how we montessori

What to do with all those Puzzle Maps?

From Caspar's earliest days at Montessori he loved Puzzle Maps. He would talk about Europe and working with friends on various puzzles. Then he started to bring home Puzzle Map artwork. First he brought home outlines of various states and countries. As time progressed he would bring home work with countries coloured in and with the oceans painted with water colour.

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Next labels began to appear and map by map his handwriting improved. We have the map of the world framed and hanging on the wall but what to do with the others? We had over twelve pieces rolled up and stored in a box, they were starting to look a bit tattered. I found this large art portfolio and it was the perfect solution. Each Puzzle Map piece fits into a plastic pocket. You can see Otis's hand below for an idea of the scale. Not only a lovely way to preserve this work but it's perfect to leave out and show the Grandparents. 

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This work is great for their hand control, tracing around the outside of the puzzle pieces and all that colouring in. It's also a great geography lesson! Does your child love Puzzle Maps? I'd love to hear what you do with all their artwork. I know many people scan children's artwork but I feel like they put so much effort into this work I couldn't throw it away. 

Child of the World - Montessori, Global Education for Age 3-12+.

If you are wondering why you haven't seen this book before it's because it's a new release. Published in 2013 I suggest this is already a Montessori classic. Books of this calibre don't come along very often. I ordered it immediately knowing Susan's other publications The Joyful Child and Child of the World (Michael Olaf's Essential Montessori Series). This book is essential for all Montessori school and parent education libraries. Even for those well versed in Montessori this is a must read because it contains so much of Susan's personal experiences (from around the world) and her valuable insight. 

Child of the World is divided into four parts; Age 3-6, Age 6-12, Age 0-24 (Stages of Development) and Parents and Teachers. I found Part One, Age 3-6 the most valuable. It contains so much practical information for school and home. I love this section and I took pages of notes. I particularly appreciate the information on selecting toys, activity suggestions and the discussion on screen time. 

Part Two, Age 6-12 is less about what to do at home and more about the 6-12 Montessori school environment. I found this very useful as the mother of a five year old and knowing very little about the next cycle. If you have a child in or approaching 6-12, at a Montessori school, this section is extremely valuable. 

I felt a little lost in Part Three. This section contains Montessori theory about the stages of development. It was so refreshing to read about Montessori adolescence and even adulthood, so rarely mentioned in other texts. Perhaps I'll be more engaged when my own children near this age. 

Part Four, Parents and Teachers is too brief. This section provides some background to Montessori education, covers the basics and it a nice way to finish what is an excellent resource.

Child of the World is perfect for all parents including those new to Montessori, although it is quite different (in a good way) from existing books. It's not at all prescriptive but if you read the entire book you will have all the information needed to create a Montessori home environment. I would recommend this book to parents of children from the toddler years up. It is a strength of this book that it covers such a wide age range. After reading Child of the World I have fresh ideas and am inspired to make changes to our home!

Those pages of notes I mentioned, I thought I'd share some of them with you!

• Practical life is so important. Practical tasks help lay the foundation for all later mental and physical work... When a child has a lot of experience with the important developmental tasks called practical life he becomes more successful in all other areas of study in relation to others. Pg 12 & 13.
• Mothers and parents need not be perfect! We must be easy on ourselves in the home and plan a time when we will enjoy the work as well as the children. Begin with just one thing, perhaps putting the napkins on the table for a meal, and gradually add to the takes in which the child can participate, and eventually take over. Pg 14.
• It all starts in the kitchen! Cooking and eating are something everyone does every day. Perhaps taking a few moments to work together to cook something, to set the table, just one little thing each day, can keep the whole family on the path to wholeness. Pg 16. 
• Screen time! It takes work on the part of the adult to withstand the temptation to let the child spend hours in front of the television, the computer or other screens, but it is worth the effort to support the natural development of the child. Pg 18. 
• Blocks! In our experience, next to doing real family work, playing with blocks has been one of the most valuable toys for a young child at home. Pg 24.
• World Globe. A globe is probably one of the most important pieces of material to have in the home. Pg 31.
• Demonstrate in silence first, a child cannot both listen and watch. ...try to refrain from talking while you are demonstrating an action, and refrain from demonstrating an action while you are speaking. Pg 35.
• Books. ... simple picture books, beginning reading books but also advanced reference books. Pg47. ...a flag book. Pg 53. 
• Art materials. Children benefit from having a variety of art materials available to them at all times and a space to work, uninterrupted, when they are inspired...pencils, crayons, felt pens, clay, paper, and brushes. Pg 59. 
• What Montessori is about. When the environment, including the adults, give children from conception all they need, physically, emotionally, even the very young will be able to use their own internal wisdom to fulfill their needs and develop their fullest potential. Pg 122. We do not believe in pushing the child, but we believe strongly in providing an environment rich in all areas of learning so that the child can choose, from his own intuition, what he is ready to learn. Pg 27.
• What to look for in a classroom. Montessori classrooms should not look like they are bought in bulk from a factory. They should be inspired, individually created, and cherished by children and teacher alike. Pg 140. 
• The home environment - the basics. There are two important things to keep in mind in organizing a child's environment in the home. First, have a place in each room for the few, carefully chosen child's belongings...Secondly, don't put out too many toys and books at one time. Pg 142. 
• Be selective! Many parents and teachers find themselves tempted to purchase more materials than are needed... This is not only wasteful, but damaging to the child's development. Pg 145. 
• Inspiration. Through our children, we parents and teachers are the architects of the future of humanity. Pg 146. 

Child of the World is a complete resource for Montessori in the home for ages three and up. 

Have you read it yet? What are your thoughts?

 

Montessori has no limits.

There is never a time in a Montessori child's life when they are told to stop, slow down, quit learning and wait for the rest of the class to catch up. There is always the next stage, the next materials, the follow up lesson. It's really irrelevant where the rest of the class is at. 

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I try to live this at home too. Always (trying!) being one step ahead of Otis. Thinking of extension activities, wondering where he will go next.

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Today was his first time matching picture-to-picture! Oh you think six cards is easy Otis? Let's try nine. 

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Still too easy Otis? Let's try twelve. 

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Still too easy Otis?? Are you kidding me? Let's try matching similar (the images are similar but not exact to the model). 

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Ah! Although he did this quickly his language was quite different. 

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I did it!

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Again?

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Although I don't always know (or follow) the right sequence for activities I try to think about things in a logical way. It's the engagement that's important. The lesson (activity) is right once the engagement is there. 

Again?

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I'm going to try and capture Otis doing this activity on video. Sometimes you can see him stop, pause and think, scanning the cards with his eyes looking for the match. Sometimes he stands up in excitement when he finds the match. Today he didn't really do anything else. Sensitive period for matching??

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School Drop-Out Rates

I apologise. I was planning to write about our reference library but I have something more serious on my mind. I'll write about our reference library next. I've been thinking quite seriously about the affects of high drop-out rates. 

Does your school have high drop out rates? I feel that it's accepted that many families wish for their children to attend a Montessori pre-school but never intend to pursue Montessori primary. This makes it tough for a Cycle One (3-6 years) class. Children attend at three but leave once the child is five or compulsory school age. Do you think that it's true that Montessori schools, especially Cycle One classes have higher than average drop-out rates?

Of course there are many other reasons children (and their families) choose to leave a school. Small schools must face additional pressure to meet the needs of families. I also feel that Montessori schools face additional pressure to meet the expectations of parents. 

I am not going to consider the affects on the child that leaves mid-cycle. The affects must be significant. My personal concern is for the children left behind, for the children that see their friends leave. It's not fair to compare it to workplaces where 'people come and people go' for a child so young it is unsettling to see major changes to their class.

Do you think I am over-reacting? Is this an issue for schools? Are children, at five, old enough to adapt to change? Is there more schools can do to retain children? 

P.S. Happy Harmony Day!

Fun Food Finds For Your Montessori Classroom

I was talking to a friend yesterday and she mentioned some of the fun food preparation activities she is planning to do with her Montessori school children. I am totally envious that this is what she gets to do for her work! I know many of these activities are suitable for home but it's much easier to justify a grain mill when it can be enjoyed so many. Here are some fun food finds for your Montessori classroom. 

Apple Slicer - We have one of these at home. It is great for building strength and it cuts the apple into equal sized pieces which is fun to share. I need to get it started though, I push it into the apple slightly and the children can do the rest. 

Nut Cracker - Nuts are not allowed in most schools so this is best left for homeschools or out of school activities where all allergies are known. I've been coveting this for a while - I love the screw action to crack the nut. 

Egg Slicer - Many schools avoid eggs but think outside the box. This would be great for small pieces of cheese, strawberries or mushrooms. 

Juicer - Ok, I know most schools have a juicer but I think this antique looking glass juicer is really cute. 

Banana Slicer - This would be fun for those little ones who are yet to wield a knife. Otis still makes a mess slicing his banana (mush) so this would be a good way for little ones to cut a banana that makes it appropriate to share the slices. 

Melon Ball Scoop - Fun for scooping seasonal melons. 

Spice Grinder - The mechanical action of turning the handle to grind the spices makes this enjoyable for children. 

Cherry or Olive Pitter - I haven't used this pitter personally but it looks like it would be easy for children to use, one of the most child friendly versions I've seen.

Grater - We have a cheese grater similar to this and Caspar started using it at three. It was a challenge but so much fun. We started using it to grate soap to make soap balls but of course it would be good for grating all types of food. 

Nutmeg Mill - If I had a class this would be on my list. Nutmeg smells divine and this mill requires strength and coordination and is the right size for children. 

Apple Peeler - I know a lot of classrooms have a peeler like this. Wonderful for apples and potatoes. This type of peeler makes apple slinkys and you can also make slices without removing the peel. 

Grain Mill - I'm convinced that every class should have (or borrow) one of these. It's all about learning the process. Plant to food. Since grain is in so many of our foods I think this one is fundamental. 

Compost Pail - Such a lovely way to store compost. This pail is so elegant it would be right at home in a Montessori classroom. 

Cold Press Juicer. When I saw this juicer I nearly died with envy. This manual juicer would be a hit with children. 

Coffee Grinder - I don't drink coffee but I'm sure it has many other uses. Coffee beans are great deodorises. Again I think it's the physicality, the physical toughness of turning the handle to see the results that appeals to children. 

I think a small mortar and pestle should be on the list too! What do you think? I'd love to hear what you use in your classroom. 

Puzzle inspiration from Montessori Schools

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These are just some of the botany, geography and zoology puzzles you will see in a Montessori 3-6 classroom. Plants, Maps, Animals. Even if you don't follow Montessori these are still fantastic educational puzzles. We don't have any of these at home as Caspar can enjoy them at school but I think they look wonderful. The puzzle maps would be one of Caspar's favourite materials.

  

Related articles

A Guide to First Montessori Puzzles

Favourite Puzzles - Toddlers to Preschoolers

Have you ever wondered what a real Montessori school looks like? Have you ever questioned if a Montessori school you have visited is authentic? Do you know what to look for in a Montessori school? Louise Livingston from the Maria Montessori Institute UK helps to answer these questions in What is Montessori?

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What is Montessori? By Louise Livingston

There are so many misconceptions about Montessori. Some people say ‘that’s where the children are allowed to do exactly as they like’ others say ‘it’s too rigid – the children have to work all the time and have no time to socialise.’ The reality is that Montessori is neither of these. However, one can be forgiven for being confused. Montessori is not a registered name and amazingly, it is possible to set up a school and call it Montessori even if you don’t have any Montessori trained teachers and not one piece of Montessori material. So any parent looking for a Montessori school may well find it difficult to understand what Montessori is because there is such a wide range of so called ‘Montessori’ schools on the market.

When we think of Montessori we usually think of nursery education but in fact Maria Montessori advocated a form of education right up to the age of 18. Throughout the UK Montessori primary is growing in popularity and the first Montessori Adolescent programme has recently open in St Andrews, Scotland.

In a true Montessori school you will find independent children who are encouraged not only to do things for themselves but also to think for themselves. You will find children who have learnt how to explore and solve problems for themselves. Most importantly, in a Montessori Children's House you will see small children who are often perceived as only being aware of their own needs helping each other and who, without being asked to, will put things away and perform acts of kindness purely to benefit the group as a whole. So how does this all come about? What exactly is Montessori? What should you be looking for if you are looking for true Montessori and what kind of guarantees are there that what you are paying for is the real thing?

The Montessori approach is based upon the natural laws of human development. Maria Montessori observed that children under six absorb limitlessly and effortlessly from the world around them and in so doing lay down all the foundations for later life – they become adults with all the characteristics and language of the culture into which they have been born simply by living. In this huge task, however, they have some help. They have a special kind of mind that she called an absorbent mind, a strong desire to explore everything around them using their senses and a drive to become independent. She identified certain windows of opportunity for the child that she called ‘sensitive periods’ during which the child is irresistibly drawn to the things he needs to help him develop his full human potential.

Everything in the classroom is designed to support these windows of opportunity. The Montessori ‘nursery school’ is called the Children’s House because everything in it is designed to allow the child to become independent – the materials are child sized and the equipment is laid out in an orderly fashion on low shelves that are easily accessible for the children. The equipment is aesthetically pleasing and is meticulously cared for which encourages the children to take care of it too. Children between the ages of 2 1⁄2 and 6 are grouped together in their own mini society. The younger children learn from watching the older children and the older ones benefit by helping the younger children. The mixed age group allows the children to develop socially, intellectually and emotionally – it is an essential part of any Montessori school. When you are looking at schools you need to see children of different ages grouped together in this way otherwise the class is missing an important part of the Montessori approach.

The curriculum is divided into four main areas. Practical Life not only gives the children the opportunity to practise the skills of everyday life but also helps them to develop concentration and develop co-ordination between mind and body. The Sensorial materials capitalise on the fact that children use their senses to learn. Through these materials they are encouraged to order and classify the physical properties of the world they live in. The materials for Mathematics help the children to learn and really understand mathematical concepts because they are presented using concrete materials. Children are prepared to write and read from the minute they come into the class through a series of activities that gradually build all the individual skills required so that when they are ready it is just a natural progression. Geography, history, biology, botany, zoology, art and music are covered with a hands-on approach that is based on the fact that children learn most effectively from their own experiences.

In a Montessori school you will see children choosing their activities independently and moving from one activity to the next – always returning things to the shelf after they have used them. You will experience an atmosphere of calm and see young children concentrating for surprising periods of time. Children work individually, in a group or with a friend. The morning should last for a minimum of three hours – three hours in which there is no fixed ‘timetable’. Groups arise spontaneously rather than at a fixed time every day. Maria Montessori observed that this unfettered period of time was essential for the children to develop the kind of concentration that you see when a child becomes involved with something that is essential for his development. There are no time limits for the child – he may work with whatever he chooses for as long as he likes. What is known as the ‘three- hour work cycle’ is another essential feature of the Montessori approach and if you don’t observe this you are not looking at true Montessori.

In a Montessori school the child is guided by a trained adult who will show him how to do the things that he is ready for after which he can work with them independently. The adult observes the child and will not interfere so long as the child is working with the material productively. When a difficulty arises she is able to step in and give help but is always careful never to give more help than is needed. Children work at their own individual pace and naturally develop their own rhythm and work pattern. Each child’s individual needs are assessed through observation so that he is shown new things when he is developmentally ready and new knowledge is always built on what he already knows. Since everything he does in the classroom also prepares for a later activity the child is able to move gradually through activities developing his skills effortlessly. The ‘directress’ is not teaching the child she is putting him in charge of his own learning through his own exploration. This may seem a subtle distinction but it is a key part of the Montessori approach.

So what other indicators are there that you are looking at a true Montessori school? Maria Montessori set up the Association Montessori Internationale [AMI] in 1929 to make sure that her work would be faithfully reproduced after her death. If you see that a school is being run by an AMI trained teacher you can be sure that the teachers have been trained in ‘Maria Montessori’s Montessori.’ A list of such schools is available on the website of the Montessori Society AMI UK which is www.montessori-uk.org. Montessori Education UK is an umbrella organisation, which represents some of the main colleges involved in training Montessori teachers. This organisation has agreed a set of guidelines for good Montessori practice in the form of an accreditation scheme. Any school that is MEUK accredited obviously adheres to these guidelines and you can find a list of these schools on the MEUK website – www.montessorieducationuk.org.

But finally let’s look to the child to find the essence of true Montessori. Ask any child who has been educated in a genuine Montessori school who taught him to read and he will probably say ‘I taught myself.’

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Louise Livingston is an AMI trained Montessori Teacher and Trainer. She is a Teacher Trainer on the AMI training course at the Maria Montessori Institute in London and editor of the Direction, the publication of the Montessori Society AMI UK.

You can find out more about training to be a Montessori teacher at any of the three levels - 0-3, 3-6 or 6-12 by visiting www.mariamontessori.org.

Please visit www.montessori-ami.org to find out more about the Association Montessori Internationale. 

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A sincere thank you to Louise for permission to publish this article. If you would like further information on Montessori schools be sure to follow the links above. If you are in Australia the Montessori Australia Foundation is a good resource.