Montessori in China

Whew! I'm back from a rather quick trip to the other side of the world and amazed in many ways. My happiest amazement came at the proliferation of Montessori schools in Asia since my time there. It has been sixteen years since I boxed up and shuttered Montessori Children's House of Sai Kung outside of Hong Kong. It was one of a handful of schools in the region and now the Montessori community there has just hosted their first professional conference. What's even more amazing is the growth of Montessori (even elementary) on the mainland. Hooray! It looks like a wave of the future on the Chinese education scene. This, of course, means big things for the world. Maria would be proud.

My trainer at NYU, Marlene Barron, has done a lot of work to introduce authentic teacher training in China. She is featured in these two videos.

 

 

Shanghai, where I visited last week, has so many Montessori schools it was hard to choose which ones to visit. According to this video, Shanghai is leading a new "revolution" in learning in China.

Real language experiences

As I head out of the country I feel compelled to post yet another reflection on the danger of losing an important component in human development--language. The losing of it is occurring in the cyber filled nature of children's language "interaction". This occurs in the form of e-readers, iPad games, and the like. Much has been written lately about thus subject and I am happy to read about the research being done on the possible effects on children's development. Much like the nature deficit defined by Richard Louv in recent years, there appears to loom a language deficit. There is no understating the negative effects caused by a lessened experience in language (not to mention movement) in the young child. The early language and literacy deficit is revealed in the varied research done on the achievement gap plaguing our nation's schools, but is not limited to the conventionally cited groups in this discussion. What of the car seat bound suburbanite child restricted to interacting with the leap pad? Or the youngster pushed on the swing while a cell phone conversation takes the place of appropriate language interaction? A pervasive language neglect may prove to dumb down all children to the point of some serious struggles with surrounding reading. Reading is being able to understand written language. Written language is based entirely on the spoken word. When I say reading begins at birth, I mean that as we hear our first word, we begin the road to reading. 
As I board a plane to the other side of the globe I plan to ready myself to observe the language interactions from the perspective afforded to a language outsider. I hope to find that universal human element alive and active. The electronic devices I feel are robbing our young children of successful language experiences are manufactured in the continent I'm traveling to, let's see if their influence is similarly influential on the degradation of language development there.

The Art of Creating the Perfect Arrival

As a young parent I remember watching in awe as more seasoned friends effortlessly dropped off their children for preschool. Little did I know that many preparations had been done “behind the scenes” to make the event seem so effortless. Through much experience I now know that a child’s successful arrival for school rates right up there with “you get what you plan for.”  And it is definitely worth doing well because the child’s arrival defines the child’s day.  Here are the ingredients for a successful arrival:

The night before:

• provide a nutritious evening meal free of harmful additives (videos, television, cell phones, computers …) accompanied by interested and interesting family members
• arrange the selection of next day’s clothing for easy access
• gather and place all necessary items the child will need for school in one prepared place that is used consistently (tote bag, lunch box, jacket, any notes or correspondence, a book to read while waiting in arrival line …)
• provide a soothing, unhurried bedtime preparation (bath, story-time, lights out …)
• ensure ample, undisturbed sleep for child and self

The next day:

• arise early enough to greet your child with genuine warmth
• assist only as needed as child dresses for school (no switching outfits, stick to the plan!)
• provide ample time for routine chores (making bed, grooming, assembling lunch …)
• provide a nutritious breakfast free of harmful additives (video, television, cell phone, computers, newspapers, magazines …) yet injected with authentic camaraderie (no eating in the car en route)
• provide ample time for your child to collect items from the pre-arranged storage space, all assembled neatly in appropriate containers (totes, lunchboxes …)
• provide ample time for child to put on outer wraps, outdoor shoes, and assist only as needed – the key is AMPLE TIME
• have a signal for load up time that is consistent and stick to it (“Wagons ho!” “Get ‘em up! Move ‘em out!”)  Be sure your child knows that he is expected to be ready.  Most schools will accept children in pajamas!
• have everyone assemble at a pre-designated place, make a quick survey to note that all is in readiness, lock up and load up
• A VERY IMPORTANT STEP: provide plenty of travel time for unhurried, unharrassed, safe travel
• arrive on time!  You are not only getting to school on time, you are building awareness in your child of responsibility, reliability and respect for her school community and its expectations.  You are also providing the tone for the child’s entire school day.
• pull into the appropriate line of cars, settle back, and wait patiently.  Perhaps read quietly from the book you so wisely planned for the night before, or have quiet conversation about what you see about you.
• keep your child seated and belted in until assisted to leave the car
• say your brief goodbye to your child before the assistant opens the car door. Make it upbeat and cheerful – and very brief.  Prolonged goodbyes and hand- holding serve to increase the child’s anxiety about separating from you.  A brief, uplifting goodbye says, “I have every confidence in you and your school.  You will have a fine day!”  Children are amazingly intuitive about our true feelings.
• recognize that, if you have done all of the afore-mentioned items, the remainder of arrival is the work of the assistant, the teacher and the child
• allow the assistant to accept your child, to include assisting her from her seat as necessary
• as soon as the assistant and child are safely clear of the car, drive away with complete confidence that you have worked hard to create an arrival that will start your child’s day off beautifully
• repeat daily because, as everyone knows (parent as well as educator), repetition breeds perfection

 

Technology and other summer musings

Ah, summer, with its gift of time to reflect and renew for most educators. Here is a bit of reflection for all on technology use for the young child.
Steven Hughes interview (see min 29-35)
During the school year I don't always have the time to study this topic as I should, but I do feel very strongly about it. For a touchstone on technology usage I often seek out advice from guru David Walsh. Here's his take on things.
The Trouble With Paying Attention podcast

Richard Louv at the Top Coast Forum

After a successful and happy summer session in June it was so inspiring to listen to this broadcast on MPR. We at MCH have long been followers of Louv's wisdom. In fact, his book "Last Child in the Woods" was a guiding influence in our development eight years ago. Our school grounds and natural playground are an endless source of joy and well-being to all of us at Montessori Children's House--young and old. May it ever be so.
Here is the MPR audio cast from the Top Coast Forum at the University of Minnesota on May 31, 2014.

International Mud Day!

Get Ready for Mud Day 2014!

International Mud Day 2014 is right around the corner! Join us all over the world in a day of splashing, rolling, squishing, sliding, making mud pies, and more!  Now’s the time to spread the word about how you will celebrate.  Tell us in our WoFoNet Mud Day Conversation and share your ideas on our Mud Day Facebook Page.

The Nature Action Collaborative for Children offers a number of resources for planning your Mud Day, including photos of previous Mud Days, articles, books about mud, and Mud Day logos (like the one you see here) to use in your newsletters or websites.

 

 

 

The Joy of Summer

How glorious it is to be in our outdoor classroom finally!
The summer program has burst into full bloom with so many friends coming each day to enjoy the lovely environment outside at MCH. We couldn't ask for a better place to spend time with each other and revel in all the fun of a summer day.

Montessori Education Week

From our friends at FOR SMALL HANDS

"And so we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being."
—Maria Montessori
Montessori Education Week: February 23 to March 1, 2014
This time of year, we Montessorians celebrate the history and success of the Montessori method, and recognize the contributions of Dr. Montessori herself. Children are introduced to Maria Montessori, the real person who created the classroom materials children use every day. Schools often find ways to promote further understanding of Montessori education in their larger communities. There are so many delightful ways for schools, teachers, families, and training centers to celebrate this week!

"Education should no longer be mostly imparting of knowledge, but must take a new path, seeking the release of human potentialities."
—Maria Montessori

What can one person do?
What if there were one simple, personal way to incorporate this week into your life and work? A way to improve your time with children and deepen your understanding of the Montessori method... A little something to do in a thoroughly Montessori way...

Here it is: Sit still. Yes, that impossible task. Sit and be quiet. Sit and observe.

Sit and notice all the things your child or children are doing. Children do come with instruction manuals—all you have to do is sit patiently, watch, and listen. They will tell you everything if you are quiet enough to hear it. You'll see their perspective on things, the way they physically interact with their environment and the things in it, their preferences for work, and their curiosities.

This is how Montessorians "follow the child" and, frankly, we can't help but marvel at each child and the infinite potential right in front of our eyes.

Sit and observe your children at play. Sit and wonder as you notice what activities they choose when they are alone and what things they prefer to do with others. How they speak to different friends. How they integrate themselves into a group, how they hang back sometimes. Sitting back and observing is integral to understanding who our children are. Isn't that the ultimate gift for them and us?

Sit and observe areas in your home or classroom. How are they functioning? Are the children successful in these areas or do cabinets, shelves, or drawers, need simplifying or a little reorganizing? Can you provide something for the children in the environment so that, next time, they can follow their urges and complete their responsibilities by themselves?

"Education demands, then, only this: the utilization of the inner powers of the child for his own instruction... There is a part of a child's soul that has always been unknown but which must be known...since it means the bringing forth of an indispensable element for the moral progress of mankind."
—Maria Montessori

Observation illuminates the path ahead.
Observing is the ultimate education on what matters most...the children themselves. It gives us the understanding we need to proceed in serving the child on his or her own unique path. Whether you are a teacher or a parent, observing can foster more positive relationships, allow for independence and growth in your child, and ensure greater satisfaction and fulfillment for you.

As teachers, this is our most important work and sometimes the hardest to squeeze in, as we attempt to ensure that each child is getting the lessons needed at the right time and take care of all else that needs to be done for the classroom itself. Yet, we find a way.

As parents, observing can be tough. We aren't always objective. It can be hard to hang back, and it can be the last thing on our minds as we are busy multi-tasking and managing a busy family life. Yet, observing is truly the most illuminating gift—the gift of understanding our children.

—Kelly Griffith Mannion, M. Ed. Kelly's credentials include a Montessori Primary and a Lower Elementary Credential, as well as a Master's of Education in Early Childhood, Montessori Education. Kelly has worn many Montessori hats, acting at various times as a teacher, administrator, teacher trainer, and board member. Her current passion is the creation of a public Montessori Elementary Charter School in Petaluma, CA.

A Valentine from Nature

Lunar New Year of the Horse

We always feel so connected to the larger world when we celebrate Chinese New Year at MCH. It has become such an anticipated tradition for us and a bit of a rite of passage for the oldest students who lead the parade. At this year's celebration we welcomed back our teacher, Shana, who just returned from a trip AROUND THE WORLD. She shared about her travels and brought a coin for each child from one of the eight stops on her journey, giving them yet one more way to feel connected to places far a way from our little Minnesota town.
Happy Year of the Horse!

Polar Express

Wow!
Returning to Northfield and school in this weather is rough. We will be safe and wise in our winter environment and keep the doors to MCH closed on Monday 1/6 and Tuesday 1/7. Everyone stay warm!