. Preschool development, puberty, growth spurts and school sports all require huge amounts of iron. And teenage girls can easily become anemic and deficient in iron due to their periods. If malnutrition, junk food and fad diets are also in the picture, iron levels can plummet, leading to tiredness, apathy, (more) moodiness, as well as poor concentration. Heavy exercise Whether you’re an elite athlete, fitness fanatic or gym bunny, regular intense workouts mean you need more iron and also lose more – largely through sweat. Just 1 hour of exercise can reduce levels by 5.7%. By topping up your iron you can improve energy, performance and muscle recovery. Smart move. Heavy periods Heavy periods can be more than just a pain. All blood contains iron, in the form of hemoglobin. If you lose blood, you obviously also lose iron. So having prolonged, heavy periods is one of the main reasons women develop low iron levels fast. Exhaustion, fogginess and mood swings are all symptoms of iron deficiency – symptoms that you can treat.
What to do if you suspect you might have Anaemia or Iron Deficiency Anaemia If you experience the most common warning sign of anemia – regular tiredness – and suspect you may have iron deficiency, you can do an online tiredness test at https://blueiron.co.za/tiredness-test/ If you experience several warning signs or scored very high in the Tiredness Test, a visit to your health practitioner is required. Get a Full Blood Count, Iron studies and Ferritin test as a start to either confirm or rule out iron deficiency. Iron deficiency is usually treated with Iron supplements and / or dietary changes where required.
Dr Werner Kerschbaumer holds a Master’s Degree in homeopathic medicine from the Durban University of Technology. He ran a private homeopathic family practice with a focus on helping people of all ages to achieve optimal wellness through a combination of classical homeopathy, nutrition and lifestyle management. He believes in progressively implementing small changes that are sustainable and won’t suck your will to live . After 15 years he put fulltime practice aside to join the family business (Flora Force Health Products) and he also works at a natural medicine manufacturing laboratory since 2005. Contact details: Dr Werner Kerschbaumer Registered Homeopathic Doctor (AHPCSA) Office: +27 87 808 8370 Cell: +27 82 926 0091 drwerner@floraforce.co.za
Author: Rochelle
NOT ALL MONTESSORI SCHOOLS ARE ALIKE.
I know, it seems like an obvious statement but there are numerous ways that a Montessori school can differ, and each of those things may determine whether it is a quality program that meets your expectations and the needs of your child, or a program that simply uses materials from the Montessori curriculum. Throughout my education, my journey as a parent, and my journey as a teacher, I have seen all kinds of Montessori programs. Some are high quality; some are working to get there. Some programs blend Montessori with other curricula, and some are authentically Montessori. Typically, high quality, authentic Montessori programs come with a steep tuition bill. Luckily, we are in an educational renaissance; Montessori public schools and Montessori blends are becoming more and more common as the Montessori curriculum is paired with Common Core. Regardless of what age your child is or what type of Montessori program you choose, there are some indicators of quality you can use when looking for a high quality Montessori school:
HOW DOES IT FEEL WHEN YOU WALK IN? Do you feel welcome when you walk into the building? Does your child? I have found that in any program, the little things that do, or do not, happen everyday really become some of the big things. Greeting the child every day creates a relationship of mutual respect between the teacher and the child. Does it feel peaceful? Do you feel calm and comfortable when you’re at the school? Remember, it’s still a school and little humans like to move and make noise so it shouldn’t be completely silent and still. Peace and silence are two different things. As Maria Montessori said, “We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.” In a highquality Montessori setting, you will see children genuinely enjoying themselves and their work, and that will look different for every child.
WHAT DO THE CLASSROOMS LOOK LIKE? WHAT DO YOU NOTICE AT FIRST GLANCE? WHAT ARE THE CHILDREN DOING? The environment should look as if it is created for children, because it is! Low, natural-colored shelving filled with materials on trays help children become independent because they can choose their works and get them without help. The materials on the shelves are purposeful – and if you don’t know the purpose, ask! One of my favorite things to do as a teacher is to teach parents how my classroom materials are helping their child master new knowledge.
ARE THERE INDEPENDENT AND SMALL GROUP WORKSTATIONS? A large amount of Montessori works are meant to be individual or small group works. Even in the higher-aged classrooms, individual activities that require large amounts of floor space are worked on daily; those activities require plenty of space for productive and focused work.
WHERE DO THE CHILDREN SIT? ARE THERE ROWS OF DESKS OR SMALLER PODS AND WORKSTATIONS? Some Montessori schools are able to use only small tables and workstations but seating for classrooms can be expensive to replace so a high-quality Montessori may still use desks, but more than likely they will be grouped in small sets or pairs.
IS THERE ROOM TO WORK ON THE FLOOR? Many Montessori materials and introductions take place on a work mat, or a rug. Children spread the rugs out on the floor and put their materials on it to work in their own space.
DO YOU SEE PURPOSEFUL WORK BEING DONE? Maria Montessori believed that teachers are there to help the child act for himself, will for himself, and think for himself. Essentially, the teachers are there to show children how to enjoy their work and how to be individuals. Do you see children doing repetitive worksheets or do you see children actively engaged in their own work choices? In a Preschool or Lower Elementary Montessori classroom, children are learning many things with concrete materials. For example, they are learning that the number 2 is a symbol for two items and they can use the numerals and counters to master that knowledge. You may also see children working with materials that don’t “look” like work, like a transferring activity but in reality, those materials are an imperative part of the Practical Life curriculum and strengthen a child’s muscles to prepare him or her for holding a pencil.
…AND MOST IMPORTANTLY, WHAT ABOUT THE ADULTS? A Montessori environment can only truly be Montessori if the person who has created and arranged the environment believes in the Montessori philosophy. How can a teacher achieve a peaceful classroom if he believes in yelling? How can a teacher create independent, peaceful children if she just expects silent obedience? Every Montessorian that I know will tell you that it really does become a lifestyle.
I attended a Montessori school from preschool to sixth grade. I didn’t have formal Montessori training when I incorporated the curriculum into our house when my son was born or when I operated my home-based childcare as a Montessori program. When I was given the opportunity to receive formal Montessori training, I learned so much…but my overall outlook on life didn’t change; my philosophy was, however, shaped mostly in a Montessori setting when I was younger. Teachers who understand and believe in the Montessori method will be teachers who value continued education, peace, and creating independence for children.
ROCHELLE Rochelle is a lifetime Montessori student and enthusiast. She has been a lead teacher for 8 years. When her son was younger, she worked to adapt Montessori philosophy into her home practices. She enjoys sharing her knowledge and love of Montessori education with everyone she meets. Her energy is truly contagious! When Rochelle isn’t in the classroom, she enjoys reading, watching movies and traveling with her family.
Building a Foundation of Trust by Dawn Cowan
“What do you think?” “I’m sure you will do the right thing.” “Do you have any ideas?” “How might that work?” Building statements like the above into our repertoire is one small way that parents and teachers build partnership with children. Whether it’s rearranging the garage, working through an argument with a sibling, or figuring out when the best time of day to practice piano, the habit of soliciting children’s thoughts and ideas communicates our respect for their perspective and our trust that they are able to find creative solutions. It can require patience, suspension of judgment, and a spirit of exploration. Often we have to stop ourselves from jumping in and offering solutions or direction. However, the doors that open can be remarkable and rewarding. Last weekend at a potluck, my daughter asked if she could have a cookie. My response was, “I think you know what my concerns might be and I trust you make a good decision.” To which she replied, “I should make sure to eat some real food first and then not have too many sweets, right?” Of course, this is a point of arrival after many family conversations about nutrition but now we can both move on; me from monitoring her choices at such gatherings and she from feeling the need to run these small decisions by me. Our trust in one another means we both have a little more freedom to enjoy the event. Had I just launched into a directive or negotiation, we would have lost this moment. When two students argued about use of a certain material, one of my standard responses was to set it aside and send them off to create a plan with which they could both agree. During our Upper Elementary parent orientations, one piece of advice for parents of 9-12 year old children is when they bring a complaint or concern home, the parents best first question is “What did Greg/Stephanie say when you discussed it with them?” While we don’t leave the children adrift, the message comes through clearly: You have good ideas. You have the power to solve your problems. We trust you.
Trust, in this context, is the fundamental belief that we all desire to bring our best selves to each moment. This is not the same as the expectations of perfection which often lead to feelings of disappointment, mistrust and that great demoralizer, comparison. When trust is present, we see the great good in one another and all that is possible rather than looking for what is missing. The child’s idea of how to clean up spilled water may not be our idea of efficient, but they, invested in creating the solution, will likely give their best self to the effort and will likely be willing to offer help again. I’ve often seen children’s ideas about how to resolve social issues work better than the adult suggestions! Trust allows the children to rise to their own potential and develop skills of self-management. Equipped with lessons and guidance, their confidence builds as they begin to believe in their own powers of judgment and autonomy. Creating space for collaboration and independence: this is the joyful challenge of parents and educators with the benefit that the result is that our work together is eased when all parties feel autonomous and respected, cutting out the need for willful opposition. There are plenty of educational programs and parenting approaches that script every part of the day, from morning circle to craft time to sing-along to reading hour. In this case, standardizing the experience solves many variables. Micromanagement offers an illusion of control and peacefulness, but ultimately undermines the opportunities for spontaneous, creative problem solving. Supporting independence and self-management is a messier proposition requiring friendliness with error and, sometimes more challenging, friendliness with one another’s error but leading us toward peaceful collaboration and interdependence in the work of living and learning together.
Relight the Candle Five-year-old Tommy walked over to his mother, Judy. ”Write my name for me, Mommy.”
”Tommy, you know how to write your name.” ”But I don’t ‘member,” he said. by Maren Schmidt Tommy’s mother, Judy, phoned me, near tears, about this conversation. Judy’s concern was that Tommy had forgotten something as seemingly simple as the three letters in Tom. ”What do you think? Should I call my pediatrician? Do you think Tom has brain damage from falling off his bicycle two weeks ago? Should we get an MRI? A CAT scan?” ”Judy,” I said, ”I don’t think there is probably anything serious going on. I think what you are seeing is a normal part of learning. The candle blew out. Tommy just needs to review and relearn how to write his name. It’s very normal for children to forget things we think they have learned.”
As learning occurs we take in information through our senses and retrieve this information through the memory process. The first time we encounter information doesn’t mean we’ll remember or retain it. How many repetitions does it take to learn a new phone number? (Safety note: Cell phones seem to make learning phone numbers obsolete. Every five-year-old should know by heart his or her address and key phone numbers: home, parent’s work, grandparents, etc.) Some of us can hear a number or look at it once and have it in firmly in memory. For others it may take over a hundred repetitions. Learning theory suggests that most learning requires two hundred or more repetitions.
The process of retrieving facts from memory after they have been learned is another obstacle to a person’s performance. For example, I used to know my chocolate chip cookie recipe without hesitation since I made them a couple of times a week. (Oops! My secret is out.) In the past three or four years, though, I’ve made a batch only once. As I pulled out the mixing bowl my mind went black. Use it or lose it, they say. How true it is for youngsters…and us older youngsters.
The more ways we can use information the better able we are to quickly access that information. When we can involve our hands in the memory and retrieval process, long-term learning is helped.
Repetition is a vital key to learning, and the young child before the age of six enjoys doing the same activity over and over. How many times can a three-year-old watch a favorite video? No number that large? Repetition is how the child creates memory and retrieval skills. Sameness creates a sense of order in the child’s mind. Children over the age of six are more adult-like in their learning and demand variety in the presentation of information being acquired. How many times do adults like to watch a movie? Skill building weaves in and out of our memories, flickering at the flame of knowledge. At times due to factors in brain development not entirely understood, this flame grows faint or is extinguished. At these times we need to patiently present previously learned information to the child–perhaps dozens of times. At some point, the information will be firmly set in the child’s mind and will be remembered and easily retrieved. The thousands of skills your child is acquiring take hundreds of repetitions each to become well established in the mind. Knowledge and skills will come and go as these hundreds of thousands of repetitions occur. Be patient and kind, and relight the candle. Make sure you have a big box of matches.
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