Help your child develop independence in caring for self and their environment.
Age: When walking
Materials:
Water Jug
Grate
Water Dispenser
Water Dispenser and Stand
Low Stool
Bin
Sink Grate
Plastic Tub
Small Rug
3 oz. Pitcher
Preparation:
Place the rug on the floor where you would like to have the water source accessible to your child.
Place the tub on the rug and the sink grate on top of the tub.
Place the low stool over the grate and tub so that about half of the tub/grate is visible.
Fill the dispenser one-third full of water.
Place the dispenser on the stool so the spout is over the grate and tub.
Place the jug on top of the dispenser.
Show Your Child:
Tell your children you will show them how to get a glass of water.
Show them where their glasses are kept and ask them to place them on the table.
Show your children where you keep a little pitcher (about 3 oz).
Introduce the water source.
Bring the pitcher to the water source and show how to put the pitcher under the spout, on the grate.
Invite your children to try. *
Push the spout lever down to release a little water into the pitcher and let go.
Ask a child to have a turn.
They may need help to know when to let go.
Ask the child to carry the pitcher to the table with two hands.
Go with the child to the table.
Ask the child to put the pitcher on the table next to the glass.
Sit down, invite your child to pour the water into their glass. (It is important to make sure to sit while drinking. This prevents spills around the house and proper posture when drinking from a glass.)
Let children know that they can get water from the water source when they need.
This is a great time to show children where you keep clean-up cloths, just in case, they have a spill.
*For children younger than three, when we give them a chance to try each step, we keep their interest, we slow down the lesson, and we invite them to be a part of the process.
I started noticing that my son’s backpack was full of what I considered trash: broken rubber bands; the inner ring from a roll of tape; and bits of string. I asked him what they were for, and he just said that he needed them. I cleaned out any insect-attracting items, such as broken crackers and left the rest for whatever he had in mind. Then I noticed items moving from the recycling bin to his bedroom: egg boxes; milk cartons; and cardboard boxes of various sizes.
He said he needed them all. So, we agreed that he would keep them in a designated messy area in his room, then I took a deep breath and went with it. One day, he emerged with a “smoothie shop” made of cardboard and trash, each part thoughtfully glued together. With grace and courtesy, he took our orders, and we played along. He was so proud, and I silently thanked his Montessori teachers for showing us how to let him follow his interests.
— Tara, mother of John, aged 7 years
Reprinted with permission from DK Publishers – Montessori for Every Family: A Practical Parenting Guide to Living, Loving, and Learning by Tim Seldin and Lorna McGrath
WE ARE THINKING ABOUT THE UPCOMING HOLIDAYS AND HOW AND WHEN TO BRING OUR CHILD INTO OUR FAMILY’S TRADITIONS. SOMETIMES, IT FEELS TOTALLY OVERWHELMING, AND MAYBE IT IS JUST TOO SOON TO THINK ABOUT IT AT ALL. WHEN IS THE RIGHT TIME TO BEGIN, AND WHAT KINDS OF ACTIVITIES SHOULD WE BE THINKING ABOUT?
— A YOUNG FAMILY
Dear Young Family,
It is never too soon to begin creating intentional traditions or just living and sharing the seasons and the holidays and letting your repeated experiences grow into family traditions. The truth is, often, anything a family does twice is considered to be a tradition by children. As you enjoy celebrating the changing seasons or the holidays, it is natural to want to share that with your children and involve them in your joy. Your enthusiasm will be contagious, whether picking apples, carving pumpkins, planning Thanksgiving meals, putting out decorations, going to an Autumn fest, or walking in nature to appreciate the colorful leaves or flowers. Sharing them with young children sets the stage for future experiences — building memories extending into middle childhood, adolescence, and beyond. Shared experiences make strong families. And children will look forward to traditions.
Aim for yearly traditions spanning each season of the year. Traditions can revolve around nature, planting and harvesting, food and food preparation, and trips to the zoo, park, pumpkin patch, nature trails, or farmer’s market. They can also involve preparation of the home, such as decorating for a season, weeding out your clothes or toys as the children grow, or sharing sports experiences, either as spectators or as participants: skiing, snowboarding, skating, hiking, beach time, etc. Philanthropic projects can also be a part of holiday traditions that can grow with the family as the children’s ability to participate increases.
Any type or level of holiday tradition should be upbeat and fun; these activities will help build a strong family. Enjoy any holidays you may celebrate, especially the time you spend with each other.
Cathie Perolman is a reading specialist, Elementary educator, author, consultant, and creator of educational materials for Primary and Elementary students. Check out her new downloadable materials on her website cathieperolman.com.
For more than three decades, she has dedicated her energies to improving reading for all youngsters. She is the author of Practical Special Needs for the Montessori Method: A Handbook for 3-6 Teachers and Homeschoolers published by the Montessori Foundation (available through montessori.org.) She is a regular contributor to Tomorrow’s Child and Montessori Leadership magazines.
Cathie holds a BS in Early Childhood Education and a MEd in Elementary Education, with a concentration in reading. She is credentialed as a Montessori teacher. She is married and has two adult children and two adorable granddaughters.
Illustrated by Alishs Nicole Brumfield, Brenda Brambila, Esma Bošnjaković, Samantha Morales-Johnson, Sophia Marie Pappas, Tracy Nishimura Bishop, and Chie Ushio
During the years that I have been studying the Montessori Method and philosophy, I have read, literally, hundreds of books written by Montessorians, as well as many experts from others in the field of child and adolescent development. Most recently, my focus has been on supporting families, and many good books are out now for parents. This one gets a gold star from me!
Babies Build Toddlers is written to support families of infants through 18 months old. Mariana Bissonnette brilliantly gives readers enough information about child development so that, when they are done, they actually feel secure in their knowledge of infant development and their capability to do the right things for their baby instead of being overwhelmed by too much and, frankly, too technical information.
The author uses a plant analogy to describe how the baby builds the toddler. It’s beautifully simple and sensible! And she has a wonderful sense of humor. You may notice that there is quite a list of illustrators for Bissonnette’s book. Nicely done! The illustrations are fun, colorful, multicultural, multiracial, and multigender. There is no one kind of family.
There are five parts:
The Plant (the toddler) This part explains who the toddler is.
The Roots (infant development) Here, the reader learns the critical areas of development for infants.
The Conditions (the physical and emotional environment) Now the reader learns what infants need to do in their home to develop to their full potential.
The Gardener (the adult’s role) Finally, the reader discovers how to best support their baby during these most important months of life.
The Full Chart (a timeline for your baby’s growth) The reader gets here, and they know they’re ready!
The author is a Montessorian. The values that we hold dear are all in here: respect; dignity; practice informed by observation; empathy; recognition of potential; independence; order; peaceful interactions; and more.
You can purchase this book (new or used) at most book distributors.
Just Ask … Be Different, Be Brave, Be You
Written by Sonia Sotomayor, US Supreme Court Justice
Illustrated by Rafael López
In this book, a group of children go together to a garden. They decide where to plant flowers, water trees, and enjoy the day together. As each child in the book introduces themselves, we learn that each child is “differently abled.” Some of them take medicine to keep healthy, and some use special tools to get around and learn or act differently than most children do.
The author suggests that, like only having one kind of plant, the world would be quite uninteresting, if all humans were the same. She also lets the readers know that it’s okay to ask about differences so we can better understand each other’s unique qualities and circumstances. The illustrations are done in lovely colors and give quite a realistic view of each of the children in the book.
Children 4-8 years old would enjoy this book.
Nell Plants A Tree
Written by Anne Wynter
Illustrated by Daniel Miyares
Wow! This one is a powerful, well-written, and beautifully illustrated book about a young girl named Nell who plants a seed. The steps from finding a seed to every step along the way to a fully grown tree producing its own pecans are laid out in a lovely and rhythmic story of then and now. It swings gently back and forth through time as the tree and the humans grow and change together over the years.
There is so much to explore about the growth and development of a tree in this story, especially the love, care, and attention it takes for it to thrive. How humans interact with this gift from nature becomes a truly heartwarming story. The memories that everyone makes in and around this tree will never be forgotten. Then, at the end, we come full circle as a new child finds a seed and asks Gramma Nell what to do with it. And, so, it starts again — the wonderful circle of life!
You Hold Me Up
Written by Monique Gray Smith and Danielle Daniel
This book demonstrates what it means to honor and support families, friends, and cultures using both text and illustrations. It is quite beautifully written as well as pictured. Though we cannot change horrific events that occurred in the past, we can change how we treat each other now. We can better understand each other, empathize with each other, and respectfully embrace each other.
Human history is not always a pretty sight; we need to study and learn from it honestly. Depending on the age and maturity of the child or children in your care, the material in this book can be simply read as a story of friends and family with a young audience. With a more mature audience, it could include the history that the author referred to in the back of the book. It can be presented in different ways to children from 3-10 years old.
The Colors of Us
Written by Karen Katz
This is a story about a mom helping her daughter, Lena, to develop an awareness of the many shades of colors that people have. Mom wants her daughter to recognize that skin color varies greatly. Then, when she paints people’s pictures, the colors will be uniquely theirs. They describe the colors by likening them to yummy things to eat, like honey or chocolate cupcakes, and to things found in nature, like autumn leaves or precious metals. At the end of the day, Lena realized that she needed to mix several colors together to create just the right one for each of her friends. The illustrations are bright and full of color, as you expect! Children from 4-8 years old would enjoy this book.
The Mighty Solar Panel — Because Nothing’s More Powerful than a Sunny Day!
Written by Daniel Jarrett
This is an interesting book published by an Australian solar company. The author tells the story of what solar panels are, how they collect energy, how excess energy is sent to storage plants, and the value of using solar power rather than fossil fuels.
The illustrations are colorful and lively. The Sun is the narrator and tells the boy the story. It would be interesting for children ages 5-9 years old.
The Shortest Day: Celebrating The Winter Solstice
Written by Wendy Pfeffer
Illustrated by Jesse Reisch
Gorgeous, realistic illustrations! This paperback book beautifully shows the changes that the planet and living creatures go through as they prepare for the change in season. It is based in the northern hemisphere. The author explains in a clear and uncomplicated way what happens as the Earth revolves around the Sun.
You can also show your child how this works with a flashlight and a globe. See the back of the book for details.
Then, the author tells the story of how people felt when the seasons changed and what they learned about the Earth, the Sun, and the seasons. She tells what humans began to do to celebrate these changes in the year. The celebrations became yearly traditions, differing from place to place and according to human beliefs.
There are several pages of information and activities at the end of the book: an illustration of the Earth’s rotation; a sunrise/sunset chart; measuring shadows; northern and southernmost points during the year; the tilt of the Earth activity; a cupcake recipe; and a guide for creating a pinecone feeder for the birds.
This book is done quite well for children 5-8 years old. It is beautiful, encourages wonder and awe, and provides activities for families to do together.
Calling all teachers, parents, & children! We would love to publish reviews of your favorite books. Send book reviews to Lorna at: lornamcgraph@montessori.org
“We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.”
— Maria Montessori, To Educate the Human Potential
One of my first experiences in Montessori pre-school was following my lead teacher and classmate to learn a long and lyrically complex chant about the three bears. And I found it wondrous how much three- and four-year-olds can learn and remember. Songs blend language and math, tune ears to listen to and be able to repeat sounds and strengthen memory. Singing together joins the individual to a group, yet never loses one’s individuality.
I make up songs and have done so since I was ten or eleven. I ‘taught’ pre-school as a Montessori guide for 24 years. We sang the The Alphabet Song backward: z,y,x,w,v,u,t. We clapped our hands and feet, clicked claves*, and shook shakers we made from paper towel rolls affixed with jingle bells. We sang, “Please, please, push in your chairs. (Fish can’t do it, and neither will bears).” Chairs were pushed in, and it was fun.
*A clave is one of a pair of cylindrical hardwood sticks that are used as a percussion instrument.
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This book brings new light to the children’s song about an itsy-bitsy spider! The illustrations are action packed, the spider is persistent, and in the process Itsy not only builds a new house but makes new friends as well. The words to the song are written out at the end of the book. Fun to read, fun to sing, and fun to imagine! I would recommend this book for children 2 to 7 years old.
Written by Grace Byers, Illustrated by Keturah A. Bobo
I am enough. What does that mean? Enough what?
The author, Grace Byers, describes in rhyme what she means by the title. Young children love rhyming, and they will love the rhythm of the words in this book. It is beautifully illustrated with realistic drawings of girls of all kinds. Yet, it is a book for boys and girls that sends messages about loving oneself, respecting others, and being kind to one another. Highly recommended for children from 3 to 8 years old. It is available from most book sellers.
Back to Work After Baby: How to Plan and Navigate a Mindful Return from Maternity Leave
Written by Lori K. Mihalich-Levin, JD
Let’s face it, the vast majority of parents have (or want) to go back to work sooner or later and it’s really difficult to find a guide for how to do that in the most healthy and practical way possible. The author wrote this book specifically with moms in mind and from a mom’s perspective. However, I think that any parent or primary caregiver, who is about to go back to work after family leave, would benefit from the ideas and suggestions in it.
My suggestion to readers who are not female, and the birth mother is, try not to be distracted or to become defensive or offended by some of the language and ideas specifically for “mommies.” If you can extrapolate the messages she is making, you will probably get some very useful information from this book.
Back to Work After Baby addresses both the reader’s “soft side” (the emotions that often accompany returning to work) and “hard side” (the logistics that must be figured out for the return). It is well organized, and the reader can easily access the specific areas of interest. Chapters include:
• A Mindful Mindset for Return
• All Those Logistics
• Turning Leave into Leadership
• Building Community
Whether this is your first child or any number after that, you will find information, ideas, and understanding in this book. You can purchase it from most booksellers.
We Gather Together: Celebrating the Harvest Season
Written by Wendy Pfeffer, Illustrated by Linda Bleck
Wendy Pfeffer is one of my favorite children’s book writers. As usual, I really appreciate how she not only tells interesting stories but also helps children learn about scientific events, such as the fall equinox and the history of humans around the world. We Gather Together is no exception, and it is wonderfully illustrated by Linda Bleck.
I loved reading about harvest celebrations around the world and their history. However, I am a bit skeptical about the description of the United States legend concerning the Pilgrims and Native Americans. Please read the two-page spread in advance before reading to your children, then decide for yourself whether to read it as written. I would recommend this book for children 4 to 8 years old.
This is a beautifully written and illustrated book by Jim Arnosky. It is a story of autumn and wildlife in the wilderness, as a bear gets ready for winter hibernation. It is perfect for setting the stage for more in-depth research into the life of wild animals in the Northern hemisphere. Children may be curious about hibernation. They may ask questions like, “Do other animals hibernate or just bears?” “How can they sleep so long?” “Don’t they get hungry?” What do other animals do during winter?” It made me very curious about the lives of bears and other animals. I would recommend this book for children ages 4 to 8 years old.
The Montessori Family Alliance is an integral program of the Montessori Foundation, bringing you a variety of parenting tools. We appreciate your continuing support, ideas, and involvement in creating Montessori-inspired family life, as well as in choosing Montessori education for your child. By doing so, you are providing your child with consistency and alignment with two of the most important aspects of their lives: their family and their school.
During the 2022-23 school year, we spent a great deal of time searching for information to better serve you, your family, and your school, whether it be the content we provide or the method of delivering it. You helped by answering surveys, attending focus groups, and volunteering to assist in pilot parenting programs. Thank you.
All of you who are reading this letter are already members of the Montessori Family Alliance.
Because of your participation, we are starting off the 2023-24 school year with some new and exciting offerings for you and your school.
Montessori.org—home of the Montessori Foundation, the International Montessori Council, and the Montessori Family Alliance—officially released The Montessori App in the iOS and Android app stores. This new app organizes all Montessori.org resources into one central spot in a user-friendly, personalized way. Anyone can join the app, free-of-charge, to discover upcoming events and webcasts, receive notifications about news, navigate through our shop, access our website, schedule meetings with consultants, review archived articles and book reviews, and access helpful resources, such as job boards and information about parenting programs, all in one spot.
The Parenting Puzzle: ‘Peacing’ It All Together is a trusted parenting program that many schools offer to their parents and caregivers, either in person or online. It is a family leadership program that is in alignment with Montessori principles and answers the question, “How do the teachers get the children to work and live together so peacefully?” This year, any school that purchases a bulk membership to the Montessori Family Alliance receives a one-year school license to offer this program at their school, valued at $995.00.
In addition to our weekly webinars during the day, we have begun to offer Wit & Wisdom: a family chat on the last Wednesday of each month at 8:00 pm ET. It is an online ZOOM discussion group created for parents and caregivers. Each month, I will host an open discussion on topics of interest in child/adolescent development, children’s behavior, and education. We will share ideas and information together. It is open to all, and it’s free! We truly hope you will join us.
As we continue to provide programs and services for our members, we hope that you will let us know how things are going, because when you feel heard and supported, so do your children.
Some Montessori schools are fortunate to have the physical space and community to offer an infant program. This is a fantastic opportunity for families, as parents return to work when their maternity/parental leave is over! As with all childcare and school enrollment decisions; do the research; take a school tour; ask lots of questions; talk to other parents; and observe classrooms.
What should parents expect when starting?
Once you have decided to enroll your infant in a Montessori classroom, there will be changes to your daily routine. This is a whole new world for the child. There will be a settling-in period as any new infant in group care transitions to life outside the home. Most assuredly, there will be a shift in daytime sleep patterns, as a newly enrolled infant adjusts to the new sounds and routines of the classroom. Breastfeeding moms will want to plan for bottle-feeding if unable to come to school and nurse during the day. Schedules and routines are geared towards each individual child in the Montessori infant environment. As development progresses, a child’s napping routines and dietary needs continue to change. For example, a newly mobile infant will most likely require more nourishment during the day. Think of the energy they expend! Families may also experience changes in their child’s home schedule as development progresses.
Parents will want to send their infant to school in simple, comfortable clothing that supports movement and exploration. Shoes aren’t really necessary and may hinder movement in the classroom, although shoes may be needed for mobile infants outside. Many teachers will ask parents for a small supply of clothes to keep in the classroom as spills, leaks, and spitting up are common. Keeping a light jacket at school can be helpful for spur-of-the-moment outside time when it unexpectedly turns out to be a nice day. Always have a supply of diapers at school. Types of diapers (cloth or disposable) vary widely among families and schools. Toileting awareness begins with older infants, and a supply of cloth underwear may be needed.
Caregiving
The caregiving moments shared with an adult are a substantial and important part of an infant’s day. These include: bottles/eating; diapering/toileting; changing clothes; hand washing; and soothing to sleep. “Quality infant caregiving is based on respectful and responsive relation-based care by the adult through sensitive observation of the infant.” (Kovach and Patrick, 2008, p. 13). Teachers will build loving, trusting relationships with each child during caregiving, and this promotes a healthy sense of self and feeling valued. In addition, your child will feel safe and secure with kind, responsive caregiving and consistent routines; this allows children to freely explore and learn about the exciting new world around them. Teachers will be observing your infant for cues about hunger, tiredness, and other caregiving needs.
Freedom of Movement, Freedom of Choice, and the Prepared Environment
An essential element of the Montessori environment is freedom of movement. When not involved in caregiving routines or resting, an infant will be playing on the floor in a safe space for movement and exploration. While this may look mundane to the casual observer, these infants are actively engaged in rapid cognitive and physical development.
“When awake and physically separated from its mother, a baby’s next natural playground is the floor. It is from the ground that a child can learn to develop muscle tone as an opposing force to gravity.” (Goddard Blythe, 2005, p. 183). On the floor, a variety of safe objects are placed nearby so that infants can choose what they want to hold or manipulate. A child’s hands play an essential role in freedom of movement. Maria Montessori wrote and lectured extensively about the crucial role hands play in brain and body development. “Children develop their senses by handling objects.” “Coordination is developed through movement, especially through the movements of the hands.” (Montessori, 2012, p. 167). For immobile infants, items are placed nearby so they can practice reaching, touching, and grasping. Once infants are mobile, they are free to move and explore around the classroom. They may engage in cause-and-effect activities, such as stacking or dumping. Some days a mobile infant may prefer sustained large muscle activity such as a pull-up bar or climbing over a low bridge.
Parents will notice there are no electronic toys (think flashing lights and shrill mechanical sounds) in an infant classroom. “Being entertained by overstimulating objects can influence babies to observe and become passive rather than active participants.” (Kovach & Da Ros-Voseles, 2008, p. 137). Infants are encouraged to explore and make discoveries on their own at their own pace; this empowering freedom of choice promotes cognitive learning and curiosity about the world around them. Another essential practice in the Montessori environment is repetition. A child will play with an object or engage in an activity until they are no longer interested. This supports concentration and working memory—important components of brain development. Typically, once an infant has exhausted their interest in a particular item or activity, they move on to something else. Teachers will observe their readiness for new materials and activities as development progresses.
THERE WILL BE A SETTLING-IN PERIOD AS ANY NEW INFANT IN GROUP CARE TRANSITIONS TO LIFE OUTSIDE THE HOME.
Language
The explosion of language that begins at birth continues in the Montessori infant classroom. The classroom environment will be rich with both verbal and non-verbal communication from teachers. Non-verbal communication includes eye contact, facial expressions, and gentle touches. Teachers will verbally prepare an infant for caregiving procedures and talk through the process with them. Teachers will also offer vocabulary words and richly describe new situations and opportunities. Of course, verbal conversations between a teacher and a young infant are mostly one-sided, but expressive language develops as an older infant begins with simple one-syllable words like ba or ball. Singing simple songs or rhymes is also a part of daily life in the classroom.
Some infants will experience more than one language if parents speak a different language at home. A young child’s brain is especially suited for multiple language acquisition. Most young children easily shift from their home language to the primary language of the classroom.
A love of reading books that starts at home will continue in the Montessori classroom. The infant classroom environment is prepared with easily reachable board books. Once they are mobile, an infant can freely choose a board book to flip through on the floor or offer to a teacher to read out loud. Spontaneous book reading on the floor with a teacher is common as infants adore choosing a book and having a teacher read to them and spotlight the photos or illustrations. The infant classroom books are based in realism: photos, illustrations, and simple text depict real life. This aligns with brain development at this age; the infant’s brain isn’t ready to comprehend abstract concepts or fantasy topics.
MOST YOUNG CHILDREN EASILY SHIFT FROM THEIR HOME LANGUAGE TO THE PRIMARY LANGUAGE OF THE CLASSROOM.
Building Community and Nurturing Independence
Once enrolled in a Montessori school, infants will interact daily with other infants. The value of this social opportunity is priceless. Infant-to-infant interactions promote healthy social and emotional growth as well as nurturing a sense of belonging in their classroom community. Most infants will naturally gravitate toward one another and communicate through facial expressions, sounds, and hand movements. Teachers will supervise interactions and provide positive guidance if needed, such as modeling a gentle touch. Heart-warming moments of early empathy development are common, such as one infant picking up a dropped cup and handing it to their classmate who dropped it.
Another community-building and fun part of the Montessori infant environment are meals or snacks eaten at a table with others. Low tables and chairs allow infants to have a meal with their classmates, once they are ready to begin eating purees or solids that parents bring with them. Some schools may provide snacks and meals for older infants. Infants at the table will also be introduced to drinking water from small open cups and try their hand at using a small spoon. This is lovely to observe! Just as most of us adults enjoy a meal with others, so do infants. Older, walking infants may help prepare the table or clean up afterwards; they are very drawn to these purposeful activities of daily life.
As infants grow older, they will also be invited to actively participate in their body care such as diapering, toileting, and changing clothes or shoes. This supports their growing autonomy and independence.
Time in Nature
Your infant may also be spending more time outdoors than ever before. Being in nature on a beautiful day is a soothing and rejuvenating experience for children and adults. These early years are the beginning of a child’s relationship with nature. Most Montessori infant programs offer time outside the classroom: gazing at the autumn leaves on a tree or smelling the springtime flowers. “Trees, leaves, and flowers are nature’s own mobiles” (Davies and Uzodike, 2021, p. 157). Time in nature and fresh air provide a wide array of sensory experiences for the growing brain. Once an infant is mobile, they will begin joyously exploring the wonders of nature as they use their large muscles for balance and coordinated movement like walking on uneven terrain or climbing a hill. Outside time also promotes increased social interaction among infants as they engage in an activity together and express their delight.
Communication and Working as a Team
Regular communication between parents and teachers is crucial for nurturing a child’s healthy development. Many schools use a digital app or school-specific software to relay daily information to parents, such as eating, sleeping, diapering, and supply needs. Communication goes both ways. Parents should not hesitate to express concerns or ask questions. Teachers and parents must also have open communication about sicknesses and the child’s health. Communication at morning drop-off is important, too. For example, writing a simple note or brief verbal communication at morning drop-off can be very helpful for teachers. “My child didn’t sleep well last night” will assist teachers with your child’s care and needs that day. Many Montessori schools schedule regular conferences so that parents will have uninterrupted time to talk to their child’s teachers, ask questions, discuss developmental milestones, and plan ahead.
The Montessori Journey Continues…
Infant Montessori teachers will closely observe the children and the classroom environment for ongoing healthy brain and body development in the first 18 months of life (classroom age ranges will vary by school). Through kind and responsive caregiving, teachers will build a secure, trusting relationship with each infant and family so that a child can grow and learn at their own pace. Time immersed in a Montessori infant classroom will surely fly by, and before you know it, your child will be ready to begin the next stage of their childhood journey in the toddler classroom.
REFERENCES
Davies, S. and Uzodike, J. 2021. The Montessori Baby. Workman Publishing, NY
Goodard Blythe, S. 2005. The WellBalanced Child. Hawthorn Press, Gloucestershire, UK
Kovach, B. and Da Ros-Voseles, D. 2008. Being With Babies. Gryphon House, Inc. Silver Spring, MD
Kovach, B. and Patrick, S. 2012. Being with Infants & Toddlers. LBK Publishing, Tulsa, OK
Montessori, M. 2012. The 1946 London Lectures. Montessori-Pierson Publishing Company, Amsterdam, The Netherlands
Alanea Williams. began her Montessori journey at SAS Institute Infant and Toddler Center in Cary, NC. During her 18 years there, she earned an AMS Infant/Toddler Credential and was a lead teacher as well as a teacher trainer. For the past 6 years, she has been guiding teachers at the infant/toddler level with The Center for Guided Montessori Studies.
She has a B.S. in Biology from Florida Tech and a M.S. in Fisheries from Louisiana State University.
“Did you do your homework?” “Did you do your chores?” These questions often fall on deaf ears or, at best, lend themselves to dismissive answers, idle promises, and, at worst, disrespectful retorts.
Four very important things happen when we learn to ask good questions:
We teach children the important life skill of self-reflection. This skill is necessary to improve our character. A mother who was taking the training to become a Redirecting Children’s Behavior Instructor asked her learning-challenged son how he felt about his spelling test. Mom would have normally just asked how he did on the test. His answer was quite surprising to her. He said, “I usually wait until the night before the test to study. I think I will start doing a little bit each night. Then I think I can get a 100 on the test!” Mom had inadvertently lowered her expectations of her son by simply asking for his results. By asking a self-reflective question, her son built his character.
You learn more about our child. In the above example, Mom learned that her son really wanted to do better and could come up with a plan on his own.
We help build cognitive skills. Mom initially asked for his results on the test which led to a quick or ‘pat’ answers. By asking him how he felt, her son had to stop and think, “How do I feel?”
We develop deeper connections. Our kids need to feel connected in order to develop healthy bonds. In the above example, the child felt more connected to his Mom because she cared about how he felt.
Here is a list of effective questions you may want to try.
“What is your plan for doing your homework, a chore, etc.?”
“What was something you did that was helpful (any value you want to instill) to someone today?”
“When were you tempted to not be honest with someone today?”
“What will happen if_____?”
“What will you do next time____ happens?“
It is imperative that you ask these questions with curiosity. If your child detects a tone of judgment, they may get defensive or close down.
Kathryn Kvols, a mom of 5, struggled with her parenting skills. Being brought up with strict, shame-based discipline, Kathryn knew she wanted something different for her children and her own peace of mind.
During her 30 years of study on best parenting practices, she wrote the book and parenting course Redirecting Children’s Behavior. This course is being taught in 21 countries and has been translated into 5 languages. Her researched-based strategies have empowered thousands of parents to redirect their kids misbehaviors into positive outcomes without nagging, yelling, or taking away privileges. Redirecting Children’s Behavior can be ordered on Amazon.
A sought-after international speaker, trainer, and parenting coach, her most important role has been her children. Her experiences as a single mom, and a stepmom make her a compassionate and effective facilitator. Her participants always walk away with practical tools they can implement immediately that create connection rather than conflict. For more information visit her website at www.apecparenting.com.
(How to Keep Your Four Granddaughters Occupied and off Their Phones)
My husband and I recently painted our kitchen. Many different shades of green were tried on various walls until we settled on the perfect shade. However, we were left with four different sample testers. I’m very conscious of not wasting just about anything and did not want to toss them. What could I possibly use them for? The answer came through: a project to try out with my four granddaughters. (We have two granddaughters from each of our two daughters, ranging in age from 7.5 to 13.)
The two families were set to visit us in Florida in April. I love to have them do all kinds of projects when we are together. Plus, it would take them off their devices and engage them in conversation for a few hours.
We scheduled a Facetime visit and I presented this idea. My original thought was that I would provide a large canvas divided into 4 equal parts, allowing each granddaughter to use one of the shades of green to paint their portion. I envisioned them doing something abstract in nature and had a finished idea in my head. I only had a few ground rules.
They needed to collaborate on the project. They like to FaceTime with each other anyway so that was an easy one.
Prior to coming here they were to send me a sketch of what they planned.
And, when they began the painting, they needed to respect each other’s work area and not encroach onto anyone’s portion of the canvas.
Sounded simple enough, right? Well, when rethinking the project with my Montessori hat on I realized I was projecting my finished idea on them and not letting them actually come up with their own. Therefore, I was not really having them fully participate in a collaborative project. Hmmm, what to do, what to do? On top of that, the youngest (Harper) opted out of participating because she felt her artwork would never be as good as that of the three older girls. I felt terrible that I had set her up to fail. I needed to think of a way to get back on track with this being a collaboration and not a contest.
As it turned out, the other three decided the idea of abstract wasn’t in their wheelhouse and they would rather have the freedom to change the focus. They actually FaceTimed me and confessed this to me! I was very proud that they were able to tell me their feelings and express ideas they had agreed upon. So, I let go of my perception and told them whatever they came up with for ideas was actually wonderful. Everyone came away from that planning session happy and ready to go forward.
Preparing the Canvas
Stretching and Gesso-ing* a canvas takes some skills which were a little out of the skill level of children of this age, so I did that before they arrived. Plus, in Florida, where it’s quite humid, it was going to take the Gesso longer to dry.
The morning after the girls arrived in Florida, I took Harper quietly aside and explained to her she was free to join if she wished. No pressure, no judgment. She shook her head in a silent understanding way and that was that. She’s always marched to the beat of her own drum. I love that about her. Yet, I didn’t want her to feel excluded so I left the door open. Children need to feel they are safe to express feelings and those feelings are honored and respected.
Over the course of a few days they met and decided how they wanted to divide the canvas, shared thoughts, and changed ideas around. It was interesting that they did this all on their own. I just reaffirmed that this was a collaboration, and I was fine with whatever they were thinking. It demonstrated they were giving real thought to the project and understood the collaboration aspect. The biggest plus for me?
They were so ‘into’ the whole project, that their social media time on devices was quite limited.
Preparing the Environment
We were going to be using acrylic paint, so it was important to set up the work environment correctly. This is a really important part of any project you do with your children. Nothing can make the experience go sideways faster than if paint gets on furniture or flooring and/or clothing, causing tempers to flare and children to feel guilty. We spread a big tarp on the floor of our lanai (screened porch area in Florida) and had plenty of water in our bucket with rags to clean up any spills.
Again, once they began the painting portion, they decided to each use all the shades of green and change a few with adding some black or white. We discussed the difference in adding white hues and black shades to colors and mixing different greens together. Again, this became what the group decided, and I encouraged them to run with their ideas.
Harper looked on, staying in the background. No one tried to convince her to participate. When she came to the realization that everyone was really enjoying themselves, she picked up a brush (since she knew which was her panel) and began painting and chatting about her contribution. I didn’t make a big deal out of it; I just observed or assisted, when asked.
When she came to the realization that everyone was really enjoying themselves, she picked up a brush and began painting…
Since they felt the painting was lacking, they decided they wanted to outline their work in black magic marker. Again, it was their project and they got to make the decisions. Since I always have lots of different art supplies here, two of the girls found their box of plastic gemstones and decided to embellish their panels. Using the glue gun, Raegan was very specific about what the gems would do to tell her story better, while Harper free-formed it. The other two felt their panels were complete, signed, and finished.
Each granddaughter is so different in learning styles and focus. Aubrey is meticulous about every thing she does and strives for perfection.
Her sister, Harper, is way more random in her approach. My oldest, Blakely, took on a bit of a teen-tude, but, I think she actually was very proud of her panel and praised the others for their contributions.
In the end, I ended up with a painting, which now hangs on our lanai wall. I loved watching and talking to them while they were creating this painting from the planting of the idea to the final project. When given the chance, the idea and opportunity to do something collaboratively brings one more memory into the family.
The Finished Project
When the painting was finished I wanted to make certain it was able to be outside so I sealed it with Mod Podge, a sealing product (available through amazon.com). It now proudly hangs on the wall where I hope it will stay until we move. We took a group photo of them with their painting. When I look at the photo, I see the joy and satisfaction on their faces.
Enjoy your time with young children because they grow up in the blink of an eye. It seems like just yesterday when I submitted my first article to Tomorrow’s Child magazine after Blakely Jayne was born thirteen and a half years ago.
This wasn’t an expensive project and could be done on wood if you aren’t experienced with canvas stretching and Gesso. Get creative have some fun!
*Gesso prepares (or “primes”) canvas for painting, making the surface slightly textured and ready to accept acrylic paint. You can buy gesso from any art supply shop. It is very similar to white acrylic paint, only thinner. It dries hard, making the surface more stiff. Without gesso, the paint would soak into the weave of the canvas. The word gesso is a noun, but many artists also use it as a verb. For example: “You need to gesso your canvas before you paint.”
Margot Garfield-Anderson worked with the Montessori Foundation for twenty years, serving in many capacities. Happily retired, Margot continues to act as a volunteer with the Foundation, the International Montessori Council, and is a regular contributor to Tomorrow’s Child Her role as grandmother to four adorable granddaughters, using the Montessori way of life, has been her greatest joy.
“It is the child who absorbs material from the world about him; he who molds it into the man of the future.” Maria Montessori, The Absorbent Mind.
As a new parent shopping for preschools, you may wonder why you should invest in a Montessori education. What differentiates a Montessori education from other private or public schools?
As a Montessori parent and guide, I can say with confidence that investing in a Montessori education is an investment in peace education to raise a citizen of the world. Maria Montessori once said, “Peace is what every human being is craving, and it can be brought about by humanity through the child.” A flower cannot blossom without sunshine, and in our classroom, sunshine is peace, and the children blossom.
Children learn peace through the continuous lessons in grace and courtesy, which is the foundation on which the classroom flows. Montessori guides focus on the child as a whole. We look at the emotional, social, and physical factors of the individual child. Grace and Courtesy lessons are the backbone of Montessori education and one of the main ingredients in building a Montessori child, but what does Grace and Courtesy mean, and look like, in the Montessori environment?
Grace and Courtesy lessons, along with guiding moments, are daily activities involving personal interactions, where children show consideration, empathy, and politeness toward themselves and others by using respectful language and manners.
Some examples of Grace and Courtesy may include: Saying “excuse me” while walking close to someone; washing hands before eating; properly unpacking a lunchbox; knocking on the door before entering the restroom; asking to join an activity politely; carrying a chair safely; properly greeting a visitor; or properly disposing of food or trash after eating. You may see a child completing an activity, politely blowing their nose, learning to sneeze by turning away from people, learning to wait for a turn, and peacefully engaged in solving a disagreement. The list can be endless, and there will always be opportunities to engage the individual child, or the whole class, in a Grace and Courtesy moment or lesson.
Maria Montessori wrote about the first plane of development, which takes place from birth to age six. Around two and a half years of age and up to six years of age, the child leaves behind the stage of infancy and self-immersion and becomes more sensitive to social interactions with peers as well as adults. A child’s mind is like a sponge, and it has the capacity to absorb a great deal from its surroundings. During this time the child shows a significant inner need for order to make sense of his environment and learn how to interact appropriately with others.
If you’ve lived and/or worked with small children, I am sure you have noticed how they respond to changes in routine. I remember a time in the classroom when we were singing the same song we always sing before eating lunch, and one child happened to be in the bathroom at that moment. When he came out of the bathroom, he was very upset that he had missed the lunch song. In this plane of development, children can become easily frustrated if they notice another individual not following directions: “Look at how Isabella is carrying her rug and work at the same time!” These moments are the best opportunity to demonstrate to children how to navigate their shock and disappointment with grace.
During the first plane of development, the window of opportunity is open for the child to absorb lessons on Grace and Courtesy effortlessly and for these graces and courtesies to become a part of the whole child.
As a parent and/or guide, how can we help children assimilate these lessons?
It is ideal to observe the child and promote positive behavior. For example, if you notice that the child is cleaning his room, you might say, “I can see that you cleaned your room, I bet you like knowing where to find everything.” It is always better to promote good behavior than to give negative attention such as, “Your room looks messy again.”
Most importantly these lessons always need to be consistent and clear. For example, if your child keeps getting up from the table during lunch, you need to model the behavior you wish to impart and stay seated while eating. Acknowledge the progress that your child makes. You might say, “It was nice having a good meal all sitting down together.” Keep the expectations consistent, changing them can be confusing and may send mixed messages to your child. If you allow your child to get up every now and then, you are basically saying this behavior is acceptable.
In our classroom, we welcome all opportunities to guide children to assimilate these graces and courtesies, guiding them to learn ways to conduct themselves in everyday society. It is vital for children to develop the appropriate social skills to be able to manage conflict resolution, cope with emotions, handle stressful situations; and be a good citizen of the world.
“It is the child who absorbs material from the world about him; he who molds it into the man of the future.” Maria Montessori, The Absorbent Mind
Alexandra “Alex” Gallen is a primary guide at NewGate Montessori School. Alex earned her BA in Psychology from the University of South Florida and is certified in Early Childhood from the Montessori Accreditation Council for Teacher Education (MACTE). Alex is originally from Lima, Peru; she moved to Florida in 2001. Alex taught Spanish for several years before getting Montessori certified and enjoys integrating Spanish into her lessons. Alex first came across the Montessori Method while looking for schools for her children, and she made it her mission to raise her three children this way.
Hello fellow Montessori parents, I’m Sarah, a seasoned Montessori mom. As parents, we’ve experienced the joy, curiosity, and sometimes even a bit of confusion that comes with the Montessori journey. I remember the first time I was invited to observe my daughter Gabriella’s class, I was both excited and unsure about what to expect. Over the years, I’ve learned that these observations offer a unique window into our children’s world, and I’d love to share my insights with you.
MY JOURNEY AS AN OBSERVER
The first time I visited Gabriella’s Montessori class, I was instructed to sit in the designated visitor’s chair and observe. At first, it felt a bit strange, sitting in a bustling room full of children, quietly watching. However, with time, I realized the importance of being a silent observer and allowing the class to carry on with its regular routine.
My best advice to you would be to schedule your visits ahead of time with your child’s teacher. This way, the class remains undisrupted, and you get to see an authentic day unfold in the Montessori environment. I found that it’s also crucial to give the younger ones a bit of time to settle into their new routine at the start of the school year before planning a visit.
GUIDANCE THROUGH OBSERVATION
Over the years, I’ve developed a keen eye for certain elements during my visits. Here’s what you might want to look for:
Classroom Layout: The first thing that struck me about the Montessori classroom was its child-centric design. Notice how everything, from the activities to the furnishings and shelves, is within a child’s reach, encouraging independence.
Adult-Child Interactions: The teacher-student relationship in a Montessori classroom is distinct. Watch how teachers guide rather than instruct, fostering a respectful and nurturing environment.
Child’s Workflow: Choose a child and follow their work pattern for a while. Observing Gabriella taught me that every child has a unique pace and method of learning. This understanding has helped me become more patient and supportive as a parent.
…I REALIZED THE IMPORTANCE OF BEING A SILENT OBSERVER AND ALLOWING THE CLASS TO CARRY ON WITH ITS REGULAR ROUTINE.
Teaching Methods: Observe how lessons are imparted to individual students or small groups. I was amazed to see how the teachers adjusted their teaching style according to each child’s needs.
Montessori Materials: Pay attention to how the children interact with the Montessori materials. Seeing Gabriella drawn towards certain activities helped me understand her interests and aptitudes better.
Peer Learning: One of the beauties of Montessori education is peer learning. Watching older children guide the younger ones was a heartwarming experience.
Self-correction: Another striking Montessori principle is self-correction. Watching children correct their own work instilled in me a great respect for the Method and helped me trust Gabriella’s problem-solving abilities more at home.
WHAT I LEARNED AS A MOM
Observing Gabriella’s Montessori class transformed me as a mom. I learned the importance of patience, trust, and respect in guiding my child’s development. I discovered how to encourage Gabriella’s independence, help her follow her interests, and foster her problem-solving skills. This understanding has helped me create a nurturing environment at home that aligns with her Montessori experience.
Remember, observing is not about scrutinizing every detail; it’s about gaining insights into your child’s learning journey. I hope my experiences will guide you on this beautiful path of observation. Happy observing!
There is no need for words, is there? The pictures below tell you exactly how our students felt about the beginning of the 3 Mariposas Montessori Summer Program in Cab arete, Dominican Republic, this summer. For more information about this school, visit their website at 3mariposasmontessori.com
3 Mariposas offers Montessori from early childhood through the elementary years.
“Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath it’s shade; let them shout and laugh when the sun wakes them in the morning as it wakes every living creature that divides its day between waking and sleeping.
— The Discovery of the Child, Maria Montessori.
The Montessori Foundation would love to highlight your child’s Montessori school or their summer activities. Send high-resolution photos and a brief story or description along with a “permission to publish.”
Editor’s Note: Although Montessori’s Nido program is not offered at all Montessori schools, it is specially designed for infants.
Relationships, collaboration, and community are pillars of Montessori Nido programs. As an infant guide, I know that secure attachment with children under the age of three lays a foundation for social and emotional wellness for the rest of a child’s life and I am equipped from my training to gracefully accomplish this heavy feat within the classroom. I also know that parent partnerships are equally important to the success of my students, but the reality of working parents and Covid restrictions have made this challenging. In a post-pandemic world, the task of reconstructing communities is made harder by the difficulties for people who are adjusting to the new experience of parenthood. This is something that I sought to support for the parents of my students this school year.
I decided to find a way to connect the parents not only with the school and teachers but also with each other. The time constraints of the school day were simply not conducive for this task, so I sent out a poll to my parent community and asked if they were interested in gathering together and when they were available for such a thing. The consensus was a Saturday afternoon and 100 percent confirmation that they would love an opportunity to get together! So I set out to organize a once-a-month social for all the families in my classroom. On the first Saturday of every month at 1:30 pm, I open my classroom for an hour to any family or assistant teacher who is free and interested to join me. I organize a simple developmentally appropriate activity such as art exploration, music time or a sensory experience that can easily be recreated at home. I prepare the environment like I would for any normal day and open the doors.
The first month I made some pumpkin applesauce and was met by two families on the playground. They chatted together with each other about the school, their children, and the trials of parenting toddlers and infants, all of whom attend our school. The parents asked me casual questions about their child’s interest in trying new foods at school, like the pumpkin applesauce, and even noted how amazed they were at the capabilities of their infant on our playground structure as their nine-month-old climbed up the stairs and slid down the slide all on her own. “I didn’t know she could do that!”
With each month more families joined, and after each event, I received multiple emails thanking me for taking the time out of my weekend to open the classroom to them and for connecting them with other families. It is so wonderful to watch the classroom full of activity between parents and their own child and families who have so much in common but no other time to connect. I also felt so privileged to watch my students amazing their parents each time with their capabilities and independence. The home environment is so different from that of a Montessori classroom for many reasons, but these events helped me to think of ways to share the philosophy and make it accessible to young families. I will be continuing my Saturdays-in-the-Nido tradition, and I invite you all to try it in your Montessori environment too!
Allison Gerlach is the Lead Directress and Infant/Toddler Coordinator at Magnolia Montessori School (Whitehouse Station, NJ). She will be completing her Bachelor’s Degree in Early Childhood Administration from Purdue Global University this year, holds an Associate’s Degree in Education (P-12) from Raritan Valley Community College and also completed her Infant/Toddler Montessori certification in 2021 from West Side Montessori School.
