Outdoor School Environment

This post from a fellow blogger really gives validity to our quest for a connection to nature at MCH.


A symphony of tones

Recently I was talking to a fellow Montessori teacher from another preschool. We were discussing our outdoor environments, which are quite different from each other. Her environment follows a more traditional approach of a manicured lawn, sandpit, steel climbing structures, and a playhouse. Our environment is more natural, with logs and rocks, shrubs and bushes, sand and mud and a "wild" area of evergreens, seedlings, and any living creature that makes itself at home there. The teacher is looking at changing her outdoor environment, taking away some of the traditional playground items and bringing in more natural elements. We started talking about the fun (or is it entertainment?) the children have with those traditional items and we asked ourselves the question what are the needs (real or perceived?) of the children?

I thought about a passage in the book "The Tao of Montessori" by Catherine McTamaney, which I am currently reading. In it she writes:

"Simple environments, few choices. Are these the qualities of a boring classroom? In Montessori, they are the cornerstones of the children's imagination. When we debate the role of fantasy in our classrooms, we come back to these real items, these few, orderly materials presented with such care. The child who absorbs everything around her, is offered only those things that are real. In doing so, have we taken all the fun out? No. Rather, we have respected the inner vision of the child. By experiencing stimuli, colors, sounds, flavors in isolation instead of cacophony, the child observes the world around her and develops a more profound understanding of it than if we offered her syrupy "fun". The world is a symphony, Begin with a single note.



I thought of this "single note", and how we expose the children at our preschool to the natural world, one step at a time. How we observe the worms when they are hiding in our worm sanctuary in the sand. How we marvel at the delicate monarch butterfly when it emerges from its chrysalis. How we protect the little black walnut seedling from being stepped upon when it sprouts from the earth in our wild corner. These little gems in our garden are one by one a single note of nature's symphony. Our children take real joy in being in our garden. They do not ask for a plastic truck or digger, they do not miss their "playhouse" which now functions as a henhouse, they do not look for steel bars as they rather balance and climb on the boulders and logs that provide a more natural challenge.

Our preschool garden is protected from bright colored, noisy, steel and plastic toys and entertainment equipment. Instead, the children have access to natural elements, real, small, simple, and beautiful. McTamaney continues:

" The child, in offering her attention to the tiniest detail, respects the wonder of her world. She does not overlook the miraculous seed. She attends to the color of the rabbit's eyes. By protecting the space from too much color, too much noise, too much distraction, we preserve in the child the ability to wonder. We offer her the ability to hear each tone, to appreciate the complexity of the symphony by understanding first each simple sound."

And isn't that what nature does so well, a beautiful symphony of tones you wouldn't want to miss?

The Tao of Montessori. Reflections on Compassionate Teaching (2005, 2007) by Catherine McTamaney, Ed.D. iUniverse Star. Lincoln, NE

Montessori Races to the Top

Montessori in the national spotlight:

May 10, 2010

WASHINGTON – The White House and the U.S. Department of Education today announced that Secretary of Education Arne Duncan will deliver the commencement address at Clark Montessori Jr.& Sr. High School in Cincinnati, OH, as part of the President’s Race to the Top High School Commencement Challenge. The commencement is scheduled for Thursday, May 27, 2010.

“Clark Montessori Jr. and Sr. High School shows an extraordinary commitment to encouraging their students to take responsibility for their education, get involved in their community and go to college,” said Secretary of Education Arne Duncan. “I look forward to congratulating them and celebrating their hard work as their 2010 commencement speaker.”

Clark Montessori Jr. & Sr. High School was one of over 1,000 applications for the Race to the Top Commencement Challenge narrowed down by the White House and Department of Education to six high school finalists. In recognition of the extraordinary achievements and outstanding efforts by each of the six finalists, the Obama Administration pledged to provide a Cabinet secretary or senior administration official to deliver the commencement address at each of the five schools not selected as the national winner.

The Commencement Challenge, launched in late February, invited the nation’s public high schools to submit applications showing their dedication to providing students with an excellent education that will prepare them to graduate ready for college and career choices.

Applications were judged based on the schools’ performance, four essay questions and supplemental data. The six finalists were selected for their dedication to academic excellence and for showing how they are helping prepare students to graduate college and career ready, and prepared to meet the President’s goal of having the highest proportion of college graduates in the world by 2020.

Voices for Children Day

We made personalized flowers to give to the governor and legislators at the State Capitol this week to support the March 1st  Voices for Children Advocacy Day. They need to know that we expect their support to fully fund early childhood education in our state.
The facts via straightforward video.

Obama's view.

Let's give quality choice to all.

Thank you, Google Guys.

What are we waiting for?

Children and Food

Children and food--especially regard the entries about children empowered to make their own school meals.
http://kalman.blogs.nytimes.com/2009/11/26/back-to-the-land/

Let Me Help: Supporting the Young Child at Home

This is an excerpt from the article -- Let Me Help: Supporting the Young Child at Home - by Karin Salzmann. Reprinted from Montessori Talks to Parents, NAMTA

In primitive societies, and even in quite recent times, children always participated in the life of the home. A sense of belonging, along with pride of accomplishment, help the child to grow up strong and secure.

When we begin to draw the child into family chores, there are, of course, difficulties. But taking time to show a child how to help is actually easier in the long run than trying to keep her occupied and out of the way. Because she will keep insisting, she will forever turn up underfoot. What she is saying is, “Let me help, let me be part of your life!” Or she will pull away: “I want to do it myself!” read more

Edible Schoolyard

inspirational
 video

Parent Evening

Although it has been two weeks since our school's parent evening, the importance of this first community event of the year is still fresh in our minds. Our hope is to welcome you and encourage you to embrace the life of the school. Your interest and support has tremendous impact in aiding your child in their first steps on their journey of lifelong learning. While the journey seems to have just begun for these young students, the very first steps have, of course, been taken in the home. Preschool especially is a time of partnership between the home and the school life. It is a bridge. Many parents ask what can be done to integrate the Montessori philosophy into the home environment? This is a fairly easy thing to carry out and so gratifying and empowering for the child.

The following are five qualities that we strive to encourage in the child in the Montessori environment:

Independence- self esteem comes from being able to carry things out on one's own.

Socialization- your child learning to manage himself in increasingly greater social environments.

Communication- the human need to communicate clearly, to understand and be understood.

Order- addressing the human need for patterns and structure. Applied both to the external world (your child's world) and the internal world (your child's mind). The mathematical mind.

Curiosity- The scientific mind.

Dr. Maria Montessori viewed the child as a member of a family, not as an isolated individual, and one whose most formative life experiences take place within the family. She recognized parents as a child's first and most influential teachers.

Practical ideas for the home:

1. Independence

Care of the Person:

Teach them slowly how to dress themselves

Allow them to choose from limited outfits

Give them a drawer or space in their own closet where they can choose their own clothing from

Teach them where to put soiled clothing

A dress up box can aid in this practice for young three year olds

Let them brush their own teeth

A low cupboard in the kitchen where they can choose their own snack

They can help set the table

Let them participate in the kitchen

Provide them their own tools for kitchen use

Let them choose and make their own breakfast

Clear the table

Wash dishes

Teach them bathroom hygiene- let them do it themselves

If toilet is too high, put a step on it

Teach them how to use utensils properly, no reason why they shouldn't be able to use a knife

Care of the Environment:

Low work spaces

Tools that are accessible to them (sponges, buckets, soap, water)

Put a step up to your kitchen sink

Keep things in one place as much as possible so that they will know where to put them back

In the kitchen: measuring, pouring, stirring, spreading, cutting, peeling, grating, washing, seeding,

Watering the plants around the house

Wiping the table or counters

Washing hands

Mopping the floor

Making their own bed

Preparing their clothes for next day

Opening and closing curtains

Feeding animals

Putting dirty clothes in hamper

How to treat their toys

2. Social Relations

Practice wanted behaviors

Praise

Talk about positive things you see in them

Talk about positive things you see in others

“Catch them being good”

Let them hear you saying good things about others, including children, notice more of what you DO want them to do

Clear limits to unacceptable behavior

Talk about your values and what you find important

Model your beliefs

3. Communication

Clear precise communication with your child

Talk a lot with them, explain things

Sing

Read to them even when they can already read for themselves- they love the same books over and over

Let them see you reading

Tell them true stories

Prohibitions should be clear (and you should hold yourself accountable as well)

Give words to feelings

Introduce complex vocabulary

Stick to your own best language

Give realistic choices

Let them be a part of family meals

4. Order

Routines! Morning routines, and bedtime routines especially

Things have a place in your child's room, then he will know where to put them away

Not too many toys

Not too many activities to do- time to process the day is necessary

Limited sets of clothing to choose from

Limited work space

How to treat their toys

Tell them what happens before, and what will happen after

Make a picture schedule and talk about it

Give them real world word problems

Notice patterns with them

5. Curiosity, Creativity

Listen to what they have to say!

Outdoor provides much opportunity for exploration

Let them solve their own problems

Ask them what they think about things

Wonder with them

Read

Expose them to art

Give them tools for expression

Open ended toys

Book Lists:

Parent/Child Press       AMS       NAMTA

                                                                               

              

   

Toys and other materials that support Montessori ideas

for the home and school are available through

Michael Olaf

Little Red Robin

and

For Small Hands

 

Signs of Fall

Seasonal field trips are a classic and well-loved tradition for all schools. The child experiences something new with her learning community as they go out together into the wider world beyind the school environment. What excitement and positive stimulation it creates for them, even more special because it is shared as a group. Leaving the classroom for a field trip places the kids in a different social environment. They encounter a new set of adults and possibly other children during the course of the average field trip. These interactions teach them how to behave in different settings. They employ more self-control because it is a less contained environment than the classroom. It fosters a sense of teamwork and community among the students as they experience a field trip together.

Back to school with media awareness

Is your child ready for a successful school year?


Every school year brings new questions for parents.

Is my child ready? Can my kids really get homework done while

checking their Facebook pages? How do I set them up for success?



Get answers to these questions and more in the

NEW MediaWise Back-to-School Tune-Up Guide!



Get the guide!
http://www.mediafamily.org/back-to-school/index.shtml

Red Cross Back-to-School Lesson on H1N1

http://www.flufacts.com/about/default.aspx

A Red Cross Back-to-School Lesson: Keep Your Children Healthy with H1N1 Prevention
Thursday, August 13, 2009 — As a new school year gets underway, health officials are bracing for another wave of the H1N1 flu virus to hit the United States in the months ahead. And one of the first lessons that parents can teach their children this school year is healthy living steps.
The American Red Cross encourages parents to take a series of flu-prevention steps now to help keep their children healthy and to prepare for the possibility of a flu outbreak in schools. These include:
Teach kids proper and consistent hand washing techniques.
Tell them to avoid sharing objects such as utensils, cups, and bottles.
Show them how to cover their mouth and nose with a tissue when they cough or sneeze and wash their hands afterwards. If they don’t have a tissue, tell them to cough or sneeze into their elbow or upper arm, not their hands.
Teach them to keep hands away from their eyes, nose and mouth to keep germs from entering the body.
A recent poll conducted by the Red Cross showed more than a third of parents (39%) had received no flu information from their child’s school or daycare. Mom and Dad should talk with the school about what the plans are for a potential flu outbreak.The Red Cross also encourages parents to prepare for the potential spread of the H1N1 virus by talking with family members and loved ones about how they would be cared for if they got sick.The Centers for Disease Control and Prevention (CDC) recommends that people with flu-like symptoms stay home – except to seek medical care or other necessities – for at least 24 hours after their fever is gone. The fever should be gone without the use of a fever-reducing medicine.
We have more information available on the H1N1 pandemic and what you can do to stay healthy and keep your family healthy. Currently, the Red Cross is monitoring the developing situation and is in close contact with federal and state officials, including the Centers for Disease Control and Prevention (CDC) and the Department of Homeland Security. At this time the best action the public can take is to prepare and prevent further spread of the virus.

Keeping Up on Early Childhood Policy Issues

The State of the Union for our early learners--

From Washington DC: http://www.whitehouse.gov/issues/Education/

Focus on Early Childhood Education
The years before a child reaches kindergarten are among the most critical in his or her life to influence learning. President Obama is committed to providing the support that our youngest children need to prepare to succeed later in school. The President supports a seamless and comprehensive set of services and support for children, from birth through age 5. Because the President is committed to helping all children succeed – regardless of where they spend their day – he will urge states to impose high standards across all publicly funded early learning settings, develop new programs to improve opportunities and outcomes, engage parents in their child’s early learning and development, and improve the early education workforce.

From Minnesota:http://www.ready4k.blogspot.com/
Early childhood care and education in Minnesota 7 Key planning gaps
Based on a review of the available information related to early childhood care and education in the areas of school readiness outcomes for children, leadership, public engagement, resources and financing, policy reforms, programs and services, and quality, the Minnesota Build Initiative has identified these system planning gaps:
• Minnesota has no consensus on a statewide vision for early childhood education. Minnesota needs a plan that articulates a vision for a coordinated, comprehensive early childhood system in Minnesota and spells out the cost to fully implement it.
• Advocates for early childhood need a concrete vision in order to engage the public.
• We need better coordination among state agencies responsible for programs serving children and families.
• We must elevate early care and education as a legislative priority.
• At the local level, there are very few examples of early care and education governance models that assess community strengths and gaps and promote integration of early childhood programs. • Early childhood care and education have few clearly identified champions such as business CEOs, police chiefs, mayors, or school officials.
• We need a comprehensive review of funding for early childhood care and education through foundations, United Way, and employers. Additionally, we must review research on all funding streams, including federal, for early childhood education in Minnesota.
• No clear vision is shared statewide for quality measures for the early care and education system and infrastructure.
• The State of Minnesota needs an ongoing statewide monitoring system for assessing the developmental status of children at the time of school entry.

From Northfield:http://www.nfld.k12.mn.us/FamilyServices/childinitiative.shtml

Like the wiring process in a young child’s brain, the
Minnesota Early Childhood Intitiative is transforming
communities – relationship by relationship. Through an
organic process carried out in communities throughout
greater Minnesota to identify and plan strategies to
ensure that all children thrive, five key components of
a nurturing community emerged. Backed up by research
evidence, these components are:
􀂃 Strong families – The Initiative works to build
trusting relationships and partnerships that support
healthy choices and connect parents to information
and resources on their own terms.
􀂃 Engaged community members – Young children
need advocates, and when people understand what
children need to succeed, they pitch in to improve
conditions and outcomes for them. Engagement
tends to breed more engagement.
􀂃 Effective and coordinated early care and education –
By coordinating efforts to produce essential
information, eliminate duplication, and fill service
gaps, early care and education professionals
increase their own community connections, sense
of mutual trust, and opportunities for service
coordination.
􀂃 Early learning opportunities – The Initiative
empowers parents with information and supports
child care providers to help children gain literacy
skills and to develop cognitively, socially,
emotionally and/or physically.
􀂃 Ready schools – The Initiative eases the transition
to kindergarten by building relationships between
parents, teachers, and schools and by promoting
parent involvement in their children’s education.