Observation...

If you haven’t already come up with your favorite way to answer those questions about what Montessori is and what makes Montessori unique, here’s a great way to answer: observation.Dr. Montessori did not impose a method which happened to work. Rather, her pedagogy arose from her continued observation of children. She noticed which materials the children were drawn to and what type of work they wanted to do. The brilliance she gifted us with is a result of her skilled observation.Observation remains the foundational piece of implementing Montessori in the classroom. Through observation the guide gets to know the child and determines how best to link them with the environment. Through purposeful and conscientious noticing, the guide is able to offer the right lesson at just the right time. This in turn leads to repetition, concentration, and true learning.As the school year progresses and the children are settling into their environments, parents are invited to get in on the magic by observing in the classroom. This opportunity is an essential part of parent education and a great avenue toward understanding your child’s classroom experience. Observing is also the best way to prepare yourself for parent-teacher conferences!Here are some things to look for and/or keep in mind when you observe:

• Notice the class at large. How does it function? What is the noise level?
• Are the children working together or separately? How do they interact with each other?
• Sometimes to get a feel for how the classroom functions, it helps to spend part of your time observing a child other than your own.
• Observe the role of the teacher, not as the focal point of the classroom, but as a link between the children and their environment with its carefully designed materials.
• Bring a pen and take some notes. Guides are not available to talk during or immediately after observations, so jot down your thoughts and questions to share at a later point.
• Take it with a grain of salt. Especially for younger children, having an extra person in the classroom (particularly their own parent!) can disrupt their normal morning flow. That’s not to say that you shouldn’t observe, just know that if something doesn’t look quite the right, there’s probably a reason. (We have all had guests over and wanted to say to them, “I’m so glad you came, but I want you to know that life isn’t exactly like the little snippet you just witnessed.”)

Observation is what allows Montessori to come alive. Please come and join us in the classroom!(Isn't Melinda Smith just amazing with her camera? Thank you Melinda!)

A Peek at Concentration...

“The first essential for the child's development is concentration. The child who concentrates is immensely happy.”

-Maria Montessori

Whether figuring out how to grasp a rattle, pull up, write or read, concentration is central to learning. While coming naturally to children, concentration is also a skill which we cultivate by providing the right environment. How lucky that we have the opportunity to foster our children's ability to concentrate!Montessori environments inherently bolster the development of concentration. The three-hour work period affords extended time without interruption which is vital for concentration to thrive. Further, the materials themselves are attractive to the children, inviting repetition which in turn leads to concentration.As is true at school, when your child is concentrating on meaningful work at home, please do not interrupt them unless absolutely necessary. Their work may not seem meaningful to adult eyes, but balancing playing cards, tying and untying bows, lining up all the shoes in the house... This is all meaningful work.The sight of a child concentrating can transport us. We sense the feeling of deep calm and focus we too experience when we are allowed to fully lose ourselves to a productive task. Concentration is a beautiful thing to witness. Here we are witnesses to the moment of learning, the acquisition of knowledge.Many thanks to Melinda Smith for sharing her splendid photography.

Introducing Damia Smith...

Continuing the introduction of new members of our Villa di Maria community, we are so pleased to have you meet Damia Smith who joins Ms. Braud in P2!Describe your educational background.I have a Bachelor of Fine Arts in Studio Art with a specialization in metalsmithing, a Bachelor of Science in Art Education and a Master of Fine Arts in metalsmithing.How/when did you become interested in Montessori education?I worked as a part time assistant at Raintree Montessori School in Lawrence, KS for a year and a half. I had no idea how Montessori worked before this.What has been the BEST part of your Montessori experience so far?I just love seeing the children do things on their own that society at large does not think children are capable of doing at that age. It's wonderful and magical to see.What do you enjoy doing outside of your time at VdM?I enjoy hanging out with my dog, walking, running, hiking, etc. I also spend a lot of time making art, mostly via sewing lately.If you were to plan a most perfect, relaxing weekend day, what would it entail?I would go camping and hiking with my close friends and my dog.What is something you look forward to this coming school year?I look forward to getting to know all the children and staff and feeling like part of the family at Villa di Maria.Your Favorite:Color:  GreenSeason:  SpringBook:   Jane EyreHoliday:    NoneHobby:   ReadingType of music:   Indie, folkSong:   Too many, no way I can chooseVacation:   BeachSport:  YogaGame:  ClueFruit:  MangoVegetable:  Garlic?If you had to choose ONE:Rain or Snow:   RainCoffee or Tea:   TeaMorning or Night:   MorningOcean or Lake:   OceanDog or Cat:   DogTalk or Listen:   ListenWalk or Run:   WalkSave or Spend:  SaveBike or Swim:   BikeSalt or Pepper:   PepperRealistic Fiction or Fantasy:  FantasySummer or Winter:   SummerNew York or California:   CaliforniaCook or Dine Out:  Cook 

Introducing Beth Nazemi...

We are so happy to welcome Beth Nazemi into our Villa di Maria community!  Beth seamlessly joined Ms. Steinman in P3 this year, and it is as if she's always been here.  Here's a peek into Beth's life outside of VdM!Describe your educational background.I have an Associate’s degree in Human Services (working with children).  I then promptly ran off to Europe and moved to Corsica where I was an organic farmer in the mountains with no electricity, phone, or running water (at first) for almost 11 years.  I built a campground with a small pavilion restaurant and did this for a few years, but alas I was called back to the States to be with my Father who was diagnosed with cancer.  I moved back home to Kirkwood just 4 blocks from Villa where I grew up.  My son wanted to stay with his American family, so after my Dad passed, I went back to school and received a Bachelor’s degree in French Literature from UMSL with a K-12 teaching certificate.  I taught French at Kirkwood and Webster Groves high school for 2 years.How/when did you become interested in Montessori education?I got married and moved to Chesterfield, Mo and had my second son.  When he was three, I started looking for a school, and found one just down the street.  Fell in love with the school and Montessori education.  After a year and half, I had an opportunity to teach French there part-time which then morphed into full-time shortly after. I worked there for almost 15 years. I went from teaching French in the afternoon to substituting in the mornings, almost 8 years as a primary assistant and finally toddler assistant this past year, while still teaching French to the elementary and Adolescent students in the afternoon.   My son graduated from there in 8^th grade went on to SLUH and is now a freshman at Loyola University of Chicago.  He received an amazing education and is a wonderful human being, which I accredit to this wonderful education.What has been the BEST part of your Montessori training/experience so far?I think the best experiences is watching the primary students grow and move into elementary and witness the amazing changes.  Some of these children struggled in their early years, but eventually they discovered their potential, and this gives me comfort, faith and knowledge that this education can transform our children into confident young people who embrace the world of learning.What do you enjoy doing outside of your time at VdM?Being with my grandson, who will be one this month.If you were to plan a most perfect, relaxing weekend day, what would it entail?It would be a day in the mountains in a log cabin completely isolated from the world.What is something you look forward to this coming school year?I look forward to working with Heather and being back in the primary classroom.Favorites:Color: PurpleSeason:  FallBook: Lord of the RingsHoliday: ChristmasMovie: WillowHobby: CookingType of music:  Soft RockSong: "Here I am Lord"Restaurant in St. Louis:  Ya Ya'sVacation:  France/EuropeSport: Horseback ridingGame: French TarotFruit: AppleVegetable: All except okraIf you had to choose ONE:Rain or Snow:  RainCoffee or Tea:   TeaMorning or Night:  MorningOcean or Lake:    LakeDog or Cat:      CatTalk or Listen:  BothWalk or Run:    WalkSave or Spend:  SpendBike or Swim:    BikeSalt or Pepper:    SaltRealistic Fiction or Fantasy:   FantasySummer or Winter:           Summer in the mountainsNew York or California:      CaliforniaCook or Dine Out:             Cook 

Lunch... (Part 1)

The topic of packing lunches often elicits a deep sigh. One more thing to do, one more thing to remember. Let’s try to shift our perspective by looking at lunches through a Montessori lens.Like most things in the Montessori classroom, lunch is a multi-faceted opportunity for growth. It provides occasions for choice making, self-sufficiency and increasing hand strength and dexterity. It’s a time to practice social graces, build community and learn table manners. Our work at home regarding lunch preparation can feed this work in the classroom, allowing the children to get the most out of mealtime at school.When thinking about lunches, we must keep in mind how much our children work while they are at school. The youngest are building their personalities, refining their movement, expanding their language and working with numbers. Elementary children are figuring out their social selves and actively pursuing new learning.After a three-hour work period, children need to replenish their energy with a healthy lunch. Extended day and elementary children need their lunch to provide the nourishment for their afternoon work.While we've all had the occasional day where we pretend that the cheese flavoring in the bag of Doritos counts as protein and fruit snacks are actually fruit, we also know this has to be the exception rather than the rule in order for our children to have what they need at to thrive at school.In the Children’s House a protein, fruit and vegetable will suffice for most children.  Elementary children will likely need larger portions; figuring out how much they need is a conversation you can have with your child at the end of the day.  (Strategies and tips about the actual packing of lunches coming soon!)While adjusting the choices available for lunch, school can be an excuse to deflect pushback. “This is what <insert name of teacher> said…” goes a long way.  Use it sparingly and use it wisely, but if you need extra support packing a lunch full of healthy options, this might be one of those moments.

Photo credit: Jessie Braud

Because lunch is an opportunity for the children to exercise their ability to choose, think about sending the children with a few small things to choose from rather than one large “all in one” dish. Also, it’s ideal to try new foods at home rather than sending an unfamiliar item into school.Next, consider the lunchbox. Children going into the Children’s House need to be able to open their lunchbox. This allows them to function more independently in the classroom and take ownership of their mealtime. Have your child practice with their lunchbox at home. Remember to practice opening and closing the lunchbox when it is full of containers as that’s trickier to manage than when it's empty.Finally, let’s talk containers. Reusable containers are ideal. Again, practice with your children so you know they can be successful with them. A little bit of a struggle is okay (it will build their hand strength!) but they must be able to open it. Another benefit of a few small containers is that if a child tips over an all in one box with compartments, they lose their whole lunch. If they tip over just one box, they only lose their blueberries – much easier to recover from!

Photo credit: Lauren Knight

Lunch in a Montessori environment gives the children the opportunity to learn how to eat politely in the company of others. The children set the table, use silverware and eat off of plates. Let's support our children's opportunity to eat with dignity!

Welcome back!

We are so excited that 2018-2019 is officially underway!Five minutes into the school year and the outdoor environment was in full swing!  What better place to do watercolor painting than out in the sunshine.The children wasted no time connecting with nature and caring for their environment.Welcome back fort builders!From the very beginning, we end our day with jobs.  Taking out the trash and recycling gives the children the opportunity to contribute to the whole community.Here's to a fabulous year!

Preparing the Environment...

The prepared environment is central to Montessori theory and crucial to its practice. Each environment is specially designed to meet the needs of the children who occupy it. Our guides, assistants and staff have been working tirelessly to prepare each of our environments for the children. And we cannot wait for them to come!In preparing the environments, guides have taken into consideration everything from the sequence of the materials to the natural light in the room. They have contemplated daily routines, how the children will move through the room, and placement of artwork.  Each decision was made while holding central the needs of the children.It is not just the physical space which has been prepared. The guides, assistants and staff have also been preparing themselves through the summer and over the past few weeks in particular.Preparation of the adult is an ongoing process. It requires self-reflection and conscious work so that we offer the best of ourselves to the children. Self-preparation takes many different routes. Some read books, some catch up on much needed self-care, some attend lectures or workshops. As a whole, the staff has engaged in anti-bias, anti-racist training. All of this work is to bring our best selves to your children.Our guides do not model perfection but rather curiosity, kindness, and a friendliness toward error which results in true learning and resiliency. Guides model human beings who choose to walk on the path toward reaching their potential. This is the very path on which we invite the children to join us. It’s the path we lay for them by preparing the environment.Welcome and welcome back!All photography is thanks to Melinda Smith.

On Outdoor Work Space and Why Your Child Needs to go Outside

Being outside is a joy to the senses, and can do wonders for one's mood! Here at Villa di Maria, we recognize all the major benefits of being outside, and have accommodated our children by providing lovely outdoor work environments. Read all about the benefits of children being outside in nature below! Dr. Montessori recognized the many benefits of being in nature long before the science supported it. She noted that because children are such sensorial learners, the outdoors could provide them with much stimulation while also calming the mind and connecting them to all living things around them.Being outdoors has an interesting effect on the brain, increasing alpha waves, which produce a calm but alert stage: perfect for learning new material. Above, an Upper Elementary student asks for help in her research from UE Aide Justin Shepard on the outdoor patio.In good weather (and sometimes not so good weather), Primary children choose to work outdoors - from reading in a quiet corner, to washing cloths and hanging them to dry. When they are working outdoors, they are peaceful and quiet, contemplative.

Look at that face of deep concentration!

Being outdoors has shown remarkable ability to increase concentration, improved eye health, better sleep, memory retention, increase in vitamin D, reduction in stress levels, improved physical health, improved academic performance, reduction in blood pressure... the list goes on and on! Even going outside for 10 minutes at a time can have a profound effect (but of course, more outdoor time is better for all of us!).The evidence of just how much time our Montessori students spend outdoors is everywhere! We hope you appreciate why they are coming home nice and dirty at the end of the day!For further reading on how to support your child's outdoor life outside of school, read our previous blog posts:Great Hikes Around St. LouisOn Limiting Screen TimeEvery Kid in a ParkBest St. Louis Summer CampsFort BuildersLoose Parts Play: A Montessori PlaygroundOn Climbing TreesGardening with ChildrenWhy Kids Need Recess

Spring at Villa di Maria

All around campus are the lovely signs of spring... and it's about time! We hope you're enjoying the beautiful weather. Check out what we've been up to outdoors, below. In the Children's House, there are still plenty of plants to put in, care for, and enjoy.In the Elementary green space, you can't miss what many of the children obsess over: the constantly shifting structures and alliances of "Teepee Town," which has been going strong all school year and shows no signs of slowing down!The birds on campus are well cared for and happy, as evidenced by the newest members of the VdM community:

Thank you, Samantha, for the photos!

The garden beds have been prepped and planted, and are awaiting more additions in the month to come.We can't wait to see this garden in full swing!Happy Monday, and we hope you have a chance to get outside today to enjoy the lovely weather! Spring has officially sprung! We have many community events coming up in the month of May, so stay tuned and read those Wednesday Notes!

Art for Earth Day: Villa Di Maria's Student Art Show, 2018

This past Sunday the Villa di Maria Lower and Upper Elementary Children (along with the Primary Culminating Year children) celebrated an overcast, rainy day at Reese Gallery in the burgeoning arts district of historic Cherokee Street, St. Louis for "Art for Earth Day." The children showcased many exceptional pieces of both visual and performing arts, with the help of their Guides and the generous and kind Ruth Reese and Tim Gebauer, who are Villa di Maria parents, artists and the gallery owners. It was wonderful to return to this cozy space; last year's show was unforgettable!Upon entering the gallery, a large eye-catching piece was the weaving in progress, a work of an Upper Elementary 4th year that grew from his love of finger-knitting back in Lower Elementary. We're excited to talk more about this, and how the process of this child's work encompasses the true spirit of Montessori, at a later blog post.The work itself ranged from clay sculpture to paper mache to perspective and landscape work, to design work and watercolor, and much more!As she did last year, Ruth created some beautiful pottery, the proceeds of which were donated, in 100% of their entirety, to Villa di Maria. Thank you, Ruth!The creativity of nature and the earth is reflected in the artistic explorations of our children. Vincent Van Gogh said, “Keep your love of nature, for that is the true way to understand art.”

Possible album cover?

A highlight of the opening was the performance of an original piece of music by five Upper Elementary students. They clearly practiced a lot, as the song was impressive! Bonus: when they realized they didn't have enough drums, one resourceful student made one out of cardboard and duct tape!

The snacks were delicious!

One artist poses with his work in progress

The Upper Elementary students had also curated a binder full of artists' statements, which were impressive in their depth and introspection. Beautifully done!There were also poetry readings and skits later in the day. It was a grand success, and we give a huge heartfelt thank you to Ruth and Tim for welcoming us into their space, setting it all up, and generously donating their time and resources to the school once again. We are so fortunate!

On Freedom

“We must clearly understand that when we give the child freedom and independence, we are giving freedom to a worker already braced for action, who cannot live without working and being active.” -  Dr. Maria Montessori, The Absorbent Mind

A Peek into Primary, First Thing in the Morning

We always enjoy peeking in on the Primary classrooms here at Villa di Maria! Those hard working little people are often eager to share what they are up to. This spring, they're keeping busy with all sorts of work! Take a peek inside, below.

Caring for the classroom pets is a big responsibility, and one of the coveted jobs!

There is always some kind of artistic expression going on in the Children's House.

Primary Guide Jessie Braud begins the morning on the floor with the children.

Some children are ready to work as soon as they enter the classroom, while others need... a bit of time to warm up...

The care with which the Primary children treat their materials is evident. This careful handling has been modeled by Guides and Aides; each time a new lesson is given, the adult handles the work materials as if they are precious things, and the children take note.

It's truly amazing how quickly children become completely immersed in their work - sometimes within minutes of coming through the door!

The tiniest fan

These two were discussing the new fish that will soon be introduced to the classroom.

If you ever need a tour guide in P1, this one's your gal!

Sharing a snack with a friend

Have a lovely day, from all of us here at Villa di Maria!

Practical Life: Bead-Stringing

Some of the simplest lessons are the most enjoyable to observe! During the Practical Life work of bead-stringing, a child builds her ability to concentrate, complete a task in a particular order, and so much more! Bead-stringing is a simple and basic-appearing work, with a single long string with a knot on one end, and beads (in this case, large wooden spool-shaped beads - but they can vary in size, shape, and material) contained in a basket.As with other Practical Life works, bead-stringing prepares a child for real-life tasks, in addition to building her confidence to engage in more advanced work within the Montessori classroom.Bead-stringing is good preparation for the more difficult task of button-sewing, practicing similar refined movement of threading a needle.This is also an example of Montessori work that is easy to replicate in your home: for your own sorting beads, check out these, or these, to add to your child's work space at home. Have a wonderful day!

Practical Life: Sewing Buttons

It is always amazing to watch tiny hands master complex fine motor skills. Here, we discuss button sewing, a Practical Life work in the Children's House that satisfies so much within the child. Learning to sew a button onto a cloth may seem like a very basic skill to many of us - but when we think about the fine, precise steps involved, it is quite miraculous that tiny hands manage to do the task so successfully! There is the measuring, then cutting, of fine thread, the threading of the needle, then the tying of the knot at the end of the thread - and that's all before the sewing even begins!

Wrapping the thread around her fingers, this child prepares to tie the knot

While sewing a button onto fabric is fun for a child (she gets to choose the color of button, as well as the exact fabric she would like to use!), it is also a basic life skill. When a child notices that a button has come off her shirt, she will wonder if the shirt is "broken," and her sense of order can be disrupted. However, what an empowering thing to know just what to do when this happens! Such an exercise at home may involve a long process of choosing a button from a jar of many, to match the other buttons on the shirt. And then, imagine how the child may help the other members in his or her family with their missing buttons!Handwork is so calming for children. It's no wonder they come back to this work again and again!"Repetition is the secret of perfection, and this is why the exercises are connected with the common activities of daily life."   - Maria Montessori, The Discovery of the ChildBe sure to check out our in-depth post on an Introduction to Practical Life.For more of our Practical Life posts, be sure to check out any (or all) of the following:Making CoffeeWashing ClothsBuckle FrameHand-WashingFoldingFlower ArrangingAn Introduction to Care of the EnvironmentPolishingServing Tea

The Littlest Cheese-Cutter

It's amazing what little ones can do when given the chance. Villa di Maria's Parent/Child course provides the youngest children with the opportunity to learn how to prepare and serve snacks for the group. Check out the tiniest, most motivated (and absolutely adorable) child as she learns to use a cheese cutter with the help of Guide Cab Yau, below. First, we must set the table! Above, an 18-month-old child begins by finding the elastic corners sewn into the underside of the tablecloth. She then works to attach the tablecloth to each table corner before setting out plates for her friends at snack time.Sewn-on place settings help young children remember where everything goes. Cab hand-sewed these beautiful place settings!Next, Cab demonstrates how the cheese cutter works while the child watches intently.She is eager to try it herself. (If you are interested in a similar cheese slicer, check here)It takes a lot of practice, but she's getting the hang of it!

Success! Look at the smile of satisfaction on her face!

Next, she carries the cheese slices to the table to share with her friends.Incredible, and what a sense of satisfaction she had! Read more about Villa di Maria's Parent/Child course for children ages 8 weeks to 2 years, here and here, and for more information on the next session, please contact Carrie Tallon, Villa di Maria's Director of Education (carriet@villadimaria.org).

Lunar New Year: A Lesson on Three Characters

At the end of February, the Extended Day Primary children had the pleasure of learning about the Chinese New Year from one of Villa di Maria's beloved parents: Qiaoni Jing, who grew up in China. More on the lesson, and why learning about diverse cultures is so important in Montessori, below. Maria Montessori was a passionate advocate for global peace. As a result, the concept of global citizenship is a major tenet of Montessori education. Promoting diversity and placing value on cultural differences teaches children to respect and celebrate those whose traditions and cultures differ from their own.In keeping with the Montessori method, children are often introduced to multi-sensory experiences when learning about different cultures. For our Diwali Hindu festival of lights celebration, for instance, children experienced the soft glow of candles, traditional sounds from the music the children learned and played for their peers, storytelling, images from Indian artwork, crafts, and the tastes and smells of various traditional Indian treats. Similarly, the Elementary children celebrated the Chinese New Year of 2017  with traditional Chinese costumes, photos of celebrations, a Kung Fu demonstration from a master of the art, storytelling of Nian (which was presented both in English and Mandarin), Chinese crafts, and delicious traditional Chinese treats.This year, Qiaoni Jing, a P3 mother here at VdM, came to teach three Chinese characters to the children. Learning about the differences in reading and writing between American and Chinese cultures was eye-opening and quite interesting to the children!Qiaoni shares, "This year is very special for the Chinese community in our state as for the first time in the history, the Chinese Lunar New Year was officially recognized, a step forward for diversity and inclusion. Gov Greitens and the First Lady had official New Year Eve celebrations first at the State Capitol and then at the Governor's Mansion.  Richard and I were invited to be part of the celebrations and witness the historic moment." "[The children] were so inquisitive and participative, asking lots of questions and becoming all hands-on when it was time to learn how to write Chinese characters.  I loved it when many of them came to show me their writings.  I also love it when many of them came back to ask for a second red envelope for their siblings.  Very sweet that they thought about sharing and helping someone else to learn too.""I am lucky that this year Antoine became a full-blown Teaching Assistant, doing demonstrations, interpreting questions, helping answering questions as well as helping his friends on writing Chinese. Still I was a bit (happily) exhausted by the end of the event since we spent about 2X of the planned time and every minute was full of energy and engagement.  At that moment, I felt that I understand the VdM Directresses and Assistants better: there is a lot to manage when you get a group of extended-stay children together.  I wanted to say thank you to all of them for taking care of our kids day in and day out.""I did the Chinese New Year celebration only with P3 last year.  I was thrilled when Mrs. Steinman said it will be for all the extended day kids.  Thank you Villa for giving me the opportunity to share something near and dear to my heart with the kids.  I also appreciate all the logistics support from Mrs. Steinman, Carrie, Jade, Mrs. McAuley, Ms. Braud, and Dani before and during the celebration.

"I look forward to doing it again next year.  I promise to do a better job planning for extra red envelopes - I prepared 10 extra ones but still had to say no to a couple of kids who came back for additional ones for their siblings."

Thank you, Qiaoni, for taking the time to teach the children, and for all the effort that went into preparing the presentations. We know they enjoyed it!

The Development of the Will: Movement in the 0-3-Year-Old Child

We have discussed the development of the will in the context of emerging self-discipline in the preschool and elementary-aged child, but a child begins exerting her will much earlier than this; in reality, a child begins developing her will as soon as she begins to move her hands, fingers, feet, toes, and head as an infant! To better understand this process, and the critical relationship between movement and intellect in the 0-3-year-old child, we spoke to our Parent-Child Montessori Guide, Cab Yau, below. "For babies and young children we talk about the the link between the development of the intellect, the will, and movement.  With freedom to move, the child is able to interact with the world and expand her intellect.  With the expansion of intellect - which for a young child is done almost exclusively if not entirely through interaction with the environment - the child is then able to begin to develop her will: her ability to choose.""How does he achieve this independence?  He does it by means of a continuous activity. How does he become free?  By means of constant effort. …we know that development results from activity.  The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences." (Maria Montessori: The Absorbent Mind)"This is a not a linear process; all pieces are completely interactive and interdependent.  Without the freedom to move, the child is prohibited from both sensorial exploration (leading to development of the intellect) as well as development of the will.  Moreover, because very young children are actually learning to move (because that is fundamentally part of the intellect they are developing), we deprive them of both intellectual development as well as the development of their will by not allowing free movement.""We don't really think of the young child expressing her will, and in many ways she cannot express it the same way a second plane child can.  However, we can create an environment which allows the development of the will.  Free movement is the key to this.  In simpler terms, a child of this age cannot learn to control her movements until she learns to move!"“At birth, the child leaves a person – his mother’s womb – and this makes him independent of her bodily functions.  The baby is next endowed with an urge, or need, to face the out world and to absorb it.  We might say that he is born with ‘the psychology of world conquest.’   By absorbing what he finds about him, he forms his own personality.”  (Maria Montessori: The Absorbent Mind)"It is after this that the child, who can now walk and feels confident of his strength, begins to notice the actions of those about him, and tries to do the same things.  In this period he imitates not because someone has told him to do so, but because of a deep inner need which he feels." (Maria Montessori: The Absorbent Mind)"This kind of activity (climbing, carrying etc), which serves no external purpose, gives children the practice they need for co-ordinating their movements. ….all the child does is to obey an inner impulse." (Maria Montessori: The Absorbent Mind)Thank you, Cab, for the wise words, and thank you to all the parents present who agreed to allow us to document the Parent/Child course in action. If you are interested in learning more about the Parent/Child course offered here at Villa di Maria, please attend our Open House on Tuesday, March 13th from 9am to 11am in the main building.The next 8-week session is beginning soon! Starting the week of March 26th, classes for children ages 8 weeks to 2 years will be held on Tuesday and Friday mornings from 9am to 11am. For more information on the Parent/Child course offered here at Villa di Maria, please contact Carrie Tallon, Villa di Maria's Director of Education at carriet@villadimaria.org .

Open House, and What it Means in Montessori

On Friday, Villa di Maria hosted the second open house of the school year. It's a time for parents to get a glimpse into their children's classrooms, but more important, it's a time for children to take pride in and ownership of their space as they guide their parents through a few special lessons. In addition to parents being present, this particular open house welcomed grandparents and special friends to join. Read more about the significance of open house below.The open houses at Villa di Maria always strike me as extra special. Inside the jam-packed classrooms, the children are in charge, as they are throughout the school day: some as young as two-and-a-half!Watching these little ones lead their adults around as they get to work reminds us of the specialness of this environment and the relationships they have cultivated. Because of the nature of the Montessori classroom and the importance of children taking ownership of their space, we ask in advance for the adults to follow certain guidelines when visiting the classrooms.First, we remind adults that their children are not used to having so many adults in their space, and as a result, they may not focus the way they do during the typical school day. The Primary classroom in particular is typically a peaceful, quiet space, with the Guide and Assistant often sitting on the outskirts of the classroom so as not to hover or interfere with the children's work. During the open house, however, there are big people everywhere! As a result, children can feel overwhelmed and disoriented.Parents are asked beforehand to refrain from suggesting materials or lessons. There are two reasons for this. First, the child should choose. In this way, the child may take pride in her environment and continue on the path of independence that is so important in Montessori.The second reason is that the child knows which works have been presented to her. If the parent suggests a material, there is a chance that the child has not yet had a lesson on that material, and may feel pressure to take it out before she is ready.The children work independently every day. Open house is no exception!For the Upper Elementary students, open house is also a fundraising opportunity! Above, children man the bake sale to raise money for their upcoming MMUN trip.In Lower Elementary, children guide their parents through lessons they have chosen to highlight, ranging from science experiments to watercolors, to story writing and math works.Lower Elementary Guide Anna Schwind demonstrated the checkerboard lesson while parents gathered round.Upper Elementary children gave their MMUN presentations throughout the night - perfect practice for the real thing!

Safety first!

We witnessed again and again the impact open house has on siblings. It is incredible to watch younger siblings observe with intense interest the work they will soon be doing - what an inspiration!Thank you to all the Guides and Assistants for the extra time and work they put into making this open house another success. We don't take for granted all the extra hours, and are so grateful for each and every one of you!

February 2018 at VdM

It's hard to believe that tomorrow is already the last day of February! Below, a recap of the month at Villa di Maria. 

Lower Elementary Directress Megan Eilers reads out loud on Valentine's Day

An Upper Elementary student prepares a snack during IOWA testing week

Valentines are intense!

Cleaning up after snack

Upper Elementary gets crafty

We had a few warm days this month!

Sharing space and creative ideas

Collaboration is a major part of life in a Montessori classroom

Pretty February afternoon light

We are looking forward to what March has to offer, and we can just feel spring right around the corner. Happy February!

Parenting: On Sharing

Sharing is a tricky topic; oftentimes we, as parents, place high value on our children's ability to generously share their prized possessions during play dates and outings. But should we force our children to share? An unconventional view, below. First: the development piece. In order to share genuinely and truly from the heart, a child must be developmentally ready. Oftentimes (and much to the chagrin of parents) this means a toddler or young preschool-aged child is nowhere near being ready to share! This is difficult when we as parents want our children to be kind, generous, and aware of others' needs and desires. But sharing, like any other skill, takes time and practice to develop, and there are times when we should support our child's choice not to share.For the child in the First Plane of Development (in particular the first half of this plane: the 0-3 year age range), sharing is quite difficult. During ages 0-3, a child is in the stage of the unconscious being. An unconscious being is solely engaged in the construction of the self; he is learning who he is in relation to his environment, and thus not yet able to take into consideration other people's thoughts and feelings.Once a child is in the 3-6 age range, he begins to develop the ability to share. However, this is a time for teaching, not forcing. A child who is forced to share and constantly managed by an adult will often develop the idea that he is not in charge of his things, and may begin hoarding them in order to avoid them being taken away. This, obviously, is undesirable behavior.Children develop a strong sense of fairness as they grow older. In effect, being forced to share can be translated to them as others can take what they want from me, but I may not take from them. This, obviously, does not seem fair, and goes against their understanding of the term. Imagine if someone walked up to you today and demanded your car keys, stating that he would like to share your car for a few hours? Then imagine that someone else stepped in after you said "No, sorry, I'd like to use my car today" and took your car keys from your hands, handed them to the other person, turned to you, and said, "We need to share with others, you know."  How infuriating would that be?! How unfair is this scenario? It is the same feeling for a child when he is forced to share.Aside from these reasons, there is another important perspective worth taking. Do we want our children to believe that if they want something that someone else has, they have a right to walk up and take it from them simply because they want it? This is not representative of how the grown up world works, so shouldn't we prepare a child for the reality that there will be plenty of times he will not get what he wants?And yet, of course, we want to encourage our children to share, on their terms, and for the right reasons. Below, some tips on how to encourage your young child to share, without forcing him or her to do so.Encourage a mindset of giving.Make giving a priority in your child's life both by demonstrating generosity yourself, and by giving to others in moments when it is unexpected and not asked for. For instance, dropping by the neighbor's house with fresh-baked cookies or drawing a picture ahead of time to share with a playmate are both instances of sharing that do not conflict with your child's idea of fairness. No one is forcing the child to give up something he has in the moment; rather, he is sharing of his own volition, in his own way. Montessori education meets the giving mindset through lessons of Grace and Courtesy.Use the idea of turn-taking as a way to introduce sharing.*Discuss with your child the importance of taking turns, especially when in neutral territory. We all understand the fairness of letting another child use the monkey bars or waiting your turn in line at the drinking fountain. Use positive reinforcement when your child waits her turn, and when your child offers another child the space and time to use his turn.Choose wisely.Prepare your child in advance for play dates by allowing her to put away in advance anything she would like to remain private, or does not feel like sharing that day. If she would rather not share her brand new prized possession with her friend, that's okay, and you will probably help head off any conflicts around sharing it if you allow her to put it out of reach or sight beforehand. Similarly, if you are headed to the playground, allow your child to think about what toys he may want to bring, and what he may want to leave behind.Discuss, discuss, discuss.Make time to discuss how others may feel when we share with them, and how it feels to be shared with. Associate positive feelings with sharing! In addition to sharing/not sharing, we need to discuss how rotten it feels when someone grabs something we are working with. In this way, we can encourage empathy in our children and naturally discourage grabbiness. It is equally important to teach our children to be assertive when someone grabs something from them. Give children some words to use in these situations: for instance, "Excuse me, I was not finished with that. I'm happy to share it with you once I'm finished using it," may work in some instances.Step in when necessary; gently guide your child while in conflict.If two children are arguing about sharing an item, help them through the conflict, but only step in if the situation is escalating and it is clear that the problem is not going to be resolved without the help of an adult or mediator. Sometimes using "observing words" helps. For instance, saying "I see that both you and John would like a turn with the ball. What should we do?" can empower both children to come up with a solution together. "How about John has a turn for five minutes with the ball, then it will be your turn for five minutes?" Rest assured that while your young child may be hesitant to share at first, as he grows older, becomes socialized, and understands the give and take of friendship and social reciprocity, he will develop the skills necessary for sharing, and it will be much more meaningful and heartfelt if he experiences the freedom to make the choice on his own.*Starting in the Children's House, children as young as two years old are introduced to the idea of turn-taking; Montessori materials must be shared, as there is often only one "set" of something on a shelf. In this way, children learn to wait their turn for a work, and to choose something else in the meantime!