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Filtering by Category: Children's House

Valentine's Day Celebrations at Villa di Maria!

DSC_0112While each of the classrooms celebrated Valentine's Day yesterday (and we'll feature a couple of the special events from the Elementary soon), the Children's House classrooms really went all out! Enjoy lots and lots of photos below. DSC_0007P3 began the celebration by reading Pete the Cat: Valentine's Day is Cool, by James and Kimberly Dean. Reading is a big deal in Montessori, and Valentine's Day is no exception! Plus, it tends to help children transition between a work cycle and a different activity- in this case, a celebration!DSC_0010DSC_0011Children brought homemade Valentine's boxes to collect special messages from their friends. Every year we are so impressed by the creative energy the children put into making their boxes!DSC_0017DSC_0018DSC_0026P1 enjoyed special treats, including fruit kabobs, trail mix, and a couple of sweet treats!DSC_0030DSC_0045DSC_0054DSC_0064P3 had grapes, heart-shaped rice crispy treats, and chocolate covered strawberries.DSC_0071DSC_0074DSC_0080DSC_0091DSC_0123In P2, the children were in charge of putting together and serving the plates, including heart-shaped cheese slices, heart-shaped cherry tomatoes, chocolate-covered strawberries, and grapes.DSC_0131DSC_0150DSC_0154DSC_0157DSC_0160DSC_0171DSC_0186DSC_0194Class pets Frida and Rosa were the stars of the show in P1, making their appearance on special Valentine's Day cards handed out to each child by the Guide and Assistant.DSC_0196Each child took turns passing out their special notes to their friends. These children are so good at waiting... must be something about Montessori!DSC_0201DSC_0202... And of course, the best part: checking out all the cards and treats from friends! It was a great day at Villa di Maria.DSC_0209DSC_0211We hope you enjoy your long weekend, and Happy belated Valentine's Day from all of us at Villa di Maria!

On the Three-Hour Work Cycle

DSC_0173One of the first things I explain to parents who are curious about Montessori education is the use of the three-hour work cycle. This often comes up early in conversation because I feel that it is representative of the child-led freedom within boundaries that defines the method. That, and the fact that there is a bit of shock value that draws them in, even if they are incredulous at first! Read more about the idea behind the three-hour work cycle below. DSC_0005“Work chosen by the children, and carried out without interference, has its own laws. It has a beginning and ending like a day, and it must be allowed to come full circle.” - E.M. Standing, Maria Montessori: Her Life and WorkThe main purpose of the three-hour work cycle is to provide the time necessary for a child to become fully immersed in his work. The concentration and focus required for full immersion takes time! For three hours, a child can choose a work, focus on that work, repeat the work many times, and become fully engaged in the process before moving on to the next work on his own terms, in his own time, and when he is completely ready and satisfied.DSC_0226This is not to say that a child will choose just one work within that cycle; on the contrary! A work cycle often consists of several works chosen and completed within that window of time. Also, there may be plenty of time at the beginning of a work cycle in which a child wanders around trying to decide what work to choose. Other children come into the classroom in the morning immediately ready to work, with a specific work in mind (on more than one occasion, one of my boys has told me his morning work plan on the way to school, eager to get there early to make sure the work is available!).IMG_8933The goals of the three-hour work cycle are to provide a child with enough time to deeply engage in his work, to reach a level of deep concentration, to feel excited about the work he has chosen and to feel a great sense of satisfaction at being able to complete the work. When a child is allowed a three-hour work cycle, there is a powerful feeling of success and confidence that radiates from within the child. Long-term, the ability to choose a series of works from which the child derives success, he will then feel comfortable and confident enough to choose a task that is much more challenging; this is where true learning occurs. What a clever gift!

Language Games in Primary

DSC_0151One way that Montessori education differs from most other early education programs is its approach to language. There is no daily recitation of the ABC's, there is no alphabet chart posted on the wall for all to see and try to memorize. Instead, the Montessori approach to language follows concrete lessons and works that guide a child gently into the concepts of language. To aide in the acquisition of language, both spoken and written, there are many pre-alphabet activities that our Directresses engage your child in, and some that you can even do at home! Children's House Guide Reghan McAuley shares:"All young children experience sensitive periods in their first plane of development. The sensitive period for language begins at birth and go the whole way through the first plane of development (0-6 years). By the age of six, with almost no direct teaching, the child will have acquired a large vocabulary, basic sentence patterns and the inflections and accents of their cultural language. Maria Montessori believed that it was particularly important for adults to converse with children throughout this period, continually enriching their language and giving them every opportunity to learn new words. The Children’s House is a prepared environment that is intelligently designed to optimize the child’s experience and provides immeasurable gifts to feed the child’s great hunger for language."What can you do at home? Read, read, read and read some more. Beyond that? I recommend including a regular sprinkling of old fashion oral story telling, poetry, riddles, and songs. And don’t stop there! All young children are starving for language. You may also play language games. The best part about language games is that you can do them anywhere and practically anytime. These games can be perfect fillers while waiting in line, waiting at the doctor, waiting in a restaurant, waiting to get to Florida. They can be brilliant distractions when mending an injury, in rough transitions or simply a desperate need to change the subject."DSC_0178Matching GameThis early language game may not, at first glance, appear to have much to do with language. What could matching objects possibly have to do with language and reading? It's about the development of visual discrimination. For the earliest letter recognition, a primary-aged child needs to begin where she is developmentally: in the realm of the concrete. As she progresses, she will move from concrete to abstract. The matching game starts with the concrete, then moves to more abstract by changing the game; begin by matching objects to objects, then move to matching objects to pictures, then pictures to pictures, and eventually the child will be ready for sound game, then object box (seen below).DSC_0157DSC_0058I SpyYou are likely familiar with some form of the game "I Spy" - for countless numbers of us, it may be a go-to activity with our young children to pass the time in a car on a long trip, or in a restaurant while waiting to be seated. Here, "I Spy" is used to isolate the beginning sounds of words. For instance, "I spy, with my little eye, something that begins with 'cuh'" when referring to a cup. While this game is played within the classroom, this is one game that parents can do easily, with no materials, at home. Try walking around the neighborhood with your young child while playing this game, or if the weather is poor, just walk around inside your own home while playing! Be sure to use the phonetic sound of letters: for example, "buh" instead of "bee" for the letter B.Rhyming ChallengeA rhyming challenge is simple but has a big impact on a young child. Start with an easy-to-rhyme word, like hat, and count (or write down) every word you and your child can think of that rhymes with it. Try to top your list with new words.Vocabulary BuilderDr. Montessori stressed the importance of naming everything by its proper name. A bird, therefore, is more than a bird, it is a cardinal, or a blue jay, a robin, a pileated woodpecker, a mourning dove, a sparrow, a starling, and so on. Ask, "how many types of birds can we name?" to get started, or try flowers, trees, insects, fruits, vegetables, or colors!Create an Oral StoryStorytelling is a fantastic way to build your child's language and readiness for reading and writing, and is often overlooked. Before bedtime, or even at the dinner table, try starting with a story prompt and let each person add on to the story. Reghan shared one of her prompts: "A long time ago, there was a tiny man who lived inside a tremendously large tree in the forest..."DSC_0061Children's House Guide Heather Steinman agrees with Reghan; she also advises parents who want to help their child develop language to read, read and read some more to them! Heather shares, "It can be helpful to follow along the words you are reading with your finger and point to illustrations that coincide with what you have just read. It is also super important for children to see their parents reading. NOT on their phones or tablets but books, magazines and newspapers." Our children learn from observing us in our daily lives; if we make reading a priority, so will they!

The Role of Artwork in the Montessori Classroom

DSC_0158Artwork in the Montessori classroom serves many functions, from the Children's House all the way up through Upper Elementary! Get a glimpse into the role artwork plays at Villa di Maria below. DSC_0049Art is everywhere in the Montessori classroom. In the Children's House, the materials themselves are reminiscent of famous works; note the similarities between the Trinomial Cube work (above) and Dutch painter Piet Mondrian’s abstract painting Composition II in Red, Blue, and Yellow (1930):img (1)There are pictures of famous artworks hanging at children's eye level on the walls in every level of Montessori classroom here at Villa di Maria. Seeing and recognizing these works is considered part of the experience of appreciating and learning about arts and culture. In fact, Dr. Montessori encouraged parents and Guides to expose children to fine art from birth by hanging such works at eye level where a baby/toddler could clearly see them.DSC_0015In the Children's House, art is very much tied with the typical Montessori goals: to help a child increase dexterity, concentration, fine motor skills, hand and finger strength, and coordination. The artwork here is more about the process than the resulting piece of art, and a child may feel no connection to the final piece of art. This is okay and very normal! The goal here is a child's focus, not a frame-worthy product (though we won't fault you if you do want to display the finished products), and the child may work at a faster, less careful pace, especially at first. After all, the child works not to develop a product, but to develop a self.DSC_0078DSC_0195There is also plenty of creative energy involved in a child engaging in art. One child may choose to paint first thing in the morning as a way to ease into the day, while another may use the opportunity for self-expression to harness her creative energy for the day! Making art is a wonderful way for a young child to express feelings for which he may not yet have words.DSC_0065DSC_0049

When using metal insets, children explore outline and color

DSC_0138Once a child grows into the Lower Elementary environment, the role of artwork tends to shift. Though it is still an essential piece of self-expression, and still serves to direct coordination and concentration, the Lower Elementary child begins to care more about the product, creating art for the satisfaction of a final masterpiece.IMG_7978With this shift also comes the realization that art is a skill that requires practice and repetition, and that with practice comes improvement and immense satisfaction.DSC_0058DSC_0036DSC_0016

Lower Elementary children take pride in their finished works during last year's Every Child is an Artist art exhibit at Reese Gallery

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The walls in the Upper Elementary classroom are full of art - both of their own creation, and of famous photographers and painters

DSC_0100The Upper Elementary experience is a more intensive one, with art exploration and creation being more intentional, more intense, and more all-encompassing. In the Upper Elementary, art often intersects with history, culture, science, anatomy, race, class and other big issues. Upper El children learn to ask big questions and tie art with the broader world.DSC_0129

Lower and Upper Elementary children produce artwork during their cultural exploration and celebration of Diwali

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Children experience a preview of South African artist Mohau Modisakeng's exhibit

IMG_9803Upper Elementary Guide Rebecca Callendar shares the comprehensive role art plays in the Montessori classroom: "All subject areas are presented with equal importance and therefore are of equal value to the child.  This allows the child to use art to explore math or math to explore art. Further, the material allows for deepened exploration across the years in school at Villa di Maria." Above, a child explores the anatomy of her own hand through some pretty impressive art produced with a simple ink pen!   DSC_0008Upper Elementary artwork is also often a result of a broader need. Above, a child works on a costume piece for the winter concert. Below, children take photographs for last year's art exhibit.DSC_0022Art plays a huge role in children's experience here at Villa di Maria. We are always excited to see what is around the corner!Further reading on Montessori art at Villa di Maria:Read more about creating a Montessori art space at home hereView the Upper Elementary's experience talking with South African artist Mohau Modisakeng about his exhibit hereExplore the benefits of handwork for children here.Clay work with local St. Louis artist Ruth Reese. A giant mandala on school grounds! Upper Elementary photo hike

Working Together

DSC_0103Independence is a major tenet of the Montessori philosophy, and yet, this does not mean children work solely on their own. In fact, working with others promotes independence, within the classroom as well as outside of it. Read more about why we encourage children to work together in the Montessori classroom below.171114villa_028-compositeThe Montessori classroom itself is set up to promote small groups and pairs during their work cycles. Instead of rows of single desks with chairs, you will find an assortment of tables: some long enough to accommodate large groups, others for four, some smaller tables for two... and sometimes children squeeze as many journals as they can fit onto a table in order to be together!DSC_0048While working together certainly has a social draw - children begin their day by socializing with their friends, and may choose to work next to those friends during a work cycle - there are many other benefits to working with another child. Children learn from each other, accept leadership roles in those works in which they feel confident, or step aside to allow a different child to be the expert in a different work. This is a confidence boost, and also a lesson in respect and community. Some of us are quick with mathematics, while others are excelling in language; still others are the go-to artists or engineers of the classroom. This is particularly true of the Upper Elementary classroom, where the levels of independent work are higher, with a greater ability to see a project or idea through from start to finish.  These children can often be seen bouncing ideas off one another, and gently arguing about how to go about one thing or another in the most efficient way.DSC_0079In the Children's House, children may choose to work on the same work next to one another, lending a helping hand to a friend who stumbles on a problem. Sometimes one child even helps redirect an off-task friend! And here, there is much pride in being able to work out a problem without having to go to an adult in the room to solve it for them. The more children can effectively work together, the more independent they become!DSC_0054DSC_0119DSC_0075Working together solidifies connections. Two children share their interests by researching a topic together, sharing knowledge, and building on that knowledge. In Lower Elementary, children research and give reports together. This process can take weeks or months, based on how quickly or slowly all members in the group move forward.The mixed-age groups in the Montessori classroom (found in three-year groupings) also allow for a type of mentorship. The younger students learn an immense amount from the older children, not just socially, but academically as well.imgWorking together on such reports often leads to opportunities for conflict resolution, peer mediation, and learning how to speak up in a small group. Fairness (of huge concern to the Second Plane child) comes into play during small group activities, as the focus of a moral sense of order is forefront on the mind of a child aged 6 - 12. This opportunity also presents itself during shared jobs and during recess time.Children receive much help in the collaboration process from the experienced Guides in their classrooms; group dynamics are often aided by mediation and careful observation by the adults in the room. In this way, Montessori children are learning how to work with others on a daily basis, a sure way to prepare them for adult life, both in work and personal relationships.

We Love Our Animals!

37240649444_3825203a0b_hFrom our campus dog Kenner to our littlest surprise hamster friends, Villa di Maria shows its love for all animals, great and small! Become acquainted with (or reacquainted with) the pets at VdM, and the big part they play in the development of the whole child, below. DSC_0098Visit any classroom at Villa di Maria, from the Children's House on up through Upper Elementary, and you will likely find a child caring for, feeding, petting, or observing a classroom pet. We discussed the role of pets in the Montessori classroom here. In this post, we check in on the new furry friends that have come to live at (or visit) VdM.DSC_010026174396959_be00810bfb_hKenner, the largest addition to Villa di Maria's campus, came to us awhile back, and though she may not be able to stay currently, she has still made a big impact on the kids. Kenner is a rescue dog who found her way to Anna after much research and patience; she knew that in order for a dog to be part of a classroom setting, she had to be just the right dog: calm and gentle disposition, lots of practice being around children, and preferably a much older dog. Kenner, who is around seven years old, fit that description perfectly. Though Kenner only visited once or twice a week for a few months, and stayed in the main office building, she was cared for by Anna's class during that time, the Racks and Tubes Lower Elementary children.24098788258_f075d96252_h24098775678_aaf34f41d3_hTaking Kenner for walks around campus is a highlight of the Racks and Tubes children. When I interviewed them about the best parts of being in Lower Elementary, caring for Kenner was at the top of many of their lists!37896677816_cdaee8e00e_hThe children have been studying up on these cards, which relay with great accuracy the different body language signals of dogs: when they are fearful, relaxed, or excited. Understanding these signs help the children respect how a dog might be feeling at any given time, and are not only helpful in their interactions with Kenner, but also with dogs they may encounter out in everyday life.DSC_0145The surprise baby hamsters that "came with the package" (so to speak) when the Checkerboard Lower Elementary classroom adopted Chubby at the end of November have settled into their new homes nicely! The children have enjoyed naming them, and watching them eat, sleep and play daily.DSC_0067DSC_0069Wiggles, the Racks and Tubes hamster (and one of Chubby's daughters), eats breakfast in bed. According to the children, she likes to eat her carrots in complete privacy. She also enjoys long rolls around the room (in her ball) during read-aloud.DSC_0101The Upper Elementary classroom also adopted one of Chubby's daughters. They are still deciding on a name for her.DSC_0085DSC_0089DSC_0094

New Guinea pigs Frida and Rosie enjoy the attention P1 children pay them

Aside from the obvious care and responsibility required for keeping animals happy and healthy, children also learn empathy, compassion and respect for all living things. Watching young children interact with and care for animals in the classroom is an education in and of itself! We are so grateful for our furry, feathered, scaly and shelled friends!

Advice to Culminating Primary Children (from First Year Elementary Children)

DSC_0008If you have a child in the Children's House who will be moving up to Lower Elementary soon (or even next school year), he or she will begin visiting the Lower Elementary classrooms within the next few months. Rest assured; each child will be met with enthusiasm, kindness, and lots of excitement from his or her soon-to-be peers!  Read the sweet, funny tidbits of advice and encouragement from the First Year Lower Elementary children to the Primary Culminating Year children below, and be sure to share them with your culminating year children!Anna Rose (photo above): "I want to tell them that it will be really fun. You get to do lots of new works, like math, and checkerboard, and other things that are fun. At recess, you get to play made up games. We make a couple of teepees, we play hide and go seek, we play tag... I want to say that Elementary is really fun, that they will have new classmates, and they are nice. They're going to have lots and lots of fun!"DSC_0017Allison: "We have a lot of fun works, and a lot of crafts to do during read-aloud. We get to play in this big wide open space. We can even go in the woods. [Culminating Primary children] should be excited... because we have a hamster with nine babies!"DSC_0027Ollie: "What I like about Elementary is that you get to do work with the teachers. It's fun to do new works, and the good thing about that is that if you practice more work, you get more works and more works! What's great about recess is that you can go lots of places; but there are boundaries. You cannot go past the gravel road, and you cannot go past the big bush, and you cannot go past the playground. There are a couple of jobs, like laundry, which is kind of hard, because you have to wash the laundry, dry the laundry, and fold the laundry, and that's a lot of stuff. And that's all I have to say."DSC_0034Henry: "You can do so many exciting things! You can do lessons like racks and tubes, or checkerboard, or practice your handwriting. You can have fun with your friends at lunch. This year we even did clay work! If you're in the Racks and Tubes classroom, you get to walk Kenner two times a day!!!"DSC_0013Emil: "The best thing is recess. You have the woods and you can build forts every day. It's better than the playground because you actually have sticks you can play with, and you won't get in trouble. You get to run around in a waaaaaay bigger space. Also, you can dig for treasure."DSC_0026Seamus: "Okay... there's a lot of people, and I don't know how many people, but I think it's 27 people. It's a lot of fun, but if the bell rings, it means we are talking too loud. At recess you get to build forts, and you can get sticks. When you build forts, you can be first in command, you can be tenth in command, you can be fourth in command... you can't run with sticks, you can't go past the orange dots, you can't go on the rocks... "DSC_0031Nathan: "I like doing challenging stuff in my class. I would tell them, don't be worried. It's a part of life."DSC_0032Luca: "It's fun to be in the Elementary because you get to make hot lunch. Everyone gets a turn to make a dish for everyone. You get to go to the grocery store with each other. You also do really fun work, like the tone bars, the bells, it's fun. There's reading work if you like reading; there's writing work if you like writing. You'll make really good friends."DSC_0011Maggie: "They will like to come see Chubby, our hamster. I like to play hamsters at recess with my friends, and I also love to play bank game and do some other stuff too. It's okay to be nervous, but Lower Elementary is really really nice and they're going to love it!"DSC_0002Liam: "I would like to tell them that they will have lots of fun in Lower Elementary, and hopefully get lots of friends. You will get to do a bunch of different lessons with Ms. Megan and enjoy spending time with your friends."DSC_0038Helena and Kalina: "I was nervous to come to Lower Elementary when I was in Primary. I would say, SHINE! You get to do lots of work, and an hour of recess. You can go into the woods, to the field, the pavilion. There's a lot of space for recess, but we do have boundaries. You can't have a best friend, but everybody is your friend, no matter what."DSC_0036Max: "They will get to read. I like to read and do writing, to do challenging work, and I like getting new lessons and practicing them. I like snack too. The Primary students will get to learn addition on paper, checkerboard, grammar box, tone bars... so many new things. I like making friends, that's all."DSC_0041Matthew: "I like racks and tubes. I play soccer during recess. You don't do that in Primary. And you get to play with sticks. It's fun."Well, there you have it! Thank you to those Lower Elementary students who were present and willing to participate in this project! We think your kind words of encouragement will set any nervous minds at ease, and we know there are many Primary children who will be thrilled to join you! 

On Independence: Allowing the Young Child to Dress Himself

25880084478_fd74d985d7_hIf you are the parent of a Primary child (or were at some point in the recent past), you have likely noticed the abundance of creativity your child exhibits when getting dressed in the morning. From mismatched prints and two different socks to ill-fitting, sometimes inside out, backwards, or even upside-down articles of clothing - we've seen it all. Despite the hilariousness that sometimes ensues, this is a very important part of your child's day. Find out more below. 4V7A1197

This photo series is by Melinda Smith, of her youngest son Jacob

Beginning around the age of two (and sometimes as early as 18 months), a child will begin to dress himself. This, like many skills to master, can become a sort of obsession, presenting as willfully choosing his clothing, changing that clothing several times a day, and often becoming extremely frustrated or angry if anyone tries to interfere with that!4V7A1204From the Montessori perspective, this is a wonderful thing. From a parenting perspective, it can prove frustrating at times, especially in the morning when there is a time constraint, and many people in the same household may be trying to beat the clock. However, it is very important that we allow our children the time and space to dress themselves.4V7A12094V7A1217Cab Yau, mother of three and Guide of Villa di Maria's Parent-Child course, says, "We must give our children opportunities to practice decision making, and dressing is such an easy way to do this. Dressing oneself allows not just for choice making (which is huge!) but it also offers the gift of independence - not only in choosing for oneself but the opportunity to fundamentally care for oneself."DSC_0097

Above: Cab's youngest daughter chose to wear a necklace as a headband to Primary one day

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A young Primary child shows off the (backwards) shoes she put on all by herself

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In the Children's House, winter coats are zipped up onto hangers every morning in the winter, even though this takes quite a bit of time for some children

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We encourage parents of young children to allow them to dress themselves every day. And we promise, it gets easier! Below, a few tips on setting the stage.

  1. Hang or fold clothing within reach your child's reach.A hanging closet rod can provide a temporary solution if the built-in rod is too high for your child. Or choose low open shelving for clothing to be easily seen and reached.
  2. Rotate in appropriate clothing for the season.Keeping seasonally appropriate clothing available, while putting unseasonal clothing out of sight will avoid many power struggles in the morning. If the strapless dress or favorite pair of shorts are not available to put on during the winter months, your child will choose the long-sleeved dress or warm pants instead!
  3. Allow extra time in the morning for self-dressing.We understand how hard it is to get out the door in the morning on time. And being on time is important! Wake your child up five or ten minutes early if getting dressed is taking longer than you'd like.
  4. Avoid the temptation to hover.A child can feel rushed and judged if he is constantly watched while he is completing a task; this is the same inside the classroom and at home! Instead of standing over your child as she gets dressed, step out of the room after expectations are set. A simple, "It's time to get dressed - it's going to be very cold today!" before allowing your child to get dressed is a good prompt. Also, not being in the room will prevent your child from asking you for help or giving up on getting dressed, or prevent you from stepping in to help before your child really needs it.
  5. Limit the amount of clothing.If a child has too many options, he can become overwhelmed easily. Also, it is quite difficult for him to maintain a neat and tidy closet or shelf if there are too many clothes.

While not necessary, consider a Montessori-inspired clothing rack (this may be a good option if you have multiple children). How cute is this one?

Sandpaper Letters

DSC_0183More than just a beautiful tactile tool, the sandpaper letters are an introduction to the sounds and shapes of each letter of the alphabet. The sandpaper letters work as a prelude to writing. Read more about this simple, yet impactful material below. DSC_0198The sandpaper letters found in a Montessori classroom are made from the finest grain sandpaper on thin wooden plate. The consonants are mounted onto a pink background, while the vowels are found on blue. Each letter is presented individually, and in cursive. The purpose of this is to isolate what the child is learning without confusing her. The introduction of the cursive writing before printed writing has to do with both the ease with which the child can begin writing (connecting letters to make words with cursive is much easier!), and because the child is already exposed to the printed version of these letters in the books she looks at with her parents, the signs she sees while driving in the car, and just about anywhere else she may see printed words!DSC_0187Teaching a child sounds and letters is a multi-sensory approach with sandpaper letters. The phonetic version of the letter is taught to the child: "Can you find the 'yuh'?" The child traces the letter with two fingers. Through this exercise, the child sees, feels, and hears the letter, experiencing it in many ways at once. She even gains muscle memory while tracing the well-formed letters, laying the foundation for good handwriting!DSC_0194DSC_0195Read more about why Montessori introduces writing before reading here, see a similar lesson being used by Villa di Maria's reading specialist, Tricia Jöstlein, here, and see how writing begins and progresses in the Montessori classroom here!

Our First Week Back: Primary in the New Year

DSC_0206It's amazing how quickly very young children pick up right where they left off after a long break! These photos were taken on the second day back to school after winter break, and as you can see, they hardly skipped a beat getting back to work on their favorite lessons. DSC_0014One thing is for certain; the children wasted no time giving extra hugs to their Guides. These check-ins are an essential part of a young child's relationship with his Guide. Over the course of three years, their closeness only grows, though it might look less like hugs and more like conversations, eye contact, and the blossoming of trust for this very special adult. It is truly wonderful to witness.DSC_0213Though the first week back was short on sunshine, you wouldn't know it from the inside of the classrooms; children choose seats close to the windows for the maximum natural light!DSC_0067DSC_0068DSC_0007DSC_0033Snack time is always a favorite. Children search for their names in a small wooden box, then place their name into the small holder which will accompany them to the snack table. This reinforces the child's ability to recognize his or her name, and also works to limit the number of children at the snack table at any given time. When she is finished, the child returns both her name and the place holder for the next child while she cleans up her dish and moves on to a new work.DSC_0113DSC_0079DSC_0116DSC_0122DSC_0149DSC_0138DSC_0201DSC_0139We had a wonderful week back, and are so happy to get back into our school routines!

Flower Arranging

DSC_0224Flower arranging in the Primary classroom is such a joy to observe! Especially on a cold, gray winter day, selecting and arranging flowers in the classroom brings cheer and appreciation of beauty to our working and living environments. See more of this Practical Life work below.DSC_0214Flower arranging is a wonderful way for a child to exert her will; after all, she will choose which flowers to cut and arrange, as well as where to place her finished masterpiece. There is also the ever-important coordination of movement and control: the practice of estimating, pouring, measuring and cutting.DSC_0218DSC_0219The child begins by choosing flowers, snipping them off, and measuring how long their stems should be for the vase they have selected. There is so much independence and thought going on during flower arranging. And of course, the most exciting part is the finished product, and choosing where to place it in the classroom!DSC_0226DSC_0228DSC_0230DSC_0231Caring for one's environment by making it beautiful and cheerful is a wonderful way for a child to feel more responsible for and connected to her environment.DSC_0234DSC_0235And of course, just as important as the work is the cleaning up and setting up for the next person. Here, a child empties the water bowl into the larger bucket, and even takes the time to dry out the bowl for the next child.DSC_0236DSC_0240DSC_0246She sets up everything just so, clearing off any leaf or flower debris and arranging the vases, funnel, pitcher, scissors and towel. She is clearly so proud of her work!DSC_0253Have a lovely Wednesday!

Winter Concert 2017

DSC_0009Happy New Year and welcome back to school! We hope your winter break was full of family time, relaxation, and plenty of fun. We are all ready to get back into our school routine, but before we start, let's take this week to look back on the last few weeks of 2017 - today, we look back on the 2017 winter concert that happened way back on the evening of December 21st. And because there was so much hard work and preparation involved, we'll take a behind-the-scenes look at the Upper Elementary production tomorrow. Now, on to the concert!DSC_0017The Primary students were in their finest festive wear as they arrived the night of the concert. Above, Assistant Karolina Hanus comforts a nervous child before going onstage. Below, Primary students wait patiently before heading onstage for the big show.DSC_0029DSC_0046DSC_0055DSC_0069The show started with the Extended Day Primary children, who recited "Twas the Night Before Christmas" - yes, the whole thing! The entire Primary joined them to perform several wonderful songs. Their rendition of "Winter Song" brought tears to plenty of audience members' eyes!DSC_0099As usual, the most amusing part of the Primary show was spotting the youngest members of the group and how they either escaped the music (by crawling underneath the bleachers) or felt the music like no one else (like the little character in the front who just couldn't help but dance), or even the children who tried desperately to keep their classmates in line! Every year there are a few, and this year did not disappoint!DSC_0100Next up: the Lower Elementary, who recited poems, sang solos, told jokes, and even performed their own short skits and commercials before singing all together. One of the most impressive feats: a solo of "Feliz Navidad" bravely performed with no music or accompaniment. She did a fantastic job!DSC_0105DSC_0121DSC_0134Above: "The Locomotion" song and dance!DSC_0142DSC_0163After the Lower Elementary performance, the Upper Elementary set up onstage during a brief intermission. There is so much to discuss regarding the Upper Elementary performance, we will be dedicating an entire blog post to it tomorrow. But for now, we will simply say that it involved a historical account of Hawaii, tap dancing, live music, singing and traditional Hawaiian dancing, props, costumes, and a play -- all written, produced, and directed by the Upper Elementary students themselves.DSC_0165DSC_0171DSC_0181DSC_0189DSC_0194DSC_0204Thank you to all the students and staff of Villa di Maria for another knock-out Winter Concert! You left us all with the warm fuzzies for the perfect start to the holiday season! Be sure to check in tomorrow for our behind-the-scenes look into Upper Elementary and all the hard work that went into their part of the production.

Rebecca's Top Ten List

171114villa_041In the regular hustle and bustle of life, it is easy to overlook and even take for granted the basic reasons for why we are here. Here, in this magical place that is Villa di Maria, but more broadly, here, a part of the Montessori world. Entering into the slower, colder months, let us reflect upon just how extraordinary Montessori education is, how lucky we are to be a part of the broader picture, and why we choose, year after year, this particular path. Below, Upper Elementary Directress Rebecca Callendar shares her "Montessori Top 10 List," putting into beautiful words why Montessori education is so effective, wonderful, and amazing. Thank you, Rebecca, for sharing!IMG_88801. Developmentally AppropriateMontessori education is designed to meet the developmental needs of your child, allowing for age-appropriate learning to take place.  In the elementary, this means allowing for group work, development of imagination and moral awareness, great work, and academic rigor throughout the day. Montessori also provides individualized learning for each child, honoring each child’s specific needs.  The teacher works closely with each child to determine readiness for new material--we follow the child.IMG_8868DSC_0022

2. Continuity of TeachingMontessori teachers genuinely love and care for your children.  We undergo intensive training to ensure that we consider each child individually. At Villa di Maria, the teachers hold AMI diplomas and have studied the same coursework and philosophies for each level. As a result, we share the same core curriculum, prepared environments, and teaching values throughout each age level.  This continuity allows for seamless transition from classroom to classroom.  As teachers, we also value our relationship with parents, our peers and our community--our classroom is our home

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3. Depth and Breadth of CurriculumAt its core, the plan for the education of the elementary child, deemed “Cosmic Education,” is comprehensive in all subjects.  As an educational system, at 100+ years old, the content itself is timeless, only needing to be tweaked for cultural relevance and scientific advances.  It incorporates remedial learning, first through sixth grade studies, and beyond, exceeding state curriculum by many grade levels.  The curriculum is cross-curricular and encourages exploration in differing subject areas simultaneously.  All subject areas are presented with equal importance and therefore are of equal value to the child.  This allows the child to use art to explore math or math to explore art. Further, the material allows for deepened exploration across the years in school at Villa di Maria.  The binomial cube is introduced in the primary classroom on a sensorial level and is reintroduced on a mathematical level in the elementary room.

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4. Learning ApproachUnique to Montessori, our method of teaching inspires children’s imagination and encourages follow-up work, allowing for meaningful engaged work, which results in self-directed learning and a natural evolution of concept assimilation.  We do this by presenting in short lessons, allowing the child to repeat the work afterward.  These short lessons offer stepping stones toward mastery.  When the child shows readiness, we build off of previous lessons by introducing new concepts.  Lessons are given in small groups to meet the needs of each child and allow the children to discuss their findings with each other, to learn from one another.  Children learn by means of story-telling and charts and by Montessori materials.  Both ways offer visual and tactile impressions of content, allowing the child to comprehend a concept on many levels. We also value accountability and task organization, showing children how to keep a work journal, and we hold weekly work conferences.

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5. Prepared EnvironmentHallmark to a successful Montessori classroom is the prepared environment, which includes Montessori materials for all subject areas, a basic library from which the children explore mentally, and a practical life component of cleaning tools and paper and art supplies.  There are plants, animals, and breakable things inside the room, which require great care and respect.  The scientific apparatus is real and invokes a sense of reverence and connects the child to the adult world. The room is a calm and beautiful place in which the children co-exist and feel connected to.  The room is limited in scope, which creates the need for children to leave the classroom, to go on “Going Outs.”  A Going Out is not a field trip, but a small group outing which allows the children to research a topic in the “real world” with an expert in the field.  

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6. Freedom and ResponsibilityParamount to a child’s success, the Montessori elementary offers children freedom of choice.  The elementary aged child is developing their sense of responsibility, moral awareness, and sense of belonging to a group.  They are consumed by issues of fairness and right and wrong, but also want to feel connected to their peers.  To help the child understand community and develop a sense of responsibility for work choices and begin to extrapolate into the greater issues of history, we offer children many freedoms in the classroom.  These can be freedom to make work choices, freedom to move, freedom to choose work partners, freedom to choose research. It is then the responsibility of the child to carry out their choice and be responsible for any transgressions which may occur along the way--we employ logical consequences and allow children to learn from their mistakes.  With freedom comes responsibility.

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8. No HomeworkWe value a child’s time and feel that academic learning is best suited for the classroom.  Children work very hard in the classroom and are challenged emotionally, physically, and academically for 7+ hours each day.  Most homework in traditional schools is busy-work or contains material that the child could have learned in school, if school had given them the chance to learn the material.  Further, rest is an important factor in skill acquisition. By allowing the content of the day to rest in the mind of the child, the brain can begin to process the information at the same rate as if the child were doing the homework itself.  Also, we feel that family life is of equal value to the child’s school life and want the child to stay connected at home.

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9. Education for LifeA Montessori education provides children with many outcomes including depth of comprehension, love of learning, self-motivation, self-confidence, independence, life skills, study skills, interpersonal skills, and academic excellence. Montessori graduates remain curious and engaged lifelong learners.

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10. Education for PeaceMontessori education fosters a deep respect for all human beings on earth, no matter what their background, belief, or status.  Montessori education cultivates a deep connection to the world and the environment.  A Montessori child is a steward to every living thing on earth.  As a result, the child is deeply peaceful and then can help to fulfill Dr. Montessori’s vision for a world where peace, love, and respect reigns supreme.

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Thank you, again, Rebecca, for sharing your Top 10 list!  

We are so grateful for each and every one of you, and hope you have a wonderful holiday break. See you next year!

Lunchtime in the Children's House, Part II

DSC_0081Lunchtime in the Children's House is a much-anticipated time of day. Its traditions anchor the children in routine, while also giving them ample opportunity to assert their independence, practice grace and courtesy, and socialize with their friends. Take a peek inside our P2 classroom during their lunchtime, below. DSC_0067The children set the tables in advance with placemats, cloth napkins, spoons, forks (and sometimes knives), plates, and name cards at tables situated around the room. Some of the tables face large windows, of which the children are suddenly calmed and mesmerized by the views of a winter landscape.DSC_0058DSC_0089Once the children are seated with their lunch boxes ready, Directress Jessie Braud signals everyone with a short song, "Love in my Family" by Raffi. They join in enthusiastically.DSC_0091DSC_0075DSC_0102The end of the song signals the beginning of lunch. Children prepare their own foods. Above, a child empties macaroni onto a plate. Below, he carries it to the microwave to be heated up.DSC_0108DSC_0111This daily routine is as Montessori as it gets; children take ownership of their needs, do the work it takes to feed oneself, and take pride in that work. The preparing, the serving, the carrying, the pouring, the balance of it all is a practice in patience with one's self. It is in these simple acts that a child learns that he can depend on himself. It is also a good reminder to us adults to slow down. Mealtime is a time to enjoy friends and family, a welcome break in the middle of the day.DSC_0117“Under the urge of nature and according to the laws of development... the child is obliged to be serious about two fundamental things … the first is the love of activity… The second fundamental thing is independence.”  - Maria Montessori, What You Should Know About Your ChildDSC_0123DSC_0128For more on this topic, read Lunchtime in the Children's House, Part I.

Siblings: The Mixed-Age Classroom

DSC_0034We have observed over the years the delicate balance between siblings placed in the same classroom here at Villa di Maria; more often than not, a younger sibling trails behind her older sister, or an older brother encourages his younger sibling during a moment of frustration. At other times, siblings may completely ignore each other, choosing instead completely different groups of friends and only regrouping when they enter the same car at the end of the day! Here, we discuss the benefits of the mixed-age classroom and how it relates to siblings in particular.DSC_0129The benefits of the mixed-age classroom are many: mainly the ability to observe, learn from, and be inspired by older children. But the younger children are not the only ones who benefit from this set-up; older children receive a boost of confidence in being leaders. In short, children learn to help and be helped by other children.DSC_0039Oftentimes, younger siblings are inspired by the work of their older siblings.  Above, a younger brother observes his sister working on metal insets and design work, and not only chooses the same work, but also chooses to work in close proximity to his sibling.All of our Guides have had the pleasure of experiencing siblings within the same classroom (sometimes multiple pairs at once!), and there is consensus among them that the overall experience is a positive one, and quite touching at times. Reghan McAuley, Children's House Guide in P1 at Villa di Maria, says "In my experience, children work well within the same environment as the adults are prepared to nurture all relationships. The Children's House can serve as a brilliant extension of the home environment."DSC_0049There is a community aspect to every Montessori classroom that is built on mutual respect. Having children of differing ages within the same community reduces competition, increases empathy and willingness to help, and produces, quite often, a feeling of family within the classroom. Older children feel a sense of pride and accomplishment (in addition to reinforcing previously learned concepts, leading to further mastery) each time they help a younger child. In addition to the mixed ages, the fact that somewhere around two thirds of a class returns each year reinforces the feeling of community and stability.The feeling of community is so strong that oftentimes the younger siblings are chomping at the bit to join their older siblings! Children's House Guide Jessie Braud of P2 shares this sweet anecdote:"When I was doing morning drop-off last fall, I had opened the car door for two girls to come out, greeted them, and then paused to converse with the parent briefly as the girls were collecting their lunches and getting out of the car. Their father said goodbye to the girls and started to drive away when we both realized at the same time that the third and youngest sister (2 years old at the time) had gotten herself out of her car seat and was walking into the classroom!"This dynamic is just as powerful as the children grow older. Upper Elementary Guide Rebecca Callander explains:"I love having siblings in succession in the room, sometimes in the same classroom and sometimes apart. The eldest child paves the way and the younger often looks forward to a lesson that their sibling had. 'I can’t wait to go to MMUN' is a common one.  It makes the whole process less daunting when they watch their older brother or sister partake.

"Also, the younger children often stand on the shoulders of giants, so to speak, and assimilate information more quickly and sometimes entirely knowing the material before the lesson is even given. The depth of knowledge is extensive in younger siblings."
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Children's House Guide Heather Steinman in P3 adds:
"My own children were in the same classroom and I always remember that as having been such a positive experience! Watching older siblings care for and guide their younger siblings is just so wonderful and, among other things, I think it inspires other children to care for each other in the same manner. Also,  as the younger siblings get comfortable and find their own places in the environment it is exciting for all to witness their success and growing independence!"
Heather is not the only Guide at Villa di Maria who has witnessed on a more personal level the broad reach of benefits siblings take away from sharing a Montessori classroom. Of her own children, she shares:
"As a parent, I feel my girls have a respect for each other’s individuality that only comes from their experience of sharing classrooms over the years. This extends into our home life on a daily basis. They have an amazing ability to politely negotiate boundaries, and on the contrary, know how to include the other at appropriate times. Like all children in Montessori, in the end they truly recognized the gifts and skills the other may posses with full appreciation, rather than feeling envious or spiteful. They continue to spend a significant amount of time listening and learning and caring for each other. My favorite part is how they never fail to genuinely say good bye face to face, topped off with a hug as they now set off on their individual paths at separate schools."

DSC_0096For siblings who are not in the same class, recess is often a time for them to reunite! Above, a sister and brother and their friend work together to move a large branch for their fort-building.Of course, some siblings inhabit the same space in very different ways. Lower Elementary Guide Anna Schwind explains:"I've often been surprised by how infrequently some siblings interact in the classroom and at recess when they are given other choices of people to be with. The environment goes a long way toward setting up successful ways for them to act and be independent from one another."I've also witnessed many touching and protective actions of siblings toward one another, and not always in the direction you would expect (sometimes the younger is protecting the older!)."DSC_0191

A younger brother watches as his sibling receives a lesson

DSC_0184While sometimes the natural draw to one's older sibling is beneficial, at other times it can prove distracting. At times, an older sibling may feel responsible for his younger sibling and focus on his wellbeing rather than focusing on his own work. At other times, the younger sibling may be distracted from his work to see what his older sibling is doing (see above). Rest assured; neither situation is particularly significant, and often the Guide can easily shift either sibling's attention back to his original work within moments of the distraction. The above scenario lasted only a few seconds; the Guide gently redirected the little brother, who continued his own individual work right next to his brother. It is also worth noting that this is a natural part of the mixed-age classroom and has less to do with siblings sharing the same space than it does with having varying ages within the classroom; the littles will always be paying attention to what the "big kids" are doing, and will in turn be inspired to do that work once their time comes.If distracted and disruptive behavior is part of a broader pattern, the Guide can implement a plan with the parents and the classroom Aide, as well as being conscious of the dynamic between the siblings, working with them to promote more functional behavior for all involved.Sometimes Guides (alongside parents) decide to separate siblings. This may be a simple request from the parents before the beginning of the school year based on what the parents have observed at home (I spoke to one parent who assured me that his children needed a break from each other during the school day - and there's nothing wrong with that!), or it may simply be based on the parents wishing for the siblings to establish their own space and boundaries (which is often seen with twins, but not always). There are also circumstances under which a complicated home dynamic may prove to carry over into the classroom environment and become difficult to manage. In this case, the Guide and parents may choose to separate the siblings. However, this is not a common occurrence.DSC_0025Overall, the Montessori environment provides wonderful opportunities for siblings to work and learn alongside one another. We are so grateful to be the observers of this sweet and special dynamic!

Grace & Courtesy: Making Tea

DSC_0018We briefly discussed Grace and Courtesy in the Montessori classroom in a blog post about making coffee for the adults in the classroom (whether they are the regular grown-ups or special visitors); here, we will discuss the subject a bit more in depth, including defining "Grace and Courtesy," as well as its significance in a child's development, below.   DSC_0015Grace and Courtesy in a Montessori classroom refers to those expressions of hospitality, respect, and appropriate communication children extend to their peers and any others with whom they come into contact. In short, Grace and Courtesy introduces children to the social and communal aspects of life: how to interact with others in a respectful way, how to be a good friend, and how to interact with others in the world. This carries on outside of the classroom into real-world situations, and will serve the child well beyond childhood and into adulthood.DSC_0022DSC_0031Upon a recent visit to P1, I was approached and politely asked if I cared for some tea. Of course, I happily accepted the offer, and took the opportunity to document the process with permission from the child. He asked me which type of tea I preferred, then set to work making me a cup.DSC_0029DSC_0044DSC_0024It is a long process, requiring lots of patience on the eager child's part. He showed determination and careful attention to the process.DSC_0069DSC_0100Grace and Courtesy starts with the most basic greetings, which you can observe every morning when you drop off your child at her classroom. You will notice the Guide bending down to your child's eye level, making careful eye contact, and holding out her hand for your child to shake. She will greet your child with a cheerful "Good morning," and wait for your child to return eye contact and reciprocate a greeting. This modeling of a basic greeting may seem simple, but it has lasting and wide-reaching effects; children begin to greet neighbors, friends, and strangers in this way.DSC_0076DSC_0082Grace and Courtesy is also a wonderful practice in self-love. By learning to respect and show kindness to others, they also learn that they themselves deserve respect and kindness from others. Additionally, when we are kind and generous to others, it makes us feel good about ourselves!DSC_0085DSC_0089DSC_0094DSC_0097One more wonderful thing to be grateful for in the Montessori classroom. Thank you for the tea, and the lesson in Grace and Courtesy!

The Benefits of Handwork for Children

DSC_0085During the course of your child's week, he will most likely engage in some form of repetitive, relaxing, even hypnotic work that results in a seemingly mile-long loop of finger-knit yarn, or perhaps a painstakingly detailed Gods-eye weaving, or even a useful potholder that he has woven on a loom! What's behind all of these creations, and why do we love handwork so much here at Villa di Maria? The answers, below. DSC_0234Handwork is, quite literally, work that is done with the hands. Though it can include a wide array of Montessori lessons, from hand-washing to metal insets, to manipulating nuts and bots, to the buckle frame... (nearly everything in the Children's House could be included on this list), for the purpose of this post, we will be referring to handwork specifically as the kind of work that results in a finished product.DSC_0012In the Lower Elementary, children are often seen engaging in handwork during read-aloud, free time, or even during recess. Some general examples are weaving, crocheting, origami, beadwork, embroidery, jewelry-making, knitting, needlepoint, calligraphy, carpentry, and carving, though there are many other activities that can be considered handwork.DSC_0072Anna Schwind, Lower Elementary Guide, shared what is so great about handwork, and why we see so much value in it. Handwork serves to:

  • develop and refine the motor skills of the child, particularly those of the fingers and hands
  • create for the child a connection between a sensorial experience and the act of creation
  • demonstrate through experience that practice improves a skill, and the world is full of skills the child may attain and perfect for themselves
  • give the child multiple avenues to create something they find meaningful and even beautiful

DSC_0016There is so much going on with handwork, including coordination, concentration, and self-correction. But perhaps what sets aside handwork from other Montessori works is its ability to provide creative outlet to a child. There is the opportunity for self-expression here that is unparalleled. A child can also exert his will through handwork: he may choose the colors, the pattern, the size and scale, and can be proud of the unique results.Making something beautiful with your hands is satisfying in itself, but there are also therapeutic benefits of working with your hands. Being active with your hands can often quiet the mind, leading to a natural way to de-stress or even process emotions. Handwork can be an intensely effective relaxation tool; the mind cannot help but slow down as it matches the rhythm of the hands.DSC_0241Another benefit of handwork? It can encourage connection. A child who learns to make things with his hands may also discover that he wants to give these creations to those he cares about. We have witnessed one child who learned to make hats on a simple loom then decide that he would make a hat for every child in his neighborhood. Upon delivering them, he made the sweetest connections with his community, which continue to this day.And perhaps the best thing about handwork? It can be done at home!

The Pink Tower

DSC_0188The Pink Tower is one of the most iconic Montessori lessons, and one of the more recognizable materials for those just entering the Montessori environment. Like the Geometric Solids, the Pink Tower material is eye-catching and beautiful. There is so much more than meets the eye with this lesson. Find out more below. DSC_0113For the very youngest children in the Montessori classroom, the Pink Tower provides visual and muscular perception of dimension, which leads to an abstract understanding of size. The child begins with a work mat, which she places on the floor to delineate her work space and boundaries.DSC_0119DSC_0120Transporting each piece of the Pink Tower requires attention to grasping each cube: in doing so, the child experiences the object by touch as well as by sight. The Guide demonstrates, with purpose and attention, how to lift the object: with fingers and thumb on each of the four sides of the cube before lifting it, then placing the other hand below.DSC_0124DSC_0130The Guide shows the child to build from the largest cube, on up to the smallest, by stacking in this order, taking care to move slowly and deliberately.DSC_0137DSC_0147DSC_0149Once the Guide has built the Pink Tower, she asks the child to walk around it, to observe its size, its structure, and its height in relation to the child. Next, she must close her eyes while the Guide disassembles the tower.DSC_0217DSC_0151Now, it is the child's turn to try.DSC_0153DSC_0154The first time a child attempts the Pink Tower, she will likely make many errors. Here, the child self-corrected several times as she noticed the sizes of the cubes. There is so much going on during this simple-looking lesson: coordination of movement, perfection of hand movements, preparation for mathematics, observation of size in the environment, and even self-assessment and correction!DSC_0157

After many tries, this child got the bottom three just right!

DSC_0199She did her very best, and even walked around the Tower once she was finished. The Guide was sitting nearby, so as not to hover over the child while she worked. Afterwards, she stepped back in to ask if the child wanted to do it again... and she did!Thank you, Reghan, for demonstrating another wonderful lesson!

A Peek into P1

DSC_0216Welcome back! We hope your Thanksgiving break was full of all sorts of warm fuzzies - from delicious food to plenty of rest and relaxation and family time. Be sure to check out the Elementary celebration that took place the Friday before Thanksgiving. Here are some more warm and wonderful feelings - from our Children's House, Primary 1 classroom. Enjoy!DSC_0049DSC_0037

Design work with Metal Insets

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Siblings work side by side

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On the lookout for friends during the early morning drop-off

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The coatroom is quite crowded in the morning while children hang up their coats, sweaters, jackets, and other personal items

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A child covers her eyes during the pink tower lesson

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Early morning folding - and a bit of a disagreement

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Manipulating nuts and bolts is wonderful for fine motor skills!

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Working on the loom

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Object box

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Making tea for a guest in the room

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Can you believe we're already in our last week of November? We hope you have a lovely day!