how we montessori

His favourite puzzles (25 months)

2013-05-23T23:53:28+10:00

It's puzzle mania around here. Otis is definitely in a sensitive period for puzzles - if such a thing exists. These puzzles are a combination of support and challenge. The above vehicle puzzle is easy for him but it's fun, so he repeats it. He's also practising his language as he names each vehicle.

We have a couple of sequencing puzzles out. The one above has three shapes each in four different sizes. He doesn't always finish this - so it's challenging him. He is also using this one which is quite complex, you can see him using it here.

This apple sequencing puzzle is also challenging not because of the size graduations but because of the shape, the leaf and stem on the apple require more precision than shapes. For Small Hands currently has a small range of sequencing puzzles by Tuzzle on sale.

Otis loves farm animals and therefore this farm animal puzzle. This is also challenging as two pieces, both the mother and the baby fit together into the space.

I really like the images on this one and again this is also really good for language development.

The two piece geometric shapes puzzles mentioned here are also favourites. In the last couple of days I've introduced Otis to his first layered puzzle. I wouldn't say this is a favourite yet but it is a really beautiful hand made puzzle.

Montessori DVDs - A Review

2013-05-22T01:05:09+10:00

There are a lot of Montessori DVDs on the market. It's difficult to know how valuable they are to parents. There are many DVDs that I would like to see but they are expensive and difficult to obtain in Australia. A couple of months ago I chose seven DVDs that were of particular interest to me (Otis is 2 years and Caspar is 5 years old) and only now have I found the opportunity to watch them all.

Most of these DVDs are very good. Most of them are more valuable then reading a book. Being able to observe children in Montessori environment, how they interact is something you cannot see in a photograph. A couple of these DVDs are fantastic, read on for my reviews.

Montessori Under Three. 1987. 24 minutes. $45

Montessori Under Three is presented by two highly regarded Montessorians; Dr Montanaro, the author of one of my favourite books Understanding the Human Being and Judi Orion. The DVD is based on the concept of a traditional family, any family that falls outside this traditional family concept will struggle with the first section of the DVD.

It starts with discussion on the infant's attachment to the mother "a good attachment means a good detachment". However most of the DVD is dedicated to the benefits of attending a Montessori Mother-Infant Centre and later a Infant Centre (which appears more like a toddler community). This is great if you have a centre near you but not so good if you don't. I like that you are able to see the Mother-Infant Centre in some detail, you can see the children interacting with the environment. Most of all I liked listening to the parents discussing Montessori and the hands on help they have received. I would recommend this to parents considering attending a Montessori Parent-Infant Community.

The Making of Great Little People. 30 minutes. $24.94

I purchased this DVD because it is presented by Jan Kitzen-Lunchenta the author of Awakening Your Toddler's Love of Learning, which is a fantastic Montessori book. It is set in a Montessori preschool although many of the materials used are not traditional Montessori (this is not a negative or a positive but worth mentioning).

It commences with discussion on nutrition which is one of Jan's areas of expertise. We are shown a child who behaves poorly and is rehabilitated through better nutrition.

We are given a tour of the classroom and see how the children interact with the many materials and with each other. There are many activity ideas including early literacy ideas and demonstrations on things like the three period lesson and sand paper letters. We are show how to encourage independence particularly in the area of self care and dressing. Most of all I like the discussion on conflict resolution. There are many demonstrations on conflict resolution from children being aggressive to not sharing. You can see and hear how Jan handles the situation and I know a lot of parents would benefit from this. I would recommend this to parents with toddlers and especially parents setting up or running their own Montessori toddler group.

Edison's Day. 2006. 30 minutes. $45

As I mentioned here Edison's Day is highly regarded. It is shown during Montessori training and at Parent Education events. It shows 20 month old Edison though an entire day. Both of Edison's parents are Montessori trained and have an ideal home environment. This is a really practical DVD. It is wonderful to be able to see and hear Edison and his parents in their home. Lots of at home inspiration and ideas.

I recommend this to parents with an infant or toddler under 2 years. I highly recommend this to any school or group with a parent education library. This DVD should be more widely available to parents.

Following your Child: A Montessori Philosophy of Parenting. 2000. 25 minutes. $29 (including free shipping within the US).

This provides a really good basic understanding of Montessori parenting. The focus is on the home environment for the first three years. There are many home set-up ideas that are really simple and completely doable. This is not at all overwhelming. There are lots of concrete ways of following and respecting the child. There is discussion on the key areas of; Movement, Order, Language, Respect, Independence and Responsibility.

I love the discussion on following your child's cues to understand what their needs and abilities are and how to provide a home environment that satisfies these. I love the discussion on focusing on activities that interest the child and to prepare them so that the child can be successful. The best part of this is hearing from the parents and sharing in their experiences.

I highly recommend this to parents with young children, especially those new to Montessori.

At Home with Montessori. 2004. 15 minutes. $35

Full of Montessori in the home ideas which will be of particular interest to those new to Montessori. It contains home environments for young children and parents who discuss their Montessori experiences. Children are shown at home cooking, cleaning, dressing, gardening etc. There is a good balance between theory and the practical application of Montessori. Home environments with floor beds are shown and other simple adaptions like light switches, step stools etc.

I highly recommend this to parents with young children, especially those new to Montessori.

At Home in Nature. Biology in the Montessori Classroom. 2010. 43 minutes. $75

This is an instructional DVD aimed at teachers in Montessori biology. I ordered it because Caspar (five years) is interested in science and I would like to extend his nature study at home.

This takes you step by step, in an instructional way through biology in the classroom but has so many ideas applicable at home from gardening to plant and pet selection.

It has given me lots of ideas for home, there are lots of nature study books and guides but I love that this is very specifically Montessori. It means that I have a better understanding of biology in the classroom which can help me extend the activities at home.

I recommend this to Montessori teachers or homeschooling parents who want or need further information on Montessori biology or nature study.

Five Going on Six. 1987. 17 minutes. $25

This very specifically discusses the qualities for a five going on six year old as the child moves from being a sensory explorer to an abstract thinker.

It was very useful for me as Caspar is in this age group. You hear from teachers of students in this age group who discuss the classroom and how it meets the child's needs. The teachers explain their work and the thinking of the child. It is based in the classroom including a wonderful farm area. It also shows many of the activities and materials a child of this age may be using and how the teachers follow the interests of the child. You also get to hear parents describe what Montessori brings to their children.

There is also discussion on the importance of the child finishing the three year cycle and the benefits of the thre year age grouping in the class environment.

I recommend this to parents with children four or five years old. I highly recommend this to any school or group with a parent education library.

Following your Child: A Montessori Philosophy of Parenting and The Making of Great Little People are both standouts for me and I will be recommending them over books, especially to anyone new to Montessori.

Have you seen any of these DVDs? What did you think?

Kit's Montessori Room

2013-05-19T00:07:15+10:00

I would like to introduce you to Kit. She is six months old and lives with her Mum Belle and Dad Tim in Sydney. Quite remarkably Kit and her family live in a small flat with zero storage which explains why her Dad's bike is mounted in her room. Belle was first exposed to Montessori through her Stepmother's involvement at her brother's Montessori school. Although Kit's room can only be described as tiny it's not lacking in any way. I know you'll love and appreciate the details as much as I do!

Above you can see Tim's bike securely mounted to the wall (a necessity for the tight spaced flat) next to her change table and Gobbi (from Etsy). The elephant decal above the wall mirror is from The Wall Sticker Company.

Kit has several mobiles which is really needed at this age. Mobiles are generally rotated to keep the child's interest. You can see that Kit has visual and tactile mobiles. 3M hooks are used on the wall to keep the mobiles that are not being used out of the way and prevent Kit from being overstimulated.

Above left Kit is playing with her wooden rattle and to the right is with her Primary Colours Mobile (from Beginning Montessori). You can see how much Kit loves her mobiles!

Above Kit is playing with the giant pom pom that Belle made from wool. The pom pom has bells threaded at the top and hangs on elastic. Kit started batting at it and now grabs it with her hands and feet and shakes it. You can also see above how Kit is interacting with her wall mirror.

Above left Kit is reaching for her crawling basket which can be seen in further detail below. Above right Kit is under a bird mobile from Puka Puka. The mobile stand can be moved from room to room and was made by Belle. So clever! It is made from a heavy hard wood which has been sanded smooth and oiled. The mobiles are held by a piece of aluminium attached to the wood block. The mobile stand is 1.5 meters high and is so easy to transport that it sometimes goes with Kit when visiting her Grandparents.

Above you can see the floor of the room is covered by rubber tiles from Clarks rubber. The flat is rented and Belle wasn't entirely comfortable with Kit crawling over the existing carpet. What an easy solution. On the right are big bookshelves. The first two bookshelves are used for storage and the front is covered by MDF which is held securely in place with industrial velcro. A blackboard wall sticker has been applied to the MDF for aesthetics and also for Kit to use when she is older. The end bookshelf is left open for Kit's baskets.

The fish mobile show above was handmade using bath toy fish and fishing line. The breastfeeding chair is from Ikea. The floor bed mattress is also from Ikea. There are two pieces of artwork attached to the wall at a perfect height for Kit.

The baskets above and below are from Ikea. I love these as they provide for a wonderful tactile experience. Kit loves the coarse texture and they crumple down if she rolls on them.

The basket above left is her teething basket. This basket contains wooden beads, a face washer, Sophie the Giraffe and a gifted little wooden football. On the right is her crawling basket. It contains the Manhattan beads from Hello Baby Direct and the Ball Cylinder from Beginning Montessori. Both of these baskets are kept at the end of Kit's bed.

Above top left is a collection of books and a musical instrument basket. The books are rotated every fortnight. The Owl and the Pussycat is Kit's current favourite. In the basket there is a rattle from Infancy, another wooden rattle from Eco Toys and interlocking rings from Beginning Montessori.

Above top right is a basket including an egg and a cup and a stacking toy from Eco Toys. These are a little advanced for Kit so they are stored on the higher shelf. This is a great example of thinking ahead by Belle. These toys are the next stage for Kit and I'm sure will be used within a few months. It's great to be prepared and have some toys ready. On the bottom left there is a basket for soft toys. On the bottom right a basket of pom poms and a basket of soft finger puppets. The finger puppets are from Ikea.

Here you can see the baskets in the bookshelf and some low art work. Overall Belle stresses that you don't need to spend a lot or have a lot of space to create a wonderful environment for your infant.

I absolutely adore this room. What do you think?

First time threading pasta

2013-05-15T23:22:57+10:00

When I prepared this activity I prepared it for two so I could work along side him. I've simply used wool with a piece of pasta tied at one end and an embroidery needle threaded and taped at the other. The most important part of this for Otis is that the needle is longer than the pasta. This makes it easy for him to thread.

This is simple to prepare, we had everything already. It's also easy to demonstrate.

Although we haven't yet, you know these make great necklaces.

Otis didn't fill up his wool, he stopped and put the bowl on his shelf. I think it's almost time for post about what is on our shelves at 25 months.

Road Trip - With Kids!

2013-05-13T22:46:04+10:00

Over the weekend we took a last minute, unplanned road trip. It was such fun. Often we fly when we travel and this was our first road trip with all four of us. My thoughts varied from 'this is the best day ever' to 'what were we thinking'.

What worked?

Taking our own food for day one. I packed a box of fruit, snacks and sandwiches which kept us going for the entire day.
Staying organised. A basket of books and toys in between Caspar and Otis' car seats, a bag for rubbish and a box of snacks in the car kept us tidy and organised.
Entertainment. We took books for Caspar and Otis. Caspar loves the Where's Wally series and this worked great for him. They both love sticker books. We also took a few touch and feel and lift the flap books for Otis.

What could we do better next time?

More non-perishable snacks. Most of our snacks were fresh and we had little for our second and third days, leaving us to eat what we could find at service stations and unpredictable cafes. Less fruit, crossing the state New South Wales/Victorian border we had to dispose of some uneaten fruit due to fruit fly restrictions.
More entertainment. I need to order some audio books and think about travel games.
Spend less time on the road and more time sightseeing, even in the smallest towns.
Take more spare clothing. I packed extra clothing although I really need to pack more for Otis.
Take more photographs. We were so busy (and in the moment!) I only snapped a few photographs and next time I would like to capture more.

Our three day road trip was a wonderful experience and gave the children the opportunity to see regional and rural Australia. Caspar was able to visit his birth town and we were able to visit places we hadn't seen in years. We loved seeing some of the quirkier places (a submarine in Holbrook) to the beautiful (Beechworth) to the iconic (Dog on the Tuckerbox near Gundagai and the Trams and Yarra in Melbourne). Next time I think we'll head towards the coast. You can see some of our travel photographs on Instagram.

P.S. Please feel free to leave your travel tips, they are more than welcome!

Moms Not Lovin It

2013-05-13T18:49:34+10:00

I'm joining with Corporate Accountability International this Mother's Day to say that I'm a mum and I'm not loving it. Further details at Moms Are Not Lovin' It!

Photo/Activity of the Day - Parachute Play

2013-05-10T23:36:06+10:00

We've had family visiting and it's been pretty noisy and a little crazy around here. Parachute play with a few balloons just added to all the excitement. Unfortunately my kids don't stay still for photographs so it's really just one big colourful blur.

Photo/Activity of the Day - Enhancing Block Play

2013-05-09T21:11:42+10:00

I've mentioned previously that I enjoyed Teaching Numeracy, Language, and Literacy with Blocks. I think the reason might be because I don't have a lot of experience with blocks. So slowly our block area is developing. We have a variety of blocks, architectural prints, hard hats, lots of matchbox cars, Siku and Bruder vehicles, and sometimes clipboards, paper, pens, tool box and tool belt. There are still a couple of things I wanted to introduce. For the longest time I wanted some of these. The children haven't had an opportunity to play with them yet but now our block area also includes traffic signs and professional play figures (these are a good size at 14cm). Do you have a dedicated block area at home? Materials to enhance block play are really endless but I know my two children love anything roadworks or construction.

P.S. If you are in Australia Windmill currently has the professional figures on sale and also stock Australian traffic signs.

Edited 10 May. I've included a couple of pics of the boys using these today.

Little One Baby Magazine - Issue 10 2013

2013-05-08T23:54:49+10:00

Photographs by Katie Kolenberg for Little ONE Baby.

There is a little bit of Montessori in the latest edition of Little ONE Baby magazine due to hit the shelves later this week in Australia.

It was a privilege to have Katie photograph our home and a privilege to be featured in Australia's premier baby magazine. Wow! Isn't it fantastic for a Montessori home to get such exposure and in Australia!! So proud.

In this edition you will also find fellow Canberran Claire and her daughter Saskia's very beautiful bedroom.

Photo/Activity of the Day - Two Piece Jigsaw Puzzles

2013-05-08T19:33:59+10:00

Today was a crazy, happy, busy day. Although we were fortunate to have a settled morning. Otis chose to work with some two piece jigsaw puzzles. He did all the puzzles twice and put them back in the basket and back on the shelves. Time wise I'm sure this didn't last five minutes. But it was a good five minutes.

Edited to add our Geometric Shape Puzzle is from Michael Olaf but it is also available on Amazon. I previously mentioned this puzzle here.

Photo/Activity of the Day - Opening the Letterbox

2013-05-07T15:28:23+10:00

Ok, I know, it's not ground breaking. But it's fun for them when they can eventually do it themselves! Opening the letterbox.

This post got me thinking. It's the bigger picture that is important. Building the child's confidence, ego, self esteem. For them to believe in themselves. He's not just opening the letterbox independently, he's building his self trust, he's building confidence. I'm sure this leads to greater success in other areas.

The most recommended Montessori at home DVD - Edison's Day

2013-05-07T00:21:21+10:00

If you have been following you will know that I have been watching a few Montessori in the home DVDs. There is and has always been one stand out. Edison's Day. Edison is 20 months old and the DVD follows him for one day. It is perfect. It is as Montessori as possible. Both of Edison's parents are Montessori trained, keep this in mind for perspective. There are so many great ideas featured, mostly aimed at independence but also at nurturing the child's spirit. Being in a visual (and audio) format everything presented is so practical, you can see how Edison does it or how his parents present it. You can see his home and how he moves and how he plays. It really is a brilliant example that we can all aspire to.

If you are interested in viewing Edison's Day I suggest contacting your local Montessori school or community group (preschool, playgroup etc). I believe that many groups keep this in their parent's library. Edison's Day is not available to view online.

Meg mentions Edison's Day here and Sara mentions it here.

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Because I have benefited so much from this DVD I want to offer it to others. I have for giveaway one copy of Edison's Day. To enter please leave a comment in the comment section of this post. There is one condition. To enter you must commit that if you are the recipient you will share the DVD with others, pass it on to another family when you are finished with it or keep it in a school/pre-school parent library. The give away is open internationally and will close Friday 10 May at 10pm Australian Eastern Standard Time. Please only one entry per person.

P.S I have another great giveaway (At Home with Montessori DVD) on my Instagram page. I'm new to Instagram so I would love it if you came over and said hello.

Editied 10 May. Comments have now closed and I am counting entries right now. I really wish I could send a copy to everyone but the DVD is going to Akila. Akila I will be emailing you very soon.

Observation - Part Two. Observing the Child at Home.

2013-05-05T23:45:05+10:00

It took me a long time to grasp the concept of observation. Now it comes naturally. As you will read I've found observation key in providing for and meeting Otis's needs. For many parents this may be instinctual, but if like me you need some help or ideas please read along. .

Observe not correct, then work on improvement

One of the main reasons I observe Otis completing a task is to see where he is going wrong or how his movement might be improved. This is often with practical life activities but can apply to almost every activity he does. Take for example pouring milk, I observe Otis, (while standing next to him making my own breakfast) observe his hands, his little fingers, how he grips the container by it's handle and spins the lid around. I observe how he puts the lid on, so lightly (not tight enough to prevent Caspar from spilling it next time he uses the milk). Next time I am pouring milk and Otis is with me, I slowly and deliberately put the lid on the container, pause, don't say a word, and tighten the lid. Another example is with Caspar doing up his shoe laces. When I am doing up my laces I emphasis the areas I observe he is lacking (which is tightening the laces and pulling them firm). Another area I'm actively working with Otis is putting on and taking off an apron. It's only through observation that I can determine the area he is having the most problem with.

Observe in order to offer the least amount of assistance necessary

I recently heard a mother talk about observation in relation to providing her toddler the least amount of help necessary to complete the task. She was observing her toddler doing up a coat. Rather than do the coat up for the child she observed how her daughter attempted it. She realised the child was able to pull up the zipper if she (the mother) held the zipper straight. This does so much for the child's self esteem. The child didn't need someone to do it for her, she just needed help with one very specific action. This is also a great tip with the zipper and I now have been doing the same for Otis. This principle applies again to almost every activity but I find myself applying it to practical life, I will loosen the tap for Otis not turn it on for him, I will squeeze out the toothpaste but he puts the paste on his toothbrush.

Observe to improve demonstrations

Observation can help to improve demonstrations. I remember observing Otis as an infant trying to get down from his floor bed. I would observe how he attempted to do it and then tried to replicate this action. It helped me to work out how it is best for him to get off the bed. I learnt to back off the bed feet first and then slowly with my arms push myself down. I would demonstrate this to Otis and (as he was an infant) help him to swing his feet off the bed and slowly lower him until he was able to do it for himself. Otis is right handed as I am left handed so there are times when I've needed to observe him to understand how he might hold something (for example scissors, a fork or knife), this has helped me understand how he does things and improve my next or following demonstrations. This has also applied when demonstrating to Otis how to get on and off a bike and also when doing actions like sweeping or using a rake.

Observe to better understand the child

Making time to deliberately observe a child help us to better understand the child. What is it about play-dough that they like? Do they like to use tools or use only their hands? Do they favour certain textures, do they favour certain themes? How high can they reach to get their materials or hang an item on the hook? Observation helps us better select materials and prepare their environment. How does the child move, do they need assistance with grace and courtesy (are they always banging their chair)? What are they comfortable with, what do they avoid or what makes them feel uncomfortable, why? It's true that you don't know what you don't know! You might be surprised at what you find when you take some time to sit and observe.

Observe to provide materials and environment relevant to the child's stage of development

It's said so often that all children are different and it's true. What your child is interested in doing or capable of doing at 12 months Otis might not do until 24. It can vary that much. Observation is needed to determine the exact stage of development your child is in. You need to know exactly where the child is in order to provide the next step. Observing not only a child choosing which material to work with but also how they do the work/for how long can help determine if that material is right for them and will give you ideas on other materials that might be suitable. The concept of activities that support and challenge the child is important. We want activities that the child can succeed with even if it's step by step improving each time. Some of our materials are rotated over a period of 12 months or so because Otis is still improving or still appreciates the repetition of the material. If you observe a child not using a material you can ask yourself why and perhaps take it out of rotation. Observation can help us prepare the child's environment, the right chair so the child can independently get in and out, the right sized table or shelving, observing the movement of the child can help determine if the layout of the room is suitable.

When and how I observe

Observation is key in knowing your child. It's often why people can't make suggestions on which activities your child might like or how to improve an area of their behaviour. Observation is necessary. If you feel like you are just sitting there watching your child, that's ok, just keep on going but don't let your mind wander, stay focused on your child. Often when I observe Otis I have questions I am looking to answer. How can I help Otis to turn the pages of the book so he doesn't tear them? Why can't he get his arm out his sleeve when taking off his shirt? How can we improve his sweeping, is he holding the broom right? Often when observing Otis I do so with an open mind, this usually happens when he is doing an activity, usually I focus on his hands and I observe his movements.

I am fortunate that I am able to observe Otis when Caspar is at school. I find it hard to observe when Caspar is around. When I am observing Otis I really focus on him and tune out the rest of the world. Sometimes I even tune out sound.

Often I don't plan to observe Otis I take the opportunity when it arises. As many parents have mentioned toddlers like to be with their parents often not wanting or able to work independently. This doesn't mean that there isn't an opportunity for observation. While Otis sits on my lap I observe his hands, how he holds the book, in the photographs accompanying this post Otis is working on his table while I am sitting next to him. Often we will do puzzles together. If I observe he is struggling or feeling deflated I might suggest turning the puzzle piece or show him how a piece fits if you wiggle it a little. So by doing an activity with him I can still observe. Other times I might be working with him on an activity (like a puzzle) and I can see he is really engaged. I can pull back a bit and just observe.

A couple of tips that I've read about observing. Be prepared and make time, observation isn't something you can do while waiting for a phone call or when there is a time restriction (within reason). Be prepared to see nothing new and see ordinary everyday things. Make notes if you like. I have never taken notes but I do make lists really for new materials I need to look for, for example a larger tray might be needed to store the materials or a smaller jar or a container with a different (easy to open) lid is required. It may even work if you are having trouble with observation to make some notes or write down questions you have to keep you on task. If you have any questions to ask the child, you could also write these down but save them for later.

Most of all, spending time with your child should be enjoyable. If observation as I've mentioned it doesn't connect with you, perhaps keep it in mind. There may be a time when you are observing and you don't even know it.

Photo/Activity of the Day - Playing with Model Animals

2013-05-03T21:23:29+10:00

Today Otis pulled out of our storage cupboard a basket full of model animals. One by one he played with them. Some he named. With some he named body parts. Flippers, horn. But mostly he simply played. Notice his layers, Canberra is mid Autumn.

Observation - Part One

2013-05-02T23:20:35+10:00

When I first starting reading Montessori Caspar was very little. What I read about observation didn't connect with me. When I tried to 'observe' him all I saw was a child playing. Actually I felt really silly, sitting there watching my son not knowing what I was supposed to be doing. It wasn't until I started observing Otis that I really understood how it can assist my parenting. Now when I observe Otis it's a really natural process and the benefits are instant.

My hope is that this article below written by Gio Bellonci (Montessori Assistant to Infancy) will help set the scene regarding what observation is in a Montessori setting. My follow up post will address my (at home and untrained) approach.

A Few Thoughts on Observation by Gio Bellonci

“We cannot create observers by saying "observe," but by giving them the power and the means for this observation and these means are procured through education of the senses” - Dr Maria Montessori

A close friend used to joke sometimes about “seeing what we’re looking at,” but that is exactly what Dr Montessori did. With scientific training to support her, she “looked to the child” to learn about who he really is and how he really learns. It was through her careful observations of children that she developed materials to meet their real needs. She wrote, “The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.”

It is because her work is based on what she observed, what actually happens, that so many people comment about her work “making sense”.

Infants love to observe themselves in the low mirror. They love to observe (and imitate) the adult mouth as it moves and speaks. From their supine position they observe the goings-on all around them and then, with movement capability, they join in! With the "hundred billion neurons" at work to make sense of their new surroundings from the moment of birth, infants are absorbing everything. What they observe (see) is "absorbed" into their being. Do they see trees swaying in the breeze, or do they see television? Are they connecting to reality or to a virtual world?

In the 3-6 classroom, one can often see younger children observing the older ones before they find themselves feeling confident and engaging directly with materials. Once they do they’re off making their own observations about the nature of things through their hands-on experiences with the "sensorial" materials and involvement in practical life activities.

The older children have the satisfaction of being of assistance to their younger classmates, and also have a view of how far they themselves have come. We observe others, we are inspired by what we see and we learn about ourselves!

Observation is also a large part of the work of the adults in the classroom. We observe without judgment and intervene only when really necessary. When a Montessori teacher (guide) observes a child having difficulty with a material she doesn’t step in to correct or give the answer; she waits, and maybe offers a lesson that will address the challenge perhaps the next day.

It’s not always easy, but when we observe, truly observe without judgment, we are in a good position to do what I call “narrating the moment.” To articulate what one really sees without the addition of judgment helps young children build awareness, build vocabulary, and build trust. It engages the brain beyond the ‘survival’ response to higher level thinking.

A quick search on the term “observation” brought me to these two statements that I found particularly apropos:

Observation is an activity of a living being consisting of receiving knowledge of the outside world through the senses.

Observation, in philosophical terms, is the process of filtering sensory information through the thought process. Input is received via hearing, sight, smell, taste, or touch and then analyzed through either rational or irrational thought.

It is the work of attentive adults in the classroom to make scientific observations of the child's development. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc.

It is through thoughtful interactions with children and involvement with "sensorial" materials and practical life activities in a supportive, prepared environment that children come to understand that they (and their true needs) are seen (and tended to) and that they, too, have the freedom to “see what they are looking at!”

Gio Bellonci trained with Dr Silvana Montanaro in Rome, Italy (1998-99) as an Assistant to Infancy (0-3) through the Association Montessori Internationale. Gio has cared for two infants (one at a time) in her home including infant massage as part of the daily routine

She is also a massage therapist who enjoys working with pregnant women, helping them toacheive levels of relaxation that assist them in birthing. She has worked supporting laboring women and their partners as a doula, attending home, hospital and birthing center briths.

Thank you to Gio for allowing me to republish this article which originally featured on her site Montessori in Motion.

Do you ever intentionally and purposefully sit down and observe your children at home?

Concentration in unexpected places

2013-05-01T22:00:50+10:00

Most children need to concentrate while eating or preparing food. Recently at our Montessori Parent-Toddler class I observed a child not much older than Otis slicing tiny slivers of pear. I wasn't timing her - she just went on for a very long time. Slicing the tiniest pieces with precision. Totally absorbed. Otis and I worked next to her but her concentration wasn't broken. There is no way you can expect or predict that was going to happen, we just need give them (the child) time, space and stay out of the way.

Today Otis ate every single seed from three passionfruit (next time I'll buy more!). I washed the dishes, swept the floor, wiped benches and he was still totally into it. His only words were "more passionfruit?". For a busy and sometimes restless two year old this is a great period of concentration (it actually took him a really long time, those seeds are super slippery).

I have two posts coming up, starting tomorrow about observation. If you have any questions please let me know and I will do my best to answer. The posts are about how we can as parents use observation to better meet the needs of our children.

A typical day. When and what we do.

2013-04-30T00:33:58+10:00

Morning.

Caspar and Otis both wake (usually one wakes the other) and move into the kitchen to get breakfast ready. This is usually where I find them in the morning. After breakfast it's time to get dressed and take Caspar to school.

Once we've dropped Caspar at school Otis and I will go shopping (think fruit and vegetables, butcher etc), meet up with friends or go home. Once a week Otis and I attend a Montessori Parent-Toddler class at the school.

At home Otis is free to do as he likes but he usually stays close to me. I go straight into clean up mode. I attend to the dishwasher, laundry, tidying and Otis will often help. This is usually a period of PRACTICAL LIFE. Sometimes Otis will play along side me, I might be in the kitchen and he will get out his play dough at a table near me. If I'm hanging out the washing he might play in the sand pit outside. If I'm sweeping he will sweep too. During this time we will also prepare and eat snack together. Otis and I will also prepare and eat lunch together.

Afternoon

Otis is almost at the point of giving up his afternoon nap completely. If he takes a nap it's usually after lunch. If he doesn't nap we still have some quiet time - we will read or lie down together. On the days that Otis takes a daytime nap I often nap with him, I might get a drink and read a magazine, read emails or tidy the house.

After quiet time we usually move into one of our living areas and I will sit and read a book or play with Otis. This is the time Otis is most likely to do a PUZZLE or USE HIS MATERIALS. Sometimes I am reading Montessori other times not (often I'm browsing recipe books). I also take this time to think, daydream and plan. Occasionally if Otis is really absorbed in his activities I might prepare some materials.

We pick Caspar up from school and we visit friends, go on an outing (zoo, museum, library etc) or go home. If we need to run errands (post office etc) we often do this on our way home from school. At home the children are free to do as they like. Usually they snack, play inside or outside. During this time I might tidy or start preparing dinner. After half an hour to an hour we might go on a nature walk. Once home from our walk it's time to finish preparing and eat dinner. After dinner the children play then it's bath, story-time and bed.

Once the children are asleep I will again tidy, do some laundry, read, make or rotate materials, email frirends and catch up with you here on the blog.

Notes

If I am going to invite Otis to a demonstration of a new art or practical life activity I will usually do this is the morning. If am going to invite Otis to a demonstration of a new material not art or practical life, I will usually do this in the afternoon, after lunch.

Otis concentrates much better when Caspar is at school. Once Caspar is home Otis will play but it's usually outdoor play or playing with blocks together.

Sometimes Caspar has speech pathology after school. Caspar plays sport on the weekends. We will also attend the markets, shop and go on outings on the weekends.

I try extremely hard not to live a busy life. I try especially for Otis to spend as much time as possible at home. We don't live near school so the drive is lengthy for Otis. I also try extremely hard to stay organised but there are times, weeks when we spend too much time outside the house, the housework builds up and things get overwhelming. I find the more time we spend at home the more organised we are.

The main thing missing from my days is time to exercise. I'm still working on that.

I hope this answers all of your questions. I apologise this post was so long coming.

P.S. You can now find us on Instagram. OK, there is only one entry, but it's a start!

Montessori Family - Texas

2013-04-26T01:05:59+10:00

I first met Karla many years ago when I was looking for some suitable aprons for Caspar. I loved the aprons in her Etsy store so much that I bought more than one for our own home and started buying them for friends. I remember featuring Karla's daughter Ruby here and I eagerly awaited another opportunity to find out more about this Montessori family.

If you are skimming this post please stop and watch the video of Ruby washing the dishes. Essential viewing for parents with toddlers!

Can you tell us a little about yourself, your family, and where you live?

I am a stay-at-home Montessori mom. I have my AMI Montessori Primary training for ages 3-6 and have started the AMI Assistants to Infancy training for birth to age 3. I discovered in my training that I have a passion for making Montessori materials. I sell my materials in my Etsy shop Handmade Montessori. I live in Austin, TX with my husband and our 2 1/2 year old daughter Ruby. We have a Montessori home and Ruby attends a Montessori toddler community.

When and how did you become interested in the work of Montessori?

I became interested in becoming a Montessori teacher when I was about to graduate from college with a degree in Computer Engineering. It was my last year of college and I had begun the process of looking for an engineering job. I was very unenthusiastic about the prospects and really had no clue what I wanted to be doing with my life.

I went on vacation with my two younger cousins and had a blast hanging out with them. We talked about their troubles in their traditional school and I just knew in my gut that they were being treated with no respect for their emotional needs. That’s when I realized I wanted to work with children.

I started remembering my own childhood experiences in Montessori school - I went to Montessori school through 8th grade. I hadn’t thought about my Montessori experience in years and had never really thought of it as being different or special. But the differences between my experience in Montessori school and my cousins’ experiences in traditional school were clear.

I graduated college and worked as a Computer Engineer for two years. It was not a fulfilling career, so I went for it and took my Montessori Primary training. I worked as a Montessori teacher for 7 years at both private and public Montessori schools.

How have you applied Montessori at home?

When my husband and I decided to have a baby, I knew I wanted to know more about the Montessori approach for birth to age 3. So I started my Assistants to Infancy training. I took the first summer of training, which covers birth through the first year. I also worked as an assistant to a wonderful Montessori toddler teacher. I got to experience a beautiful community and see first-hand how very capable these young children are if you trust them and provide a beautiful environment with rich opportunities.

We have modeled our home environment from what I have learned through all of my Montessori experience. Ruby has had a floor bed since birth, she has low shelves with interesting activities available to her at all times, and low tables and rugs for her to use independently. We try to set up everything we do so that she can be involved in some meaningful way. Here are a few videos of her participating in the care of our home.

Ruby washing dishes with Daddy

Ruby planting seeds with Daddy

I also love creating Montessori materials for my daughter. The possibilities for Montessori activities are endless, but it can be very hard to find good materials. I make a lot of her toys myself, which allows me to really follow her interests. She loves dogs, for example, so I created this dog breed language set which has little plastic dog figures and a set of photos to match. She has learned the breed names of the 12 dogs in the set and it has inspired her to learn the dog breeds we come across in real life too!

Ruby is still very young and her needs change frequently. Our home has been a constant work-in-progress since she was born. From infancy, to crawling, to walking, to potty training, to now there have been a lot of new developments and changing needs. Montessori is about creating an environment - physical, emotional, and spiritual - that meets your child’s needs wherever they are in their development. Its a lot of work to keep up with her, but definitely worth it to help her become a confident and capable young person.

Are there any books, websites, blogs that you could recommend?

Montessori From the Start by Paula Polk Lillard and Lynn Lillard Jessen is a wonderful book about Montessori from birth to age 3.

Aid to Life is a great website with lots of information and videos for birth to age 3.

Edison’s Day is a video of Montessori in the home. You can buy it here or ask your Montessori school if they have a copy to borrow. It is amazing to see all the ways a 20- month-old child can really be involved in and contribute in meaningful ways to the daily life of the family.

Parenting/Montessori Blogs:

Montessori on the Double, The Full Montessori, Feeding the Soil, Maria Montessori, Sew Liberated, Janet Lansbury and Carrie Contey.

Montessori Materials:

Handmade Montessori, Bella's Casa, Pinkhouse Handworks, Goose Designs and Beginning Montessori.

Where do you find inspiration?

Two of my favorite recent books:

Daring Greatly by Brene Brown

Quiet: The Power of Introverts in a World That Can’t Stop Talking

Thank you Karla and her family for this wonderful interview. The video of Ruby washing the dishes and the matching dog set are just fabulous!

P.S. If you think you spy Henry in the above photograph, I think you might be right.

Kylie interviews Leah

2013-04-24T21:36:16+10:00

If you have children at a Montessori school have you ever wondered how they would adapt to a traditional school environment?

Like many Montessori schools our school is primary only, it runs until the child is twelve and ready for high school. This means that at some stage my children will transition to another school.

Today I had the pleasure of interviewing Leah. Leah is a fun filled twelve year old and is a recent graduate from Canberra Montessori School. She has just finished her first term at Canberra Girls Grammar. I wanted to ask her a few questions about her Montessori schooling and her transition to a traditional high school.

How was your first term at Canberra Girls Grammar?

The start of the term was hard as I didn’t have any friends. But then in the second week I found lots of friends and it was fun and it wasn’t that hard really.

Do you have any favourite subjects? Sport and Maths.

What is it about Sport that you like? Sport is just fun doing stuff and you don’t have to do any work.

What is it about Maths that you like? I have a really good teacher and he’s really funny.

What are the biggest differences you have noticed between Canberra Montessori and Girls Grammar?

At Grammar there are a lot more people and there is more opportunity to do things. You have more facilities and it’s a bigger group so it’s really different.

What is it that you have struggled with leaving Montessori and transitioning to high school?

Not knowing anybody for the first week and then changing classes and getting homework.

In which areas do you think you have excelled? Is there an area that you think you do better because of your Montessori schooling?

In science I can answer a lot of questions that other kids can’t because at Montessori we do a lot of demonstrations with the teachers.

Have any of your teachers commented about your learning style or how it is different from the other students?

Not really but one teacher, since I work differently she thought that everyone went to the junior school and they didn’t. When I didn’t understand things she wondered why.

How do you think your transition from Montessori to high school could have been improved?

I think it would be better to have more tours of the school so you weren’t as lost walking around the school.

I think it would have been better if we could have had a few more introductions to the school so we could have met more people at the school.

Do you have any advice to students that are in a similar position, currently attending Montessori and transitioning to a traditional high school next year?

It’s good to be really organised. It would be best to get a map of your school so you knew where to go and mark the spots where you need to go at the start and during the day.

What do you miss from your old school? What are your greatest memories from Canberra Montessori?

Well, what I miss about it is not having the freedom to do the work that you choose to do.

My greatest memories are going on all the goings out that we could go on and organising them ourselves.

What were some of your favourite places to visit?

The zoo, six of us went and we split into two groups. My group went to the aquarium and looked at all the fish.

Do you notice any differences between you and the other students that you can attribute to your Montessori schooling? Do you think you approach your work differently?

Probably, in maths I do the fractions differently by drawing a pie and breaking it up into bits. Everyone else does it in another way.

How have you found homework?

I think homework is useless, when they give it to us we don’t really learn anything from doing it because when we hand it back in they don’t really mark it and tell us what we’ve done wrong with it, so we don’t know how to fix it if we’ve done it wrong.

What does Montessori mean to you? When someone says Montessori what do you think of? What images come to mind?

I think of the classroom and the teachers and all the different materials.

If someone asked you what is Montessori – what would you say, how would you describe what Montessori is?

It’s somewhere where we get to do the work that we choose to do. We don’t get recess or homework and we don’t have to wear a uniform.

Is there anything else you would like to mention?

At Montessori I made lots of really, really good friends. Some of them I have been with for ten years. We also never had a canteen at Montessori - that would have been fun.

You mentioned having to be more organised, have you had to organise your work differently?

You have to be really organised. I have all these different folders for every subject, which is what most people have. But some people they don’t have folders and they just throw all their work into their lockers and it’s a lot harder for them to get ready for class as they can’t find their books and they can be late. So it’s better to have everything a lot more organised.

You mentioned in science you have been able to answer some questions that the other student’s haven’t because you did some hand on experiments with the teachers, are there any in particular that stand out in your mind?

God with No Hands. They read us a story about the solids, liquids and gases and about how the particles cling together in solids and how they just buzz around in gases and sort of flow in liquids, so I could answer questions about particles.

Can you tell us about your recent Calisthenics competition?

I came first in Graceful, which is sort of like ballet but without the point shoes. If I get in the top four at the next competition I can go to the nationals.

Congratulations Leah, thank you for the interview and best wishes for Calisthenics and Term 2!

If you think Leah looks familiar I interviewed her Dad here. I loved Leah's story about God with No Hands! If you are new to Montessori - look it up, it's one of Montessori's Five Great Lessons for the elementary years.

Keeping it real - putting on an apron

2013-04-23T00:47:50+10:00

I caught these candid shots of Otis tonight, attempting to put on an apron. It's his art apron which goes over the head then the straps come together with velcro at the front. He can put it on independently so I sat back and waited. He couldn't get it on so he took it off and threw it on the floor, then picked out another apron (the red one) and proceeded to put it on without so much trouble. You can see the blue apron lying on the floor in the background. Well, he got there eventually.