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It’s Okay to Set Limits
11 Dec, 2023
As parents today we are bombarded with advice, ideas, suggestions, and rules on how to be the best parents we can be for our children. Some change is good; emerging research tells us more and more about human development and how our brains work, and making progress as a society is always a good thing. Still, it can be hard to weed through the good ideas and those with good intentions that don’t really serve us or our children. Giving children choice is important. Respecting children as autonomous human beings is important. We should recognize that even though they are young, their lives are not ours to live. Their dreams are not ours to fulfill. So, we give our kids choice. We let them make their own decisions. We honor their growing independence and understand that their ideas may sometimes (often) conflict with our own. And we try to be okay with that. But should we let our children do whatever they want all the time? We would argue that no, that is a very different scenario. Giving choice is one thing, neglecting to set any boundaries is something altogether different. What do children need? In order for a child to strengthen their sense of independence they need to be able to make their own decisions, but they need to make these within a framework that feels safe. As kids learn and grow, they need to be able to take risks and make mistakes; after all, making mistakes is one way we learn. It is critical, however, that we keep give our children boundaries within which they are able to make choices. As children grow and develop, it is critical that they form bonds with adults in their lives that are trusting and secure. Our kids really do test us sometimes; they push against the rules we set because they are seeking a sense of how strong our limits are and whether or not we mean what we say. Giving guidance and setting boundaries isn’t just okay, it’s critical to letting our children know we are here for them and care about their well being. In short: kids need choice. They also need those choices to fall within limits that keep them safe, both physically and emotionally. When they’re younger, they need fewer choices and more limits. As they grow, we increase the choice and decrease the limits. This way, once they are fully mature adults, they have had plenty of time to practice making decisions prior to any expectation that they actually do so successfully on their own. Isn’t that what childhood is all about? Human children are able to experience a joyful period of time in which we get to practice becoming a responsible adult. What does this look like in our classrooms? Montessori classrooms are carefully prepared environments with built-in choices and limits. Some examples of how we achieve this balance: Furniture is arranged so that children are free to move around, but most classrooms are devoid of large open areas that might encourage running in such a confined space. Those shelves are placed with intention! Materials on the shelves are rotated frequently. Children may only access what is available to them. Materials that we do not want the children to have access to are kept stored away in a cabinet or closet. The snack table might be just large enough for two chairs. We want children to eat and socialize when they choose, but we also know that if there is space for ten children to do so at once, the activity may become disruptive and lose its original intent. Older children may utilize work plans. This enables them to determine the pace, order, and details of their work, but requires them to be accountable for completing all desired tasks within a specified amount of time. For example, a child may be asked to complete a range of math, reading, and biology work within a given timeframe, but there is plenty of choice in how they accomplish the goal. Children in Montessori classrooms do not typically have to ask permission to use the restroom. Instead, we create structures so that they may do so safely whenever the need arises. Some schools have restrooms located within the classroom, others have hall passes available, or hold class meetings to discuss procedures with the children. What might this look like in our homes? If your family is new to Montessori, it can sometimes take a bit of time to shift ideas and expectations. Once you do, however, it’s hard to imagine doing things any other way. Some ideas to get you started: Allow your children to make decisions about what they wear. For older babies and toddlers, this may be as simple as allowing them to choose between two different color shirts. For older children, you may just set guidelines, such as their clothing must be appropriate for the weather. If you need your child to get a few things done, let them choose the order. For example, ask them if they would rather take a bath or make their lunch first. Be clear that your expectation is that they will do both, but that you value their opinion and want to let them help decide how to spend their time. Define boundaries when your child is struggling with emotions. It’s great to let your child feel whatever they are feeling, but that doesn’t mean they should mistreat those around them when they are frustrated or angry. “I see that you are frustrated. It’s normal to feel that way but you may not scream in our house. Here are some other ways to express that feeling…” Have frank and open discussions with your older children. Have you been feeling like they’re overdoing it with video games or staying out too late? Tell them what your concerns are, what your limits are, and solicit their ideas with solutions. Rather than implementing sudden new rules, engage your older children in problem solving talks until you come to a conclusion you can both live with. We hope this post has been helpful and inspiring. In a world of permissive parenting and misunderstandings about what Montessori really means, it can be easy to get caught up in giving in to our children’s every desire. The good news is, you don’t have to. Our children look to us to be the adults in their lives. Each and every child deserves adults who love and respect them for who they are.
Our Gifts to Children
04 Dec, 2023
A mindful approach to parenting during the holidays: how it can shift our perspective, and what it means to be truly present with and for our children.
The Stereognostic Sense
27 Nov, 2023
In Montessori toddler and primary classrooms, we offer specially designed materials to help young children refine their senses. In addition to the five senses—tactile (touch), visual (seeing), auditory (hearing), olfactory (smell), and gustatory (taste)—we also support children’s stereognostic sense. What is the stereognostic sense? The word stereognostic comes from the Greek words “stereo” which means “around” and “gnosis” which means “to know.” Having a stereognostic sense means being able to identify the shape and form of a three-dimensional object, and therefore its identity, through tactile manipulation without any visual or auditory input. “They are very proud of seeing without eyes, holding out their hands and crying, ‘Here are my eyes!’ ‘I can see with my hands!’” – Dr. Maria Montessori, The Montessori Method Children develop a mental picture of an object through the use of touch and movement. This tactile and muscular experience allows them to recognize an object by feeling and palpating without seeing or hearing the object. Everything we touch helps form a memory. Young children are absorbing everything, so the more experiences they have with objects and parts of their environment, the more accurate their perceptions will be. Thus, the combination of language (naming objects), the tactile experience, and muscular memory provides children with a more complete and precise understanding of the world. Mystery (or Stereognostic) Bags In our toddler and primary classrooms, we have special “mystery bags” or “stereognostic bags” to support the development of children’s stereognostic sense. These drawstring bags contain objects children have already encountered in their environment. We make sure children know the names of the objects, too. The first bag we introduce has a set of four to six objects that belong to a classified group, such as kitchen utensils, art supplies, bathroom items, etc. These are real items that children have used in their lives. The next bag has four to six general objects that are not grouped in any category (e.g. a comb, rock, sponge, funnel, cloth, etc.). The third bag has three to four pairs of objects that are very different from each other. The Experience When we introduce each of these bags, we first show how to carry the bag and invite the child to take the bag to a table. We then carefully demonstrate how to open and close the bag and give the child a turn to try opening and closing. Next, we peek inside the bag and remove one item at a time, naming each object as we remove it from the bag and place it on the table. We also give the child a turn to feel each item. When all the objects are removed from the bag and lined up on the table, we name one and invite the child to place it in the bag. We repeat this until all the objects are back in the bag. Then the fun begins! We explain that we are going to reach into the bag to find an item. Putting both hands into the bag (and without looking in the bag) we feel around and grasp an object. With some enthusiasm, we say the item’s name before we remove the item. Then we take the item out of the bag and show it to the child. Often the child watching takes great delight in the fact that we were able to name the object before seeing it. We repeat with the other items and then invite the child to try. When using the bag with the paired objects, the only difference is that we select one item, name it, remove it from the bag, and then try to feel for the matching item. We regularly rotate the items in the bags so children have lots of opportunities to feel for what is in these “mystery bags”. Children find the experience to be absolutely delightful! The best part is that when children try to recognize an object through touch alone, their brain receives the sensorial input and then forms a three-dimensional image that provides a more complete understanding and precise perception of the object. “When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a ‘muscular memory,’ which recalls movements that have been made.” – Dr. Maria Montessori, The Discovery of the Child The stereognostic bags are just one example of the many carefully designed materials we introduce in Montessori classrooms. We always love to have you come visit to see or experience these sensorial delights firsthand. Schedule a tour today!
Montessori children working in the classroom
14 Nov, 2023
Dr. Maria Montessori felt that in order to support children’s development of language, we first need to appreciate the evolution of language. In fact, the language today’s children use is a culmination of language evolution from the dawn of humans. Languages have expanded and grown to match the complexity of our cultures. Because language is changing and evolving, children create their language as it exists in their environment. Although a child born thousands of years ago had no less potential for developing language than a child today, our languages have grown in fullness and complexity. Evolution of Spoken Language Although we don’t have any records documenting the beginning of spoken language, we can imagine that certain experiences or events drove humans to produce different sounds. Over time these utterances likely became internalized and came to represent an experience. Language is necessary for humans to work together cooperatively. In his memoir, Born a Crime: Stories from a South African Childhood, Trevor Noah relates his experience growing up in South Africa, where there are at least thirty-five indigenous languages, eleven of which are official languages. As someone who speaks seven different languages, Noah experienced first-hand how language can bridge divides: “Language, even more than color, defines who you are to people.” Early humans developed language as a means of communication, but humans were isolated into small tribes or clans. Each group developed their own agreed upon communications. As populations increased and migration happened, communities came into contact. Some words got shared. Some new words were created. Etymology gives us the histories of the roots of words, and as such, historians can study the evolution of language and human migration through words and their roots. The vocabulary of any language is related to the culture of that community. For instance, the Eskimo language has 27 different words for snow, while Hawaiians have no words for snow. Languages constantly evolve as new experiences emerge in our culture. Currently, we can see this in how words are added or removed from the dictionary. A couple of decades ago, for example, “Google” was not a verb! Primitive spoken languages were primarily nouns interspersed with some adjectives, verbs, prepositions, and conjunctions. Primitive languages actually sounded a lot like how young children speak. As cultures evolved and became more complex, languages evolved their own vocabulary, grammar, and syntax. Evolution of Written Language At some point, humans also developed symbolic language as a way to record their thoughts. These records began as pictures, such as the cave paintings that date from over 30,000 years ago. In the beginning, the pictures were realistic and over time became more symbolic, moving from pictograph alphabets to phonetic alphabets. With a phonetic alphabet containing a limited number of symbols, people could begin to create any word. The birth of the alphabet greatly simplified the writing system. As civilizations evolved, expanded, and became more sophisticated, the expansion of language in written form became more universal. The roots of modern American English reflect the diversity of the culture. While the English language originated in Britain, the Romans added a Latin influence and the French Saxons and Anglos added their own influences. As colonists came to America from different countries, they brought their language to a place where the Native Americans had their own languages. All of these influences were incorporated into American English. This diverse history of the language is what makes it complicated and full of exceptions. Some words retained their original spelling while others were adapted and modified. This varied origin story explains why we can have a sound represented in so many different ways. Just think about the sound “sh” which can be represented in: shock, sugar, emotion, charade, social, and tissue. Once humans developed a writing system as a way of recording thoughts, another skill had to be acquired — reading. If writing is recording our thoughts, reading is interpreting the thoughts of others. Development of Language Just as the evolution of writing and reading happened with humans, there is just as much magic, mystery, and power that happens when each child learns to read. In our prepared environments, we offer children the keys to their language because we have a deep appreciation for the origins of language itself. By understanding the history of language, we can better appreciate what children are accomplishing when they acquire these skills. Our exercises for language are not designed to teach language directly, but to offer support to children’s developing personalities. The method we use in our classrooms evolved from Dr. Montessori’s discoveries about how children learn. What resulted is a revolutionary method that is in harmony with the child’s developmental needs. Children can learn to write and read without even realizing that it is happening. We welcome you to observe this development of language in action in our classrooms. Schedule a tour today !
Montessori child and adults working in the classroom
07 Nov, 2023
So often, when we get really upset with our children, the first thing we want to do is solve the problem. Tell them what needs to happen. Take control. Sometimes even become a bit dictatorial! In those times of frustration or anger, our rational thinking tends to take a back seat to our emotions. We forget what might be happening in our children’s internal (and sometimes external) lives. We rush ahead instead of taking the time to help guide our children. Yet our children look to us for assistance and support. When our children are struggling, they need us to show compassion, patience, and empathy. Changing Our Perspective Dr. Ross Greene, a clinical psychologist and author of Raising Human Beings, among other publications, makes an impassioned plea on his website, Lives in the Balance , asking adults to recast how we think about challenging behavior. When children are behaving in challenging ways, Dr. Greene explains, it is “because they’re lacking the skills not to be challenging. If they had the skills, they wouldn’t be challenging.” Dr. Greene also emphasizes two vital themes to better support our children. “Kids do well if they can,” he states, and, “Doing well is always preferable to not doing well.” If we wholeheartedly embrace the fact that our children want to do well if they can, we can take what Dr. Greene calls a “dramatic departure from the view of challenging kids as attention-seeking, manipulative, coercive, limit-testing, and poorly motivated. It’s a completely different set of lenses, supported by research in the neurosciences over the past 30 to 40 years, and it has dramatic implications for how caregivers go about helping such kids.” How can we help? It’s worth noting that all children at some point demonstrate challenging behaviors. So how do we, as adults and caregivers, help children with these challenges? The first step is to think about what difficulty a child is facing. The challenging behavior arises because of a difficulty. Listing specific difficulties helps us shift our thinking away from the behaviors that can cause us frustration. Next, at a time when the behavior isn’t happening, we can find a time to connect and make sure it’s a good time to talk. At that point, we can state what we’ve observed: “I’ve noticed it’s been difficult for you to finish breakfast before we need to leave for school.” The Empathy Step Then (and this is key) we ask, “What’s up?” or “What’s going on?” This statement of a non-judgmental observation, and then an invitation to share, initiates what Dr. Greene calls the Empathy Step. The Empathy Step is an information-gathering process in which we really try to understand the child’s perspective and experience. We listen without reacting and ask questions or reflect back answers in order to peel back the layers of what is really going on for the child in those moments of challenge. During this time of reflective listening and questioning, it’s essential that our child is heard, really heard. All too often, we try to jump in too quickly with advice or solutions, without giving enough time and space for our young person to share valuable perspectives and insights. Just this process of listening can be incredibly healing. Assuming our child has been able to share what’s really going on in those moments of challenge, we summarize what is distressing to them and share our own concern. For example, “I understand, and my concern is that I feel stressed and anxious when we are rushing to get out the door in the morning.” We then invite our child to work together with us to find a solution that can meet everyone’s needs. Being Heard and Validated When using this process with children, it’s often the case that we sometimes don’t even get to the last steps of stating a concern and initiating a collaborative problem-solving process. Sometimes it makes sense to listen to what our child has to share about what is going on and then let that really settle. Sometimes just the process of being heard is significant enough for shifts to occur for our child, as being heard helps them feel validated. In those moments of frustration or upset, let’s try to slow ourselves down and remember that the child in front of us wants to do well. Our job can be to listen and empathize. And in doing so, we can support that young person in solving problems, learning new skills, and becoming a more whole human being. Please schedule a tour to come visit our school and see how collaborative problem-solving works with children. We’ve found that it can also be helpful in our interactions with adults, too!
Montessori child watering plants
26 Sep, 2023
Unlike other species that are born with a predetermined set of behaviors, human babies are born with a set of potentials. When a child is born, we have no idea if they will be a master musician or a creative chef. It’s pretty amazing when we think about it! Children are constantly creating the skills they need to become contributing adults. Dr. Maria Montessori observed children from a scientific lens and over time she concluded that this kind of creative work could only happen with a mind that was different from the conscious adult mind. She realized that children’s minds operate in a fundamentally different way. In The Absorbent Mind, Dr. Montessori states: “The child has other powers than ours, and the creation he achieves is no small one; it is everything. Not only does he create his language, but he shapes the organs that enable him to frame the words. He has to make the physical basis of every moment, all the elements of our intellect, everything the human being is blessed with. This wonderful work is not the product of conscious intention.” Well before brain scans, Dr. Montessori discovered so much about how children’s brains function and she termed this special mental functioning, the absorbent mind. Her book, The Absorbent Mind, was one of the last books she compiled. The words Dr. Montessori used to describe the child’s absorbent mind were chosen deliberately. The word absorbent implies “taking in” and integrating into the whole. What is absorbed becomes a part of what is doing the absorbing. Children take in their experiences and impressions which become part of the structure and content of their brains. The absorbent mind is a superpower of children from birth to around age six. Because children under six are absorbing everything in their environment, our actions need to reflect what we expect. If we want children to sit at the table to eat, we need to sit at the table to eat. If we want children to talk with quiet, calm voices, we need to talk with quiet, calm voices. If we want children to carry one item at a time, using both hands, we need to do so, too. The key is to model this behavior at all times. Children are absorbing indiscriminately. We may not think they are looking, but they are taking it all in! We can share an example of this from a Montessori classroom. Once upon a time, a tall toddler teacher would always squat down in front of the low shelves to select a material to show a child. After squatting down, she would pick up the item she wanted to show. Although all the toddlers were at the right height to easily take the item, the teacher noticed that they would walk to a shelf, squat down, and then pick up the material. Even though this movement was much more difficult for the toddlers, they had unconsciously absorbed the steps the teacher had demonstrated: walk to the shelf, squat down, and pick up what you want. So in our Montessori environments, we are very careful with how we move and what we do. When the adults want a snack, we follow the same procedure as the children. We wash our hands, use a plate, and sit at the snack table. Doing what we expect the children to do also gives us a wonderful opportunity to see how the process can be improved. By having snack and cleaning up after ourselves, we can experience the process. Are the dustpans easy to access and in a place that makes sense? Do the spray bottles work well for spraying and wiping the table? What parts of the process feel cumbersome? What flows well? We can also look at our school and home environments from our children’s perspective. Sometimes it helps to even kneel or sit on the floor and look at a room from a child’s height. What do they see? What stands out from their vantage point? Is the space welcoming and beautiful? What attracts attention? Our young children’s brains are hardwired to effortlessly absorb what is around them. Because our children are full of potential, we want to provide them with the best! Let’s start by taking a look at ourselves and our children’s surroundings. As we think about our children’s absorbent minds, we can work to provide them with clear, consistent images as we move through our days. If you would like to learn more, please schedule a tour . We love to share how we support children as they are discovering what is possible!
Children playing
19 Sep, 2023
Trees start out small and then generally keep their form as they get progressively bigger and stronger. Children, however, change so much as they develop. Think about the transformations that happen from a newborn baby to a running toddler to a nine-year-old playing soccer to an adolescent driving a car. They almost don’t even seem like the same being as when they began! Prior to the mid-1800s, people considered human development to be linear. A child was considered to be like a young adult who just got older and bigger, like a tree. However, the study of psychology changed the way we look at human development. Psychologists began to realize that humans pass through a sequence of different stages at different ages. This understanding of development as a progression was termed Stage Theory. Origins of Stage Theory Stage theories were popular during the time that Dr. Maria Montessori was developing her pedagogy. Stage theories take development and break it down into characteristically distinct stages assigned to specific ages. The theory assumes that certain characteristics are going to be developed during each stage. Stage theory also postulates that because certain aspects of development are supposed to happen during a particular stage, there are some innate powers available to individuals during that time. Those innate powers help individuals acquire the developmental progress for that stage. Stage theories also imply that there is also going to be a sequence to development and that stages can’t be skipped. The outcomes of one stage become the foundation for the following stage. Examples of Stage Theory A number of Dr. Montessori’s predecessors, contemporaries, and students were likely influencing her work, and likely she was influencing theirs. Some key individuals include: Jean-Jacque Rousseau, of Geneva, postulated a stage theory of development in his book, Emile (1762). Rousseau presented an idealized “natural man” who was uncorrupted by modern society. He also proposed a system of education formulated around a specific pedagogy for each stage of life and the particular characteristics of each stage of human development. Sigmund Freud, of Austria, constructed a stage theory to describe the psychosexual development of humans. He described personality development as a series of stages and he believed that early childhood was the most important stage, with the individual’s personality being formed by about the age of five. Erik Erikson, a German-American who also earned a Montessori certificate, proposed a theory describing eight distinct stages of development. He felt that how individuals face the challenge in each stage determined the outcome of the stage. He focused on the psychosocial aspects of humans. Jean Piaget, of Switzerland, also developed a stage theory that described the psychosocial aspects of humans. Piaget proposed that children go through four stages of cognitive development. Lawrence Kohlberg, an American, was likely influenced by Piaget but focused on moral reasoning and the stages of moral development. Gail Sheehy, author and journalist, has documented stages of adult life and has written numerous books about stages, or what she calls passages (e.g. Passages: Predictable Crises of Adult Life) . Montessori’s Model: Planes of Development Dr. Montessori didn’t develop stage theory but used this construct to help her better understand human development. What is different about Montessori’s stage theory is that it doesn’t focus on a particular aspect of development. Rather her framework is holistic and incorporates physical, social, emotional, and intellectual development. Dr. Montessori called her holistic stage theory the “planes of development.” Each plane is a distinct psychological learning period that spans about six years: birth to six, six to twelve, twelve to eighteen, and eighteen to twenty-four. Each plane is characterized by the physical and psychological changes that take place, as well as the environmental needs of each plane. Dr. Montessori observed how the differences between each plane were so dramatic that the shift from one stage of development to the next was metamorphic. The same individual emerges from each plane, unrecognizable from the individual they were when they entered the previous plane. Characteristics of the Planes of Development Dr. Montessori passionately describes how education needs to follow these periods of development, so as to be sensitive to the rebirth that is happening for each individual. “The child does not grow in a uniform way day by day, at the same rate. In growth there are crises, somewhat like the metamorphosis of the insects….In fact, it is the child himself who will be the guide of education.” – Dr. Maria Montessori , The Four Planes of Education The metamorphosis that happens in different periods of growth demonstrates the unique needs, behaviors, and characteristics of children at different ages. Since each developmental plane is distinct, it follows that the needs of individuals will also be distinct. Plus, at each stage children require different things from their environment. Furthermore, the successful completion of one phase sets individuals up for successful development in the next stage. Dr. Montessori was an optimist and didn’t see this need for successful completion of each stage as being fatalistic. She thought that missed opportunities within a plane of development could be overcome with conscious effort and work. Granted, this development wouldn’t happen as easily as if happened at the right time, but Dr. Montessori thought that if individuals applied themselves and worked, they could overcome some of these obstacles. The work accomplished outside of an intended plane, however, would never be as fully integrated as if it had happened during its intended time. Montessori’s Unique Approach When Dr. Montessori developed her theory on the planes of development, she didn’t describe development in a culturally specific context or time. She described universal aspects of human development in all cultures. Two other aspects set Montessori’s work apart from stage theory. One was that she focused on what is normal development for children rather than what is abnormal. Also, she not only articulated her theory of the planes of development but then went a step further and developed an educational approach that supported it. In Montessori, everything we do for children–all of our methods, materials, and environments–is reflective of our understanding of the planes of development. We understand the needs of children in the different stages of their development and know we have a profound responsibility to support those needs. We would love to have you schedule a tour to see how we create environments for the specific needs of children at each stage of their development!
Montessori child getting water
12 Sep, 2023
In our daily lives, we do so much to take maintain our surroundings, as well as care for ourselves and others. As adults, we take these activities for granted. Young children, however, yearn to participate in practical matters. Everything we do to care for the environment, ourselves, and others make up what can be called “practical life” activities. In a Montessori home or school environment, practical life activities help children learn about cultural norms, while also helping them develop internal motivation, intellect, and body coordination. Purposes of Practical Life With this in mind, we can really think about how practical life activities have two purposes: one is external and one is internal. The first purpose is to help children engage in something meaningful and real. For example, washing a table leads to a clean table. The second aim is to help children develop their internal worth and sense of competency. Practical life activities help children become psychologically and physically independent. By the time 24-year-olds begin life on their own, they should be able to provide for themselves, be responsible for their actions, plan for their future, and perhaps even help support others. The little things we do early in children’s lives set them up for later success. As children engage in purposeful work, they develop a sense of being an important part of the family or community. By beginning to help take care of their personal needs, they also develop a sense of accomplishment. In a Montessori environment, children have a place where practical life activities are carefully prepared and presented to support emerging independence. The sink is at children’s height. The faucet is easy to turn on and off. The soap container holds just enough soap to wash hands. Children can perform activities that were perhaps previously done for them. Practicing Self-Care The practice of self-care can begin early in children’s lives by approaching tasks with an attitude of collaboration. Even if a baby can’t do an action, they can have a sense of participating. We can invite this participation by saying things like, “I’m going to put on your shirt. Let’s put your arm through the sleeve.” As we allow for more and more collaboration, children’s active participation gradually increases. Opportunities for collaboration can be as simple as offering something in front of a child rather than actually putting it into their hands. Caring for Surroundings In addition to self-care, a Montessori environment provides numerous ways for children to care for their surroundings. In order for children to be successful in this process of caring for their surroundings, we thoughtfully prepare the environment. Child-sized materials give children an opportunity to participate successfully. Their work must be real work, rather than activities to just keep them busy. Plus, the impact on the environment needs to be clear. If the plants need water, then children can water the plants. If the floor is wet, children can mop the floor. If a table is dirty, children can wash the table. Through real and meaningful activities, children develop a strong sense of belonging within a community. Supporting Practical Life at Home Parents often ask how to support their children’s practical life work at home. One easy and meaningful strategy is to create routines that help children care for their surroundings. They can clean up toys at the end of the day, set the table for dinner, or put dirty clothes in the laundry basket. The preparation for these kinds of activities isn’t elaborate and merely requires carefully selected items or furniture: a basket in the laundry room for dirty clothes, a special shelf for toys, or a low drawer in the kitchen prepared with items for setting the table. When thinking about how to create practical life activities, consider the following: Will the activity help develop independence and coordination of movement? Can it be done independently? What skills are needed? Will this activity allow repetition? Is it culturally appropriate and necessary? Is it beautiful? Is the material child-sized? Is it logical? Is it safe? With these guiding questions in mind, we can create simple yet purposeful ways for our children to learn how to care for themselves, those around them, and their surroundings. In the process, children observe what is essential and then make the activities their own. Plus, as they internalize the procedure, children start to realize how capable they are! They put their whole focus into their work and experience great satisfaction in completing the activity. Meaningful engagement in practical life activities allows children to develop a strong sense of belonging and ultimately flourish into their fullest selves. During these summer days, take a look at where your children might be able to contribute to the daily rhythms of the household, or even take more ownership of their own routines for self-care. Children will begin to imitate adult actions, which leads to them performing tasks in their own unique ways. Keep in mind that this process is not completely linear, as some days children need more support than on other days. At this point, we can offer loving assistance while still upholding a sense of their involvement: “I see your clothes are still on the floor. Let’s pick them up together.” We all can use a little help sometimes! From infants to adolescents, our young people are quite capable and benefit greatly from participating in practical life activities. If you would like some inspiration for how children are involved in caring for themselves, their surroundings, and others, please contact us !
Mother and child getting in a car
05 Sep, 2023
As we start the school year, we want to connect about a really crucial part of Montessori learning environments and how it affects your child, as well as the community as a whole. First, it helps to remember that we are constantly working to ensure the Montessori learning environment is supporting your child’s development. To do this most effectively, we observe. In our observations, we are looking at what is working for children (and what isn’t). These observations may lead to some changes. For example, we might adjust the arrangement of the furniture so that there is a better flow of activity in the room. Or we might recognize how an individual child needs a little extra time to watch friends before starting any activity. Sometimes we might realize that, as adults, we are walking around too much and distracting the children, so we slow down and take a few moments to sit calmly. While much of the Montessori learning environment depends upon observing so we can make modifications to what we do, there is one aspect that is really sacrosanct: the three-hour work cycle. Three-Hour Work Cycles & the “Flow State” Dr. Montessori was a scientist and the Montessori method of education was born from her observations of children and how to support their optimum development. She even graphed patterns of activity for individual children and classroom communities. In her scientific study, Dr. Montessori found that children need a block of uninterrupted time in order to go through a rhythm of focus and consolidation. Children two and a half and older need at least three hours to move through these cycles of concentration. Often children’s most growth and meaningful work happens toward the end of a three-hour block of time. We can think about this in relation to our current-day understanding of what it means to get into a flow state. Sometimes people describe a flow state as “being in the zone.” It’s when we are so immersed in and focused on what we are doing that a sense of time and our surroundings disappear. This concept of flow has been most clearly articulated by Mihaly Csikszentmihalyi. Csikszentmihalyi was a psychologist whose studies of happiness and creativity led to his articulation of flow – a highly focused mental state that is conducive to creativity and productivity. Interestingly enough, when Csikszentmihalyi’s grandchildren started going to a Montessori school, he saw how Montessori learning environments allowed young children to achieve this state of flow. Why is this significant? In order to get into their own state of flow, children in our learning communities need a three-hour chunk of time. We have designed our morning arrivals and routines so that children can benefit from an interrupted morning work cycle. Part of the morning schedule involves children having enough time to greet their peers and go through their routines without being rushed before they enter the classroom environment. When children are ready and in the classroom, the guides can begin focusing on giving lesson presentations and generally supporting children as they start their day. However, if children routinely arrive late at the beginning of the morning, the adults’ attention needs to be split between greeting those who arrive late and attending to the children who have started their important work of the day. This is also hard on the children who arrive after their peers have settled into their morning. When children enter a space where everyone is already connected and engaged in work, it is hard for them to connect with classmates and even know where to begin. This is especially challenging for those who really need to establish a social connection at the beginning of their day. It’s a little like awkwardly coming late to a party and finding everyone else in already established social circles! In addition, late arrivals can be challenging for the community as a whole. The children who were on time and working often find it distracting when friends and classmates arrive. They might even lose focus on what they were leaning because they feel compelled to greet their friends. However, once everyone has arrived, the community is really able to settle. The adults aren’t trying to help children transition into the classroom and friends aren’t getting distracted by who is coming through the door. After arrivals are over, a gentle hum often comes over the room. A World of Difference Children need time to transition. Some children are relatively quick, while others take over 15 minutes to get their items put away, shoes changed, and so forth. It makes a world of difference when our community members arrive on the early side, so that transitions can happen when a guide is able to be present to greet children and so that we can have everyone in the classroom at the start of the day. We know that mornings can be hard. Believe us, we know. If we were able to just extend the morning if people arrive late, we would! However, children get hungry for lunch, we want to have plenty of time outdoors, and we also need to leave time for children who need to rest. Thus, we rely upon on-time arrivals for the very important three-hour work cycle. Having that uninterrupted block of time is vital to a well-functioning classroom and to individual children’s development. Thank You! Thank you so much for being attentive to on-time arrivals, understanding why having the three-hour work cycle is so important, and considering how you can help. If you would like to meet and brainstorm about routines that can support on-time arrivals, we would be honored to get to strategize with you. When we can meet one-on-one with families to support morning routines, we often find some really creative, healthy, win-win options! It can take time to figure out what is most effective for each child and family. It’s a constantly evolving opportunity and we look forward to the collaboration. Please schedule a time to come in and connect .
Montessori child working in the classroom
26 Apr, 2022
We are often amazed at the capabilities of Montessori children. They bounce home from school each day excited about their learning. As adults, they tend to be driven and innovative. How does one cultivate such an attitude toward the world? How might we guide our children to want to learn? To want to discover? To always pursue more without being told they must? The key lies in what type of motivation we utilize. Rewards and Punishments In most traditional education settings around the country teachers use systems of rewards and punishments to drive desired behaviors. Most of us grew up experiencing this type of system, and it can be easy as parents to occasionally rely on these tactics as well. These are extrinsic motivators, and they’re more common than you might think. Rewards are positive and external. For example, a teacher might give a child a gold star sticker or a special stamp on their paper if a child does well. They may let children have extra playtime for following directions or a pizza party in exchange for getting their homework done. Rewards can take many other forms, too, including verbal praise or good grades on a report card. Punishments include any negative external motivator. These include bad grades and removal of privileges, but sometimes include harsher examples. Believe it or not, there are even more ways to impart subtle, nuanced external motivators. Any time we make a statement or even use a facial expression that conveys our own pleasure or displeasure with a behavior or action, we are utilizing external motivation. While these tactics may sometimes work in the short term, research shows they do little for long-term motivation success. Intrinsic Motivation Some forms of motivation don’t come from an outside source at all, but from within the individual. The good news is, children are born wanting to learn. We are curious beings and have the innate ability to work for our own joy. Think of a time you accomplished something great. How did you feel afterward? Were you thinking about how others would perceive your accomplishment or were you satisfied with your work for its own sake? In Montessori schools, we often guide children to reflect on their own feelings after they complete a challenge. They may come to us, excitedly showing or retelling. We may be inclined to say, “Good job!”, but those types of statements are better off unsaid. If we reward a child with our approval, they will work to seek that approval in the future. If, instead, we ask a child how they feel about the work, or comment on something factual we notice, the drive will remain within them. We might say, “I noticed you kept trying even when that was challenging. How do you feel now that you completed it?” or “It seemed like you enjoyed that work. What will you do next?” These types of statements make it possible for us to acknowledge a child without placing our own judgements on their experiences. Research suggests that while external rewards may work occasionally, intrinsic motivation is much more effective. In one study, preschoolers who loved to draw were divided into three groups: one was told they would receive a reward for drawing, one was told they would not, and a third received an unexpected reward afterward. Not surprisingly, the group that expected a reward drew for much less time and created less aesthetically appealing drawings. There was little difference between the other two groups, although they far outperformed the first. [ https://www.spring.org.uk/2009/10/how-rewards-can-backfire-and-reduce-motivation.php ] Driving Forces in Academics So how do Montessori teachers guide children to want to do their work? As we mentioned before, that’s the easy part. The desire to work is innate in children. Our job is to nurture and honor it. Even the terminology we use is intentional. Our youngest students aren’t asked to play during the morning cycle, but to work. We let them know we recognize what they’re doing is important. It’s work, and we are there to support them in doing that work. As Montessorians we also believe that a beautiful environment full of enriching materials can serve to motivate children. We consider what the children before us need, and we carefully select and place appropriate materials on the shelves for them to discover. Montessori materials are typically autodidactic. This means that the learner is able to self-correct their work while they are in the process of completing it. For example, a child placing wooden cylinders into holes will know they need to adjust their work if the final cylinder doesn’t fit into the final hole. These built-in corrections allow the child to work and learn directly from the materials without teacher input, essentially furthering the child’s independence and internal motivation. Montessori guides are also adept at utilizing children’s interests to help them succeed in areas that challenge them. A child who is reluctant to read but loves dinosaurs may just need a basket of books about dinosaurs. A child who resists math but adores their friends may need to work cooperatively to find success. Knowing what sparks a child’s enthusiasm is the key to opening a whole world of academic content. There are other structures built into the Montessori day that support intrinsic motivation. The three hour uninterrupted work cycle is one, as is allowing for ample student choice. The strategies allow children to select work that is meaningful to them, and to spend time really getting deep into that work. We allow them to fully explore their interests, which is where real creativity and lasting learning take place. Children feel empowered by their independence, and this in itself drives them to explore deeper learning. When we teach children to follow their own instincts, even when it comes to learning, we are preparing them for a lifetime of success. School won’t just be a place they have to go and have information delivered to them; it becomes a place where they look forward to going so that they may discover the world for themselves. 
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