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 .

Famous People Who Attended Montessori: Yo Yo Ma

Image credit: Indiana University

Here at Villa di Maria, we know just how amazing Montessori education is - how the freedom within limits philosophy helps each child to develop executive functioning skills, how the "cosmic education" component helps to make the world a better place - we could go on and on! That's why it is  not surprising that many famous, successful adults attended Montessori school as children. Today, we explore one: United Nations Peace Ambassador, winner of 15 Grammy Awards, and famous cellist: Yo Yo Ma.

Image: Tom Williams/CQ Roll Call

Yo Yo Ma, a former Montessori student himself, says of his daughter's Montessori experience: "Structure is an absolutely important part of the creative life, and Emily [Yo Yo Ma’s daughter] got this from her Montessori experience." 

In 2006, when Yo Yo Ma was appointed as a United Nations Messenger of Peace, Secretary-General Kofi Annan said to Mr. Ma, “Over the course of your extraordinary musical career, you have demonstrated time and again your dedication to overcoming cultural differences and bridging gaps between nations and generations.  Through your music, the message of peace can spread far and wide and influence people around the world to focus on harmony and human dignity.” Truly, the Montessori value of global citizenship is clear here!

Mr. Ma has also been known for his strong commitment to educational programs that not only bring young audiences into contact with music, but also allow them to participate in its creation.  While touring, he has taken time to conduct master classes as well as more informal programs for students, and has also reached young audiences through appearances on Arthur, Mister Rogers’ Neighborhood and Sesame Street.

Teepee Town

Blocked from the view of the driveway by the pool house is a special place the Elementary children have dubbed "Teepee Town." Take a look at the impressive structures they have built from the sticks they have gathered from the woods! The Elementary children at Villa di Maria are under no shortage of creativity... and sticks.If you are a parent of an Elementary child, you may have heard about the drama that comes from the building, the taking down, the rebuilding, and the conflicts that come from Teepee Town and other forts around campus. Be assured; this is normal conflict, something every human being must learn to deal with, and provides ample opportunities for children to negotiate, engage in conflict resolution, put themselves in other people's shoes (and thus develop their senses of empathy and global citizenship), and learn to work together in small groups.Often, the conflict that arises surrounding Teepee Town and other forts is uncomfortable and involves tears, anger, and hurt feelings. It would be all too easy for the adults at Villa di Maria to shut down the situation and ban fort-building altogether. However, the adults view this as an opportunity for learning, and are well-equipped to aide children in resolving these conflicts. Though it is hard work, it is necessary work: the kind of work that leads to understandings of peace, fairness, and justice. Instead of shutting down the fort-building, the adults work to teach and model conflict resolution so that the fun can continue. For this, we thank you, Guides and Assistants! We know it isn't easy, and sometimes feels impossible, but you are making our children better equipped to handle life as adults.We look forward to seeing these amazing structures grow and become more complex as the children learn from their mistakes, hone their skills (both building structures and building relationships), and become better at navigating the complexities of small group work.For more on peer conflict and why it's important, read this. For an unconventional view on sharing, read this. And for tips on how to help resolve conflict between siblings at home, read this.

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!

Moving our Bodies

Children (and adults) need to move their bodies, especially in the winter months when they are cooped up inside for longer than they would like to be. Physical exercise is crucial to healthy growth, in addition to helping our intellectual side through stimulating creativity and increasing concentration. Get a glimpse into one of VdM's Lower Elementary PE classes below. Coach Leo doesn't mess around! In addition to the physical exercise these children get during their daily recess, Mr. Leo provides structured exercise, like running laps, playing sports, and doing calisthenics, like the lunges across the field seen above and below!PE is also a place for learning and practicing good sportsmanship. Every PE class is full of cheering and encouraging words. Here, the boys cheered on the girls as they lunged across the field. When the next group went, the previous group cheered them on! The sense of community is heightened during these little acts of kindness.Plus, there is plenty of laughter. Leap-frogging human beings are funny.The one-legged hops across the field were harder than they looked. I know for a fact that more than one of these children woke up the next morning extra sore!Thank you, Coach Leo, for getting these kids moving!For more on why you should get outside in the winter weather, be sure to read this! And why kids need recess, here.

Famous People Who Attended Montessori: Sergey Brin & Larry Page

There are so many wonderfully talented human beings who contribute so much to our world who also happen to be former Montessori students! We'll feature them here, on our blog, on a weekly basis, to highlight just how amazing and empowering this form of education can be. Today: Google founders Sergey Brin & Larry Page.Famous for their "Don't be evil" philosophy, Google founders Sergey Brin and Larry Page came up with the famous start-up in 1998 in a friend's garage in Menlo Park, California. They credit their success to their early start in Montessori. "We both went to Montessori, and I think as part of that training of being self-motivated and questioning things going on in the world makes it a little different," said Larry Page in a 2010 interview with Barbara Walters.“You can’t understand Google,” says Wired, “unless you know [its founders] were Montessori kids… In a Montessori school, you paint because you have something to express or you just want to… not because the teacher said so. This is baked into Larry and Sergey… it’s how their brains were programmed early on.”"The Montessori Mafia," by Peter Sims (The Wall Street Journal, 2011)

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!

The Science of Baking Bread

While the weather was still dull, grey, and cold outside, the Elementary children kept busy and even filled the whole Elementary building with the wonderful smells of baking bread... all in the name of science, of course. First thing in the morning on one of those cold, gray days, the inside of the Upper Elementary classroom was as quiet as could be, despite being filled with many children - most days start with this kind of calm quiet. As an observer, it is often amazing to me just how quietly busy these children are, right off the bat, and just how eager they are to start working. On this dark winter morning, I was drawn to the candlelight that glowed from one child's table as she began a yeast experiment. She was shortly joined by two other children, who had been busy with their own preparations.The experiment, to observe the changes in yeast when heat and sugar were added to yeast and water, was the beginning of their cooking project for the day: to bake bread.After researching and copying down an easy bread recipe from the computer, the three got to work on the recipe, and soon had dough ready to rise, almost ready for the oven.The bread turned out beautifully, and look at those proud smiling faces! There's something so comforting about baking bread in the winter - we are so grateful to have the freedom to engage in these lovely traditions!

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! 

Archery on Valentine's Day!

Last week, the Checkerboard classroom in Lower Elementary took Valentine's Day to the next level, conjuring Greek Mythology's Cupid (Eros) and his famous arrow, which struck Apollo so that he fell in love with Daphne... who was struck by a leaden arrow and so was repulsed by Apollo... and so on. But really, we think it may have just been a clever excuse to get outside on an abnormally warm February afternoon and shoot some targets. Can you blame them?After a short presentation by the planning committee of two, during which the rules and safety guidelines were read and reread, the children headed out with paper hearts and a whole lot of excitement to the archery range on the far east side of Villa di Maria's campus.Guide Megan Eilers walked the children through the process, beginning with how to hold the bow, where to stand (and where not to stand), and how to hold the arrow. Many of the children had already done archery in Camp Pegnita, but for some, this was an exciting first!Two by two, the archers took turns shooting their arrows.Not bad shots!

This one looks a bit like Cupid!

We're looking forward to more beautiful weather around the corner, and were grateful for this taste of spring!

Upper Elementary Studies Dred Scott Decision, Visits Old Courthouse

The Elementary children have been studying many historical and cultural events relating to Black History Month. At the end of January, the Upper Elementary embarked on a field trip to St. Louis' Old Courthouse to study and reenact part of the Dred Scott Decision of 1857. In addition to learning about the history of slavery, the Upper Elementary students have been discussing how Missouri and St. Louis in particular felt about slavery at the time. They have delved into the poetry of Langston Hughes and have discussed boycotts during class time. The field trip to the Old Courthouse to study the Dred Scott decision had a big impact on the children, who were able to read from the transcripts of the trial, study the case, and discuss the implications of the decision, which is widely considered the worst ever rendered by the Supreme Court, and which pushed the country closer to Civil War.The children took away an emotional response from the trip, which raised issues of fairness and discrimination in America's history and current times. When they returned to school, several children wrote letters to one of Dred Scott's great-great-great-grand-nieces. Another child wrote a Valentine to Dred and Harriet Scott in the classroom. In addition to these conversations, children often use trips like these as a jumping-off point for further studies. Upper Elementary Guide Rebecca Callendar explains, "The conversations and outpouring of love and interest from children is strong and allows for other avenues to take."Access Dred Scott v. Sanford primary documents here, and listen to Scott's great-great-granddaughter, Lynne Jackson, about race in America, here.***Thank you to parent volunteer Jessica Lloyd for the photos of the trip!***

Black History Month: Events for the Week of February 18 - 24th

In the continuation of our month-long celebration of Black History, we want to share with our community the St. Louis events coming up this week. Please let us know if you'd like to link up with other VdM families to attend any of these special events! Week of February 18-24St. Louis Public Library's Black History Month Celebration, featuring Rev. Jesse Jackson February 18, 1:15-2:45 pm or 3:10-4:40 pmChrist Church CathedralGift of GospelFebruary 24, 1:00 pmSt. Louis County Library - Florissant Valley (Auditorium)Get ready for an inspirational performance by renowned artist Amber Bullock from BET’s Sunday Best program. Bullock is a St. Louis native who is recognized across the United States for her vocal ability. All ages welcome.

I, Dred Scott, A Musical

February 24, 2 pm

Missouri History MuseumI, Dred Scott tells the story of Dred and Harriet Scott and their two daughters’ fight for freedom. Written, produced, and directed by Shelia P. Moses and starring Bobby Norfolk, this new musical takes a personal look at the Scotts—and how their lives were forever changed following an infamous US Supreme Court decision. Seating is on a first-come, first-served basis.

Valentine's Day Celebrations at Villa di Maria!

While 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. P3 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!Children 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!P1 enjoyed special treats, including fruit kabobs, trail mix, and a couple of sweet treats!P3 had grapes, heart-shaped rice crispy treats, and chocolate covered strawberries.In 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.Class 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.Each child took turns passing out their special notes to their friends. These children are so good at waiting... must be something about Montessori!... And of course, the best part: checking out all the cards and treats from friends! It was a great day at Villa di Maria.We hope you enjoy your long weekend, and Happy belated Valentine's Day from all of us at Villa di Maria!

About Testing

The third-years and Upper Elementary students just finished up a week of IOWA basics testing. Although Montessori typically practices a philosophy of no tests and no homework, every year Villa di Maria students choose to participate in some standardized testing. The reasons, how they make it their own, and how they blow off steam afterwards, below.Each year, Villa di Maria chooses to partake in IOWA basics testing. Lower Elementary Guide Anna Schwind explains a bit about why: "From our perspective, this test gives [children] practice and exposure to the types of standardized tests which they may be taking in the future.  It does not necessarily mean one thing or another about them academically."For the third years, particularly, IOWA basics constitutes a rite of passage, marking their advance toward the types of work the upper elementary children do.  It has gravity and importance, but it does not (and cannot) reflect the fullness of their intellect or ability.  This year's test results may serve as a useful baseline to compare your child's progress in subsequent years, but has little meaning on its own."The testing also provides an opportunity for self-improvement and assessment. For areas where children feel uncomfortable or less confident, this may signal an opportunity for further learning; if the spelling portion of the test was particularly difficult for a child, she may decide that this is an area to focus on moving forward to hone those skills. Overall, many children find the act of testing exciting and new. Filling in bubbles on an answer sheet is something they don't do very often in a Montessori classroom!And for others, they feel some pressure or tension. The Upper Elementary students worked to dispel some of that tension by writing down thoughts directly after testing, then adding those thoughts to an ongoing, growing poem in the Elementary hallway.Many of those thoughts revolve around feeling quite hungry after testing! But no worries; the Upper El children prepared ahead for that. Each afternoon, children prepared the snack for the following testing day. One day they made homemade granola; another (and a favorite) was apple muffins. Below, children make hummus and cut fresh vegetables under Assistant Justin Shepard. The kitchen smelled delicious!Though testing is over for the school year, some students are eager to get the results, while others are just happy to get back to their regular work routines. Either way, we are so proud of these guys!

What (and How) We're Reading for Black History Month

Black History Month is a time to commemorate the vast historical achievements and contributions of black Americans through time. For parents, it is also an opportunity to discuss and celebrate diversity with your children. One such way to do this is through books! Below, some book recommendations, and tips on how to read them with your child through a race-conscious lens. Through My Eyes, by Ruby BridgesIn November 1960, all of America watched as a tiny six-year-old black girl, surrounded by federal marshals, walked through a mob of screaming segregationists and into her school. An icon of the civil rights movement, Ruby Bridges chronicles each dramatic step of this pivotal event in history through her own words.Skin Again, by Bell Hooks and Chris RaschkaSkin Again puts skin color into a larger perspective by suggesting its refrain the limits of skin: “The skin I’m in is just a covering.” The text spends time discussing what skin color is as well as discussing what it is not. Skin color is not the definitive element of a person; while it can be an indicator of familial history and heritage, color cannot tell one's story in its entirety.Dave the Potter: Artist, Poet, Slave, by Laban Carrick HillA Caldecott Honor and Corretta Scott King Award Winner, Dave the Potter tells the story of an extraordinary artist, poet, and potter living in South Carolina in the 1800s. He combined his superb artistry with deeply observant poetry, carved onto his pots, transcending the limitations he faced as a slave. In this inspiring and lyrical portrayal, National Book Award nominee Laban Carrick Hill's elegantly simple text and award-winning artist Bryan Collier's resplendent, earth-toned illustrations tell Dave's story, a story rich in history, hope, and long-lasting beauty.Amazing Grace, by Mary HoffmanGrace loves stories, and with a boundless imagination she acts them all out. One day, her teacher asks who would like to play the lead in the play Peter Pan. Grace eagerly raises her hand, but Raj tells her she isn't a boy, and Natalie tells her she can't because she is black. Nana sets Grace straight: she can do anything she sets her mind to! Grace's talent bursts forth, and she wins the audition hands down. Binch's radiant illustrations add to this inspiring story. (Amazon)Martin's Big Words: The Life of Dr. Martin Luther King, Jr., by Doreen RappaportThis picture-book biography is an excellent and accessible introduction for young readers to learn about one of the world's most influential leaders, Dr. Martin Luther King, Jr. Rappaport weaves the immortal words of Dr. King into a captivating narrative to tell the story of his life. With stunning art by acclaimed illustrator Bryan Collier, Martin's Big Words is an unforgettable portrait of a man whose dream changed America-and the world-forever. (Amazon)All the Colors We Are, by Katie KissingerWritten by social activist, educator, and founder of Threads of Justice, this bilingual (English/Spanish) book offers children a simple, scientifically accurate explanation of how our skin color is determined by our ancestors, the sun, and melanin. It’s also filled with colorful photographs that capture the beautiful variety of skin tones. This book helps children build positive identities as they accept, understand, and value our rich and diverse world. Unique activity ideas are included to help you extend the conversation with children.Black is Brown is Tan, by Arnold AdoffBlack is brown is tan is a story/poem about being, a beautiful true song about a family delighting in each other and in the good things of the earth. This poetic story of an interracial family, narrated by the entire family.Recommended for Upper ElementaryOur Upper Elementary students have chosen multicultural voices for their February Book Club. Below, their selections.The Watsons go to Birmingham, by Christopher Paul CurtisThe Newbery and Coretta Scott King Honoree about the hilarious world of ten-year-old Kenny and his family, the Weird Watsons of Flint, Michigan. There's Momma, Dad, little sister Joetta, and brother Byron. When Byron gets to be too much trouble, they head South to Birmingham to visit Grandma, the one person who can shape him up. They are in Birmingham when tragic events take place. The events are a catalyst for increased activity in the Civil Rights Movement and work on voter registration in Mississippi, during Freedom Summer of 1964.Amina’s Voice, ​by Hena KhanA Pakistani-American Muslim girl struggles to stay true to her family’s vibrant culture while simultaneously blending in at school after tragedy strikes her community in this sweet and moving middle grade novel from the award-winning author of It’s Ramadan, Curious George. A disturbing hate crime targets the Islamic Center and mosque, but the surrounding community rises to help and support their Muslim neighbors.Sugar, ​by Jewell Parker RhodesTen-year-old Sugar lives on the River Road sugar plantation along the banks of the Mississippi. Slavery is over, but laboring in the fields all day doesn't make her feel very free. Thankfully, Sugar has a knack for finding her own fun, especially when she joins forces with forbidden friend Billy, the white plantation owner's son. Sugar has always yearned to learn more about the world, and she sees her chance when Chinese workers are brought in to help harvest the cane. Here is a story of unlikely friendships and how they can change our lives forever.See a much more extensive list of recommended books for children relating to Black History Month here. And be sure to check out Scott Woods' updated list of 28 More Black Picture Books That Aren't About Boycotts, Buses or Basketball (2018). Tips on Engaging Children in the Story

1. Shift from a "performance" mindset to a "discussion" mindsetWhen reading with a child, avoid creating a space in which your child feels that he must sit and passively listen to the story from start to finish. Instead, create a space for discussion. Ask questions throughout the book that will draw a child into a critical thinking mindset, such as asking open-ended questions: "What do you see happening in this picture?" "What do you see that makes you say that?" and "What else can we find?"
2. Embrace race during story timeIt's okay to point out racial differences depicted in story books! Embrace differences and point out and reinforce "fair/unfair" scenarios when discussing racial stereotypes or exclusion. Though many white parents may have been socialized to believe that talking about race is impolite, avoiding talking about race with white children can lead white children to take away a negative message, and to feel uncomfortable with topics of race.
3. Ask questions to get kids talking about how words and pictures can reflect, reinforce, or challenge systems of powerAsk: "Whose story is this?" "Who is named? Who isn't?" "Who acts? Who is acted upon?" Any of these questions can lead to discussions about power dynamics and how race is represented in each story/book.
4. Keep in mind that children's books are a form of socialization; they are at once reflecting culture and building it (from EmbraceRace.org)With this in mind, take a look at your child's home library. Does it include positive, good books that also happen to diverse? This is important! Work to diversify your child's book collection, as it is extremely important for your child to grow up reading books that feature a racially diverse set of characters, not just during Black History Month, but all the time.

Parents can also stop by any library: the St. Louis County Library system or the Kirkwood Public Library to check out We Stories curricular books as well as fun, educational discussion kits. There, you can find guides that help parents feel comfortable discussing race with their children.“Do we believe and constantly insist that cooperation among the peoples of the world is necessary in order to bring about peace? If so, what is needed first of all is collaboration with children.... All our efforts will come to nothing until we remedy the great injustice done the child, and remedy it by cooperating with him. If we are among the men of good will who yearn for peace, we must lay the foundation for peace ourselves, by working for the social world of the child.” (International Montessori Congress, 1937)

Black History Month: Events for the Week of February 11 - 17th

Image: Wilmington College

In the continuation of our month-long celebration of Black History, we want to share with our community the St. Louis events coming up this week. Please let us know if you'd like to link up with other VdM families to attend any of these special events! 

Week of February 11-17

Quilting African-American HistoryFebruary 13th, 5:30 - 6:30pmSt. Louis Public Library, Carpenter branch: 3309 St. Grand Blvd.

Each patron will contribute to our community quilt by creating an image displaying wars in which African-Americans played a significant role. 

The Pruitt-Igoe Myth Film Screening (for teens/adults)

February 11, 2-3:30 pm

Kirkwood Public Library

This documentary explores the social, economic and legislative issues that led to the decline of conventional public housing in America – and the city centers in which they were built. It also traces the personal and poignant narratives of several of the residents of St. Louis’ Pruitt-Igoe public-housing complex.

Ongoing or multiple days/times

Griot Museum of Black History  

Learn about notable African Americans from the St. Louis area by exploring the wax figures, art and artifacts.

Kids of all ages can artistically explore the function of drums and percussion as a means of cultural communication and expression at “Drumology: From Africa to the Americas,” a program by Springboard. For dates, times and branches that will have the program, go to the library’s website.

Kids ages three and up can experience a hands-on introduction to various African percussion instruments followed by “The Lion and the Mouse,” a puppet show by Papa and Jackie Wright. For dates, times and branches that will have the program, see the library’s website.

A MUST SEE:

#1 in Civil Rights: The African American Freedom Struggle in St. Louis

March 11 - April 15thMissouri History Museum

#1 in Civil Rights uncovers a history that’s compelling and complex, but that all too often has been overlooked in the telling and retelling of the larger national narrative. That narrative includes four precedent-setting Supreme Court civil rights cases that originated in St. Louis—possibly the most to ever reach the High Court from one source. It also includes events and battles that had significant and lasting impact, as well as live performances from Missouri History Museum ACTivists.

Parenting: How Lessons in Grace & Courtesy Can Aid in Gentle Discipline

Montessori Practical Life lessons set the tone for expectations in the classroom, and even at home. When a child learns care of self, care of her environment, and control of movement, she learns self-discipline in the most basic ways, from a very young age. Learn more about the idea of discipline within the Montessori classroom, and how lessons in Grace and Courtesy work to help a child develop his will, below. During her many years in working with children, Dr. Montessori noted the interplay between freedom and discipline. Within the classroom, this refers to a child's ability to move freely and choose freely, within the limits or framework of the classroom, works, or lessons. Within the classroom, a child's inner discipline is practiced and refined through the environment and philosophy of Montessori; the child finds joy in his or her accomplishments rather than seeking outside approval from a teacher or other adult. As it relates to behavior, inner discipline takes a long time to develop, and is dependent on a child's natural development.A toddler, for instance, is first and foremost learning to control his body movements. Expecting and commanding him to sit still for long periods of time is unreasonable and at times, impossible for him to comprehend - not to mention, unhealthy for his development! The child under three years old will only "obey" an adult if the command directly corresponds with his vital urges (or instinct). Though this may sound bleak, it is nature's way of ensuring that a child experience and learn from the world for himself, including the positive and negative consequences of his choices.“Actually it is useless to depend upon scoldings and entreaties for the maintenance of discipline. These may at first give the illusion of being somewhat effective; but very soon, when real discipline makes its appearance, all this collapses as an illusion in the face of reality.” – The Discovery of the Child, Dr. Maria MontessoriThough it takes much longer to develop, inner discipline is a more effective, long-lasting and beneficial way of finding order and peace in a behavioral sense. It is through freedom that a child will develop such inner discipline. Ultimately, the question is not "How do I get my child to obey me?" but, "How can I help my child develop his will so that he will be able to obey?"This is where lessons of Grace and Courtesy come in! Grace and Courtesy (for instance, how to cover your mouth when you sneeze, how to pass in front of another child, how to knock on a door and wait for someone to open it, how to greet others, how to introduce someone, when to say please and when to say thank you) emphasize the personal dignity of the child and the respect of individual rights. Through work in Practical Life, a child learns to adapt to her new community. Care of the Environment is a wonderful introduction to community life and developing the inner discipline necessary for being part of a larger group.The Montessori philosophy's approach to discipline involves setting up a framework of acceptable behaviors through being consistent, adhering to clear boundaries, framing communication through positive words and by setting up the opportunity for making good choices while limiting the possibility for poor choices. For instance, if your toddler is suddenly obsessed with light switches and flicking them off and on, create boundaries while allowing him to listen to his inner guide by offering him the option to turn on the light switch when you enter the room instead of doing it yourself, then allow him to turn off the light switches at the end of the night. Having this special "job" will work to help your child develop his will while understanding that there is a time to turn on the lights, and a time to turn off the lights, and will work to satisfy his inner needs. Rest assured that this too shall pass; your child will not remain obsessed with the light switches forever!In addition to helping a child develop his inner discipline and being cognizant of his developmental needs, gentle discipline also involves building an emotional connection and trust with a child over time to guide him into making desirable choices. Putting empathy and respect at the center of the parenting relationship will aid in this process at home, while avoiding punishment (which does not mean avoiding discipline!) and especially avoids corporal punishment. Gentle discipline involves addressing skill deficits rather than punishing or shaming a child.For further reading, pick up a copy of The Discovery of the Child and The Absorbent Mind, both by Dr. Maria Montessori. For reading on gentle discipline from a parenting perspective, check out Gentle Discipline: Using Emotional Connection - Not Punishment - to Raise Confident, Capable Kids, by Sarah Ockwell-Smith

On the Three-Hour Work Cycle

One 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. “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.This 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!).The 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

One 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."Matching 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).I 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..."Children'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!

Black History Month: Events for the Week of February 4 - 10th

Happy Black History Month from all of us at Villa di Maria! We are excited to share events right here in St. Louis to celebrate black history throughout the month of February. While there are numerous resources and special events throughout the year to celebrate and educate ourselves and our children specifically on black history, the month of February presents additional, exciting opportunities.Singer, Dancer, Spy? A Spotlight on Josephine BakerFebruary 6th, 5 - 6pmSt. Louis Public Library, Barr branch: 1701 S. Jefferson Ave.Children will learn about St. Louis native Josephine Baker and her involvement in World War II as a spy for France. Make Music Not WarFebruary 6th, 4:30 - 5:30pmSt. Louis Public Library, Schlafly branch: 225 N. Euclid Ave.Create your own instruments to celebrate the 100th anniversary of the Harlem Hellfighters Regimental Band.The Step Team ShowcaseFebruary 7th, 3pmThe Touhill Performing Arts CenterThis annual event by Associated Black Collegians showcases high school and middle school step teams competing. Tickets are $7 in advance, $10 the day of the show. Batter Up: The Story of Black Baseball in St. LouisFebruary 8, 7 pmMissouri History MuseumSteve Pona, founder of the St. Louis Baseball Historical Society, will dig deep into the history of black baseball in St. Louis to present a sweeping view of the city through the lens of one of its most important industries.Ferguson 365: An Exclusive Screening and Q&A February 9, 6:30-8:30 pm (most appropriate for teens/adults)The Stage at KDHXKDHX, ArchCity Defenders, and Maverick Media Group present an exclusive screening of Ferguson 365, and Q&A with filmmaker Chris Phillips and ArchCity’s Executive Director Blake Strode about the underlying and unlawful policies and practices in St. Louis that not only devastated thousands of families but sparked an ongoing movement for civil rights.Non-event resourcesBook guide: African-American History for Younger ChildrenPBS Black History Month Line Up - Tune in all month long on 9 PBS for documentaries, performances, and special programs celebrating black history.Consider joining We Stories May cohort by signing up now!