What is Montessori. Part 5.

Why five year olds thrive at Montessori

As parents and caregivers we all want the very best for our children. We want, and try, to do everything we can to make sure that our children are happy, confident, and successful. With so many choices and opinions it can be a real head swimming mission to know what is “right”. Many parent’s are now choosing to keep their children in a preschool environment until they are six, but how do you decide if this is right for your child?

The advantages of joining the local primary school often seem obvious, especially if you have an older child already attending and doing well. It’s also most likely the choice your family and friends have made, and there is a strong tradition in New Zealand to send children to school as soon as they turn 5. The advantages of staying that extra year from 5-6 at Montessori preschool are numerous, below is a portion of a fantastic article written by Aleksandra Zajac from the Capital Montessori School, who wrote this so eloquently I decided not to reinvent the wheel. Included are some things to think about that might help you make the best decision for your family and your child.

The Montessori 3-6 programme is based on a 3-year cycle.

The Montessori 3-6 programme is based on a 3-year cycle. Your child joins the class as a 2.5 - 3 year old and enjoys the guidance and mentor-ship of his or her older peers - usually the 5 year olds, who know the curriculum, know the class, do all the exciting work with reading slips and bead materials, and show the younger ones just how much there is to look forward to in this environment.

As your child grows, they progress through the Montessori curriculum. They learn to concentrate and make informed choices, and with time, they become that 5-year old leader who can reap the benefits of ‘knowing’ and ‘being there’. From 5-6 they not only develop their academic skills, but they also build and consolidate their sense of self, their self-esteem and resilience, to become self-assured young children ready to enter the second plane of development with confidence - whichever environment you choose for them next!

They will have learnt how to learn and how to find information. Their work with concrete materials to visualise such concepts as ‘thousand’, how many hundreds make a thousand, how to ‘put together’ to do addition, and ‘share equally’ to divide, will gradually allow them to form a mental picture that guides them towards abstract work. By helping the younger children with these kinds of concrete concepts, they consolidate their knowledge and then build on this foundation with our designated five-plus classroom materials such as grammar, the function of the words, analysing sentences in language and all operations in maths.

However, academic progress is not our only our ultimate goal. Our hope is that, by the end of this first cycle, your 6 year old will have an innate enthusiasm for learning and the curiosity to pursue it, and an enormous sense of self-confidence - to feel good about themselves and enjoy their learning journey at whichever school they join.

Montessori children, with all those amazing social benefits, normally easily adapt to all sorts of new situations. At 6, they will be excited and ready to join a new school environment and their mind will be at the stage where imagination, aided by their well-developed confidence and independence, will make them a delight for any future school to have.

It is always such a pleasure to observe the workings of the Bambini classroom and the five year old children we have attending Athenree Montessori. They are caring, respectful, kind, so capable and real leaders. I am consistently blown away by their social competencies, emergent maths and literacy. I believe this is linked directly to the Montessori way of teaching, with the child’s individuality in mind and the smaller adult to child ratios. The Ministry of Education have recognised the benefits of children starting school after five, and fund the 20 hours up to the age of six years old, giving parents a choice about the age for their child to start school to best suit the child. The time-honoured tradition of starting school on your fifth birthday is not always in the best interests of the child, university lecturer and neuro-science / brain development expert Nathan Mikaere-Wallis says.

"Research shows that the majority of children are disadvantaged by starting school at age 5 and the children's brains need them to be physically active as the neuro science shows that movement and learning go together."

It Takes A Village

There is this incredible and amazing joy that comes with being a parent. It is sometimes indescribable.
It’s my experience that amid the joy there is also this sense of guilt, and there is nothing quite like the guilt that inevitably comes with being a parent. Almost everyone you meet, every television advert, and every ‘specialist in the field’ (qualified or not) will have an opinion on exactly what you should be doing. An opinion on what is right and what is wrong when it comes to parenting.

I recently read this post by ‘Raising Ziggy’…

“PSA: I love my kids. I also spend every day, and every night in their company. All day. All night.
Looking forward to Ziggy starting kindy does not mean I love him any less. It does not mean I take him for granted. It does not mean I don’t enjoy spending time with him. It does not make me a bad mum…. A bit of space every now and again helps me love them better.”

When I returned to work and my babies (now 18 and 20) started preschool I cried more than they did. The guilt I felt was all consuming as I beat myself up for what I thought “should” have been. I mean that picture in your head where everything is all lovely and I’m like the mum from Stuart little. Followed by the disappointment of realising I am actually more Mr’s Weasley from Harry Potter, but without a magic wand.

Fast forward 16 years and I am a teacher, with two amazing, capable, incredible children that I couldn’t be more proud of, and who weren’t scarred for life from going to preschool. I see the tears in the eye’s of parents who are enrolling their children for the first time. Or speak in hushed tones about how excited they are to be getting some time to themselves, like it’s so very wrong! They speak of the guilt, and so much worry. I want to tell them. You are amazing, loving, incredible parents. I know this is hard but it’s so worth it.

I want to let you in on a secret, there’s no absolute 100% perfect way to parent. For some families some things work, and for other families those same things are a disastrous nightmare of epic proportions. Even the parents who look like they have this whole parenting thing totally sussed are winging it! We are all winging it!

The teaching team here at Athenree Montessori have all been there, we are parents and we get it! We also all feel passionately about providing a happy, respectful, nurturing, environment where children know that they are safe, have a place, and are cared for. And we walk our talk. You have to do what is right for your family, regardless of what the Woman’s Day says, or the neighbour. We are here to support you and your children, and we are passionate about doing that for every family.

Please remember the importance and necessity, as a person and a parent, of filling your cup. Because you cannot pour from and empty cup.

What is Montessori. Part 4

The Nido Room (0-3): It’s about respect

Dr. Maria Montessori had a simple approach to babies. She believed we should:

• respect all babies and individual human beings

• allow them as much freedom of movement as possible

• help them to become increasingly independent by creating a safe, nurturing, child friendly environment for them to explore.

The following are a few guidelines with ways that the Athenree Montessori teachers can show our respect for the children in our care: (with a huge shout out to our inspiration Toni Christie and her work on Respect).

We recognise that children need to develop a strong and reciprocal relationship with at least one teacher in the environment and we implement a primary caregiver system to cater for that primary need. We Inviting children to engage and waiting for their approval prior to interacting with them.

We believe strongly that all teacher/child interactions should begin with some form of invitation by the teacher. This can take the form of a verbal invitation accompanied by outstretched open hands with palms facing up. After this initial verbal and physical invitation, the caregiver needs to wait for a response. Hammond (2009) advises: When an adult speaks quietly about what is happening and waits for a response, the child does not need to be on alert that a change could be coming at any moment unannounced (p. 17)

“Interpreting children’s intentions by peacefully observing them and paying close attention to their body language, cues and gestures. Through subtle signs and gestures in the presence of sensitive, attuned observers, even the youngest child can express his or her opinion and therefore have his or her human rights upheld (United Nations Committee on the Rights of the Child, 2003)” (Christie, 2012).

Slowing down and recognising that children may prefer an unhurried approach to their individual care routines, learning and development. Being flexible about breaks and making them work according to the needs and rhythms of the children as opposed to working by the clock. In order to give infants unhurried time, teachers have to make a commitment to slow down and be emotionally present with infants (Kovach & Da Ros-Voseles, 2008). This provides the child valuable, uninterrupted, quality time and attention.

We believe strongly in offering the children choices about what is happening for them and waiting for a response to the choices offered. As above, this is often about slowing down.

Being available to the infant and supporting them in their learning, but resisting the urge to intervene unnecessarily in their problem-solving efforts and mastery of their own physical development. Christie (2012) explains “Infants are capable of solving their own problems and having opinions. As the responsible adult we can be tempted to rush in and ‘save’ the child when he or she looks challenged. These are the moments we need to really challenge our own understanding of what it means to be a teacher in early childhood. Being close by and supportive but allowing an infant the space and time to learn for herself will prove more valuable than ‘helping’ her by intervening in her learning. Support rather than intervention is a mark of respect for the child.”

What is Montessori? Part 2

The Magic of the Montessori Classroom

A Montessori classroom is a respectful, nurturing, and empowering environment that has been created specifically for children. Tim Seldin (2007) explains that “children who are treated with respect and who are encouraged to try new skills learn more readily to do things for themselves. Montessori taught that a child who feels respected and competent will develop a far greater level of emotional well-being than a child who is simply loved and doted upon. Montessori teachers share a conviction that success in school is directly tied to the degree to which children believe that they are capable, independent human beings.”

In a Montessori classroom children are shown practical life activities, pouring, cutting, sewing, measuring, etc. These practical life activities help with coordination of movement, concentration and following a process, which supports logical thinking. Spending time building these skills are wonderful foundations for future work in maths, which all combine and come together incrementally as children experience their Montessori environment. The classroom resources are designed to promote independence and to build on each other as the children grow and learn. When children develop a meaningful degree of independence, they set a pattern for a lifetime of good work habits, self-discipline and a sense of responsibility.

freedom to learn. In a Montessori classroom there are some basic ground rules about behaviour and tidiness, but beyond these children are are free to choose whatever activity they wish, and to work with it for as long as they want to. They are free to move about, and work alone or with others at will. Much of the time children select work that captures their interest, although teachers help them to choose activities that will present new challenges and new areas of inquiry. When they are finished with an activity they are expected to put the materials back where they belong. The children in a Montessori classroom have a strong sense of belonging. “Children and their families experience and environment where know they have a place. Over time and with guidance and encouragement children become increasingly capable of taking care of this place” Te Whariki 2017

What is Montessori? Part 1

One hundred years ago a young Italian woman devised a new approach to education based on a foundation of encouragement and respect.

Maria Montessori was born in 1870 in Italy, Despite many obstacles, Montessori was the first Italian woman to become a doctor. She went on to teach at the medical school of the University of Rome, and, through its free clinics, came into frequent content with the children of the poor. Through her work she became convinced that all children are born with an amazing human potential, which can develop only if adults provide them with the right stimulation during the first few years of life.

Anxious to prove her point, in 1907 Montessori started to oversee a nursery for working-class children who were too young to go to school. Located in one of Rome’s worst slums, this became her first Casa dei Bambini or “Children’s House”. The conditions were appalling and many of the children who attended were aggressive, impatient, and disorderly.

Montessori began her work by teaching the older children how to help with everyday tasks. To her amazement, three and four year olds took great delight in learning practical living skills. Soon these children were taking care of the school, assisting with the preparation and serving of meals and helping to maintain a spotless environment.

Montessori recognised the children experience a sense of frustration in an adult-sized world, so she had miniature jugs and bowls prepared, and found knives that fit into a child’s tiny hand. She had carpenters build child-sized tables and chairs that were light enough for children to move without adult help. The children loved to sit on the floor, so she provided them little rugs to define their work areas and they quickly learned to walk around them rather than disrupt each others work.

Montessori observed how children respond to a calm and orderly environment in which everything has an allocated place. She watched the children learn to control their movements and gave them the opportunity to develop their sense of independence. Montessori observed the children’s increasing levels of self-respect and confidence as they were taught and encouraged to do things for themselves.

Montessori’s work lives on today. Some people are attracted to the calm, responsible behaviour shown by the students, and appreciate their love for learning. Others applaud the freedom, spontaneity and independence that Montessori gives young children.

Please note: Much of this information was sourced from “How to raise and amazing child, the Montessori way to bring up caring, confident children” by Tim Seldin, President of the Montessori Foundation.

Serious About Sustainability

A bush walk with a beach view

We are so blessed to be situated in a truly beautiful, diverse, natural environment that offers us bush walks, beaches, oodles of nature, and more learning opportunities than we could count, right in our own backyard! We are proud of our environment and what it can offer the children. We are also immensely grateful for it!

Dr. Montessori understood the importance of taking children outside. When the child is outside, all of their senses are stimulated. Surrounded by the big outdoors, children can explore by touching, seeing, hearing, and when safe, even tasting. This awakens the senses and calls the child to come explore, creating a sense of awe and wonder that will be important throughout her life. By developing an appreciation at such a young age, children will naturally grow to be respectful stewards and caretakers of the earth.

Maria Montessori placed a great emphasis on nature and nature education. Dr. Montessori also felt that the outdoor environment should be an extension of the classroom. We include sustainability, caring for Papatuanuku, a part of our everyday. How do we do this?

• You won’t find any plastic bags at Athenree Montessori. We have recycled several sets of thermal lined curtains and turned them into wetbags.

• We rescue bees. Sometimes bees get very excited about getting a drink from our water trough. The children have developed a kind and gentle rescue plan that they have put into action twice. We are also in the process of developing a ‘Bee drinking station’.

• We compost! This is not something that the children are just an active part of, they take the lead, learning what can go into the compost bin and what can go in to our worm farms.

• We have worm farms! Again these are child lead. Although always supervised, it is the children that feed and care for our worms. They can tell you what the worms like to eat and what will make the sick.

• We garden. The children have been a huge part of developing our outdoor environment, and have been a part of all of the planting. The children have been growing flowers and vegetables from seed and have been an integral part of the care and upkeep of our gardens. One of our favourite activities is making and watering with worm tea.

• We only bake with free-range eggs. The children bake/cook every morning for morning tea. We feel strongly about being respectful and only use eggs from happy chickens.

When we first discovered this nest it had an egg in it. Watching this progress has been amazing for our tamariki.

Nico working in the garden

A worm farm close up

““There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.” ”

— Maria Montessori