Movement in the Montessori Infant/Toddler Environment

The first thing you’ll see upon entering a Montessori Infant/Toddler environment is its use of simple, natural materials which are meant to promote learning and development while encouraging a sense of calm, peace, order, beauty and security. Children are not bombarded and over stimulated with bright colors, loud sounds, and perpetual movement. Nor is their movement restricted by infant swings, cribs, high chairs, or bouncy seats. Movement is encouraged and the Montessori environment is specifically designed to accommodate the variety of developmental movement milestones that occur within the first three years of life. Children are free to move and explore as they are developmentally ready.

The Montessori Infant/Toddler environment is specially prepared to accommodate babies who are not yet mobile as well as toddlers who have a fully developed sense of mobility. There is plenty of open floor space with low shelves which encourage exploration. There are mirrors hung horizontally at floor height so babies may explore who they are and mirrors hung at toddler height. For those who are more mobile, there are climbing stairs and slides. In the Montessori Infant/Toddler environment, instead of cribs, sleeping mattresses placed on the floor or low cots are used so children can get into and out of by themselves. Tables and chairs are child-sized and light enough to be easily moved by children. Bookshelves are low, allowing accessibility to children while maintaining visibility by adults at all times. Coat hooks are hung at child height so children are able to hang and remove their own coats. Sinks are at various heights to accommodate various ages and heights. And of course, there are one or two adult rocking chairs used to feed infants or comfort children.

Eating is a social experience. In the Montessori Infant/Toddler environment, eating areas are designed to accommodate the different skills and abilities of children under three. Bottle-fed infants are held while being fed. Many Montessori infant facilities provide a dimly lit and quiet space for nursing mothers to nurse their babies. As soon as an infant can sit up with support, she can be fed at a low table. Typical high chairs are not used. Instead, specially designed infant chairs which are low enough for the child to get in and out of by themselves. Unlike other chairs in the Montessori environment, these chairs are heavy and not easily moved or tipped over. The Montessori caregiver feeds the child sitting on a low stool, facing the child and places the food dish on the table in front of her. As soon as they are able, children are given the opportunity to feed themselves, practicing and mastering their developing movement skills. Once the infant can walk, she is invited to eat with other children, sitting around the table in a chair more suited for her developing needs.

The Montessori outdoor environment must be just as carefully planned. The outdoors provides many natural and beautiful sensory experiences for even the youngest of children. Babies may be placed on a blanket in the grass to absorb the sounds and smells of nature. Older babies may enjoy feeling the texture of the grass or the sound of crunching leaves. Toddlers will become absorbed watching ants crawl across the path. It is not necessary to purchase expensive playground equipment. Many Montessori outdoor Infant/Toddler environments have a sandbox and sand toys such as shovels, rakes, buckets, and watering cans. In addition to developing movement, sandboxes are a great place to develop social skills! Other outdoor features may include a small hill for walking and running up and down, a low platform for climbing, large tires to climb on and sit in, and wide, heavy boards of various lengths to balance on.

Here are few simple points in summary with respect to planning the Montessori Infant/Toddler environment:*

• Children are free to move and explore as they are developmentally ready. A place for keeping non-mobile infants safe while they are lying on the floor, but which allows them to see and hear others in the environment
• Quiet space for presentations or independent activities
• Quiet listening area
• An area for older toddlers and two year olds to work with building blocks
• A well-lit, comfy corner for reading books
• A quiet place to feed or rock infants
• A diapering/toileting area
• An outdoor space with a variety of hard and soft surfaces and objects.

Movement is critical for developing the neural pathways of intelligence. To restrict movement, not only restricts a young child’s ability to gain independence, it also hinders his ability to learn.

*Special note: Please check your local licensing agencies for area specific guidelines regarding diapering/toileting, sleeping and eating arrangements.

See our other related blogs in this series:

• Montessori Musings: Development of Movement in Children
• Independence and Movement: Montessori Preschool
• Independence and Movement: Montessori Elementary

North American Montessori Center: http://www.montessoritraining.net/

World Health Day, April 7: Ideas for the Montessori Classroom

World Health Day provides great learning opportunities for Montessori students of any age. Personal and global health action is directly related to the Montessori philosophy and curriculum for Cosmic Education and Peace. Every year, The World Health Organization sponsors World Health Day on April 7, and develops an annual theme around which the day is focused. This year’s focus is on urbanization and health. The World Health Organization has sponsored a campaign entitled “1000 Cites---1000 Lives.” Events are being organized globally to help encourage urban areas to open up their streets for health activities.

Use World Health Day to engage your Montessori students in discussions, ideas for activities, and further exploration of the importance of good health from a personal, local, and global perspective. Here are a few ideas to kick start your own approach to teaching the importance of good health in your Montessori classroom.

Montessori Practical life and Grace and Courtesy activities such as hand washing, nail care, and table manners can be reviewed and discussed as ways to maintain health prevent the spread of germs.

Active lifestyle and exercise are also important ways of maintaining good health. Find a playground activity that is especially popular at your Montessori school (four square, jump rope, kickball, etc.) and have your Montessori students organize a day-long tournament for the entire school (including faculty and staff).

Younger Montessori students may enjoy being read books on health topics, such as eating healthy foods, personal hygiene and physical fitness. Creating pictures, posters, poems, or stories of their own interpretation of healthy living is a great way to express what they learn.

Older Montessori students can research global health concerns, including safe drinking water, infectious diseases and obesity. A cultural study of regions of the world with these kinds of health issues can lead to a greater understanding of these issues, why they exist, and how they can be addressed.

An anatomical and physiological look at the human body could explore the connections between the food we eat and our physical and mental health. This kind of scientific approach provides ample opportunity for experiments and further study of specific aspects related to nutrition and health.

As part of your exploration of World Health Day, a Montessori classroom feast of healthy dishes prepared with local foods can be the tasty culmination of a discussion about food cycles and food production.

Books about Health for the Montessori Classroom

• Health, by B. E. Pruitt and John P. Allegrante
• It's Perfectly Normal: Changing Bodies, Growing Up, Sex, and Sexual Health, by Robie H. Harris
• Good Enough to Eat: A Kid's Guide to Food and Nutrition, by Lizzy Rockwell
• My Amazing Body: A First Look at Health and Fitness, by Pat Thomas
• Be Fit, Be Strong, Be You (Be The Boss Of Your Body), by Rebecca Kajander C.P.N.P. M.P.H. and Timothy Culbert M.D.

Sites about Health for the Montessori Classroom

• http://www.who.int/world-health-day/en/
• http://kidshealth.org/kid/
• http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3479025/k.9BB0/KidsTeens_Zone.htm
• http://www.scholastic.com/healthcenter/

Other NAMC blogs on health and nutrition

• Nutrition and Health in the Montessori School, Part 1
• Nutrition and Health in the Montessori School, Part 2
• Montessori Preschool Outdoor Play: Activity Ideas for Social Development

North American Montessori Center: http://www.montessoritraining.net/

Montessori Musings: Development of Movement in Children

Only through freedom and environmental experience is it practically possible for human development to occur. ~Maria Montessori, The Absorbent Mind.

When my son was born fourteen years ago, I remember my mother and I watching him sleep quietly in his crib. She commented on how he never kept still, even in his sleep. As helpless as a newborn seems, they have many reflexes and protective movements. As the baby grows and develops, the inherent need to be independent manifests itself in many new ways. Holding the head up, rolling over, sitting up, creeping, crawling, standing, walking and running are all nature’s way of helping babies establish their independence. Being able to move freely, without artificial aid is the child’s first step toward independence.

Development of Movement

I was fortunate to be able to stay home for the first two years after my son was born. When the time came for me to go back to work, I toured the recommended local daycare facility. The infant room was full of cribs, playpens, and high chairs. Movement was restricted and controlled. I left in tears, vowing I’d never place such restriction on a child.

Montessori understood that children must experience the world through their senses in order for the brain to develop. Being able to see, hear, smell, feel, and yes, taste their environment, is critical. Through movement and sensory input, children develop neural pathways, shaping their emerging minds and gaining control of their bodies. The Montessori philosophy embraces the idea that in order to fully engage with the environment, the child must be free to move.

It is amazing to think that within the first three years of a child’s life he accomplishes all major movement milestones: using their vocal chords and mouths to cry, coo, mimic sounds, speak and sing; using their bodies to hold their heads, push up, creep, crawl, sit, stand, walk, run, hop, climb, and dance; and developing their hands to reach, grasp, point, hold a spoon, and write. Development of movement is cephalocaudal – from the top down. In general, children reach important milestones around the same time. It is important to remember, however, that not all children progress at the same time and a caregiver must make careful observations about each child’s developmental milestones. Montessori caregivers must encourage children to extend themselves as they gain independence of movement.

• 7 weeks – able to hold head erect when held upright
• 2 ½ months – holds head steady when sitting up
• 6 months – sits alone
• 8 ½ months – pulls to standing position
• 9 months - crawls
• 12-15 months – walks

Montessori believed that “what the hand does, the brain remembers”. Current brain research shows that the hand is indeed the child’s strongest link to the developing brain. Development of the hand is proprioceptive. That is, it develops from the inside out. A baby must place her hands in front of her to push up from her tummy before she is able to grasp a block put in front of her. Thus, sitting alone is a major milestone as it leaves the hands free to explore. At first, hand movements may be unsteady or uncoordinated. Babies don’t even realize they have hands until at around 6 months, they instinctively grasp objects. (Prior to 6 months, babies use the palmer grasp reflex to close their hand around objects such as a rattle or adult’s finger). Now, the choice to grasp objects is present and the baby learns that his mind can control his body to do his will.

In upcoming related blogs, we will look more specifically at independence in the Infant/Toddler, Preschool/Kindergarten, and Elementary Montessori environments.

Here are some links to other NAMC blogs related to Infant/Toddler and movement:

• Montessori Perspective: Purpose of Play
• Montessori Perspective: Age Appropriate Toys (Birth to 3 yrs)

See our other related blogs in this series:

• Movement in the Montessori Infant/Toddler Environment
• Independence and Movement: Montessori Preschool
• Independence and Movement: Montessori Elementary

North American Montessori Center: http://www.montessoritraining.net/

Celebrating Easter in the Montessori Classroom

Although not all Montessori schools celebrate Easter, it is an important religious and cultural holiday for many Christian people. Easter can be studied in the Montessori classroom along with other major holidays throughout the year.

Easter is the most important liturgical holiday in the Christian church, signifying the resurrection of Jesus. The term Easter, however, comes from the pagan Germanic goddess, Eastre, who was celebrated at the spring equinox. It is said, that three days after his crucifixion, Jesus rose from the tomb and walked amongst his disciples.

Easter (and the holidays related to it) does not have a fixed calendar date. This is an excellent teaching moment in the elementary Montessori classroom. The dates of Easter are based on a lunisolar calendar, which uses both the phases of the moon and the time of the solar year, as is the Hebrew calendar. Elementary children can relate this to their study of the phases of the moon. The term solar year can be introduced to the upper elementary level by explaining that a solar year is the length of time the Sun takes to return to the same position along its path among the stars in relation to the equinoxes and solstices. In the beginning of the third century, it was agreed that Easter should be celebrated on the first Easter after the first full moon of the spring (vernal) equinox.

In Western cultures, the Easter season begins with Ash Wednesday, the first day of Lent. Lent is a period of 40 days of fasting and penitence in preparation for Easter. Easter Week begins with Palm Sunday, the day Jesus entered Jerusalem before his crucifixion. Maundy (or Holy) Thursday is the day of the Last Supper, followed by Good Friday, which commemorates the crucifixion. Some churches hold a vigil on Holy Saturday, awaiting the resurrection.

Cultural Discussions

When celebrating holidays in a Montessori classroom, it is a good idea to see how people around the world celebrate. It shows the children the similarities and differences that we each share and opens their eyes to new ideas. Easter is celebrated in many different ways around the world:

• US and Canada – Children color Easter eggs which are then hidden by the Easter Bunny. On Easter morning, children eagerly search for the hidden eggs and other treats and Easter Baskets. Many families go to church on Easter morning and there is a large feast of lamb or ham later that day.
• Belgium and France – The bells in churches are silenced on Maundy Thursday and ring again on Easter Sunday. Children search for eggs that have been delivered from the bells.
• Scandinavia – Easter Eggs are painted and small children dress up as witches and go door-to-door colleting candy in exchange for decorated pussy willows. This blends an old Orthodox tradition of blessing houses with willow branches and the Scandinavian Easter witch tradition.
• Netherlands and Northern Germany – Easter bonfires are lit at sunset.

Natural Egg Dying

The earliest dyes came from nature. Our ancestors learned that onion skins or hickory bark are good for yellow dyes. Walnut shells or coffee makes a good brown dye. Children are fascinated to learn how to make their own dyes. Older children will be pleased to know that these are not harmful to the environment. Adding vinegar to the dye will produce deeper colors and canned produce yields much paler colors. Use an enamel or Teflon-covered pan since metals may react and change the color of the dye.

What to do:

• Place the eggs in a single layer in a pan and cover with water.
• Add approximately one teaspoon of vinegar.
• Add the natural dye material. (Using more dye material will result in a more intense color).
• Bring to a boil.
• Reduce heat and simmer for 15 minutes.
• If you are pleased with the color, remove the eggs from the liquid.
• If you want more intensely colored eggs, temporarily remove the eggs from the liquid. Strain the dye through a coffee filter (unless you want speckled eggs). Cover the eggs with the filtered dye and let them remain in the refrigerator overnight.

Natural Dye Color Guide:

• Lavender - Purple grape juice; violet blossoms + 2 teaspoons lemon juice
• Violet Blue - Violet Blossoms; red onion skins
• Robin's Egg Blue - Red cabbage leaves
• Blue - Canned blueberries
• Green - Spinach leaves; liquid chlorophyll
• Yellow / Green - Golden delicious apple peels
• Yellow - Orange or lemon peels; carrot tops; celery seed; ground cumin
• Brown - Strong or instant coffee; black walnut shells
• Orange - Yellow onion skins
• Pink - Beets; cranberry (fruit or juice); raspberries; red grape juice; juice form pickled beets
• Red - Lots of red onion skins.

Other NAMC Related blogs

• Easter and Springtime: Integrating Science and Cultural Activities in the Montessori Classroom

Activity Resources

• http://www.fvsd.ab.ca/stm/easter_sites.htm
• http://www.first-school.ws/THEME/h_easter.htm
• http://crafts.kaboose.com/holidays/easter/
• http://www.dltk-holidays.com/easter/sundayschool.htm
• http://www.enchantedlearning.com/crafts/easter/

For more details on studying Cultural Celebrations Around the World, see NAMC’s Lower Elementary, Cultural Geography curriculum.

North American Montessori Center: http://www.montessoritraining.net/

Virtual Field Trips: A New Approach to Montessori “Going Out” Activities

In a survey conducted by the American Montessori Society (January 2010), 89% of Montessorians said that it is acceptable for students to use the Internet in the Montessori elementary classroom. When asked, many of NAMC’s students agree as well. Most of the time, people talk about using computers to learn keyboarding skills or to enhance research. But what if I told you computers can be used to take children to places they would normally be unable to explore due to geographical or fiscal restraints? I’m talking about using the computer and internet for virtual and interactive field trips.

Virtual Field Trips

Virtual field trips (VFTs) use the Internet as a means of guided exploration. Sometimes called, Electronic field trips (EFTs), e-trips or Web Tours, VFTs are organized by pre-screened and thematically-based web pages that are tailored to fit the interests and learning objectives of students. Using both text and multi-media, VFTs provide a “real-life” and real-time experience for students. Best of all…they are free!

Virtual field trips can be as simple as a photo tour of famous paintings in the Louvre: http://www.louvre.fr/llv/activite/liste_parcours.jsp, or of Paris itself: http://www.virtourist.com/europe/paris/index.html. Others have interactive real-time video conferencing where students can interact and ask questions of people all over the world.

How many times, after telling the First Great Lesson, have your students wanted to know more about volcanoes? Sadly, many of us aren’t able to go visit a real volcano. The volcano shelf materials are great learning tools, but imagine, after students have learned all they can about volcanoes from the material, being able to explore them up close? Now, they can by using VFTs: http://volcano.oregonstate.edu/kids/adventure/index.html; http://www.field-trips.org/sci/volcano/.

Virtual field trips not limited to planet earth. How about experiencing the Mars Odyssey launch as you study the solar system? http://www.spacewander.com/USA/english.html. Or what about exploring the sun up close? http://www.michielb.nl/sun/kaft.htm. Or talk to real scientists as they make exciting breakthroughs in the name of science? http://quest.arc.nasa.gov/index.html.

Of course, planet earth has plenty of exciting sights. When studying the Middle Ages, why not look at some medieval castles: http://www.castlewales.com/home.html? Or explore the mysterious monoliths on Easter Island: http://www.pbs.org/wgbh/nova/easter/. Or explore the arctic at http://www.polarhusky.com/. Or experience dinosaurs and paleontologists up close and personal at the Royal Tyrell Museum in Alberta, Canada: http://www.tyrrellmuseum.com/programs/distance_learning.htm. The possibilities are endless!

Integrating Virtual Field Trips

Virtual field trips are not meant to replace the Montessori curriculum and materials. Rather, they are meant to enhance the curriculum just as “going-out” trips do. It’s a way to expose students to the world they are unable to explore otherwise.

There are several ways to integrate virtual field trips into your Montessori curriculum.

• Trip planning. Students can use VFTs to plan their own trips outside the classroom environment.
• Preparation. Prior to actual class trips, use a virtual field trip before going outside the classroom to prepare your Montessori students ahead of time to allow them to explore particular goals, interests, or objectives for the trip.
• Post-trip follow up. After a class trip for further exploration.
• In place of a class trip.
• Student-created VFTs. Students can gather research and create their own VFT to share with their classmates and families. A great website on how to create a VFT can be found here: http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=6018.

There are many virtual field trips on the Internet. I do strongly suggest thoroughly previewing any Internet content before allowing students to view it to make sure the content is appropriate. I hope you take the time to explore the exciting world of virtual field trips. I’m certain you and your Montessori elementary students will enjoy this exciting adventure.

North American Montessori Center: http://www.montessoritraining.net/

Jewish Passover: Connecting Montessori Activities with Cultural Celebrations

In 2010, the Jewish Passover (Pesach) begins at sundown on Monday, March 29 and ends at sundown on Tuesday, April 6. This important celebration offers a myriad of learning opportunities for Montessori students of all ages, through integrated Montessori activities in curriculum areas that include history, geography, culture, and peace.

Each year, Jewish people around the world celebrate the Feast of Passover (Pesach in Hebrew). Passover is one of the most important religious holidays in the Jewish faith; it celebrates Moses leading the children of Israel from Egypt. Passover has been celebrated since 1300 BC. The story of Passover can be found in the Book of Exodus. The Israelites (The Children of Israel) had been slaves in Egypt for 210 years. God promised to release them, but the Pharaoh refused to release the Israelites. God sent 10 plagues to Egypt that affected the Egyptians but not the Israelites. The Nile turned to blood, frogs ran all over Egypt, and dust turned to lice. Swarms of flies poured over the land and all livestock died. There were boils, hail and locusts. Egypt was completely dark for three days. The final plague was the plague of the firstborn son. During this time, an angel would kill every firstborn son that was not an Israelite. Israelites would mark their doors with blood of a lamb and this way the angel would know to “passover” this house. The Egyptians were so scared the Pharaoh told the Israelites to leave. They took unleavened bread on their journey (they did not have time to add yeast) and lived off of this bread for the first days of their journey.

Today, Jewish people celebrate by cleaning their houses in preparation for Passover. They rid their homes of all chametz (leaven). Not only does this commemorate the Jewish people leaving Egypt with unleavened bread, but also symbolizes removing “puffiness” (arrogance and pride) from their souls. A Jewish person may not eat chametz during Passover. During Passover, there are days of rest, a fast for firstborns and seder meals. Seder means order and everything about the meals including the plates and cutlery is special. A book called the Haggadah is read. It tells the story of the Jewish experience in Egypt. It also contains these four questions: Why do we eat unleavened bread? Why do we eat bitter herbs? Why do we dip our food in liquid? and Why do we eat in a reclining position? Usually, the youngest member of the celebration asks these questions of their father. Interestingly, the questions should be asked spontaneously, yet the celebration cannot begin until they have been asked.

Montessori Activities

• Since seder means order, having a seder meal is a perfect activity for a Montessori classroom. Montessori students of all ages will enjoy the food and order!
• Try something new and excite your students at the same time. Use PowerPoint or MovieMaker to make a “movie” to introduce your students to Jewish Passover.
• Ask your Jewish students if they would like to be your Passover experts and present a lesson to the other students. They could create 3-part nomenclature cards for Passover vocabulary, the ten plagues, or the sequence of Passover events.
• Through the course of the school year, have small groups select different holidays, festivals and celebrations to research. As these groups share their research with the class, discuss similarities and differences between cultures and religions.
• Challenge the students to find the answers to the four questions.
• Discuss slavery throughout history.

Suggested Books

• The Passover Seder, by Emily Sper
• Sammy Spider's First Passover, by Sylvia A. Rouss and Katherine Janus Kahn
• The Matzah Man: A Passover Story, by Naomi Howland
• My First Passover, by Tomie dePaola
• Only Nine Chairs: A Tall Tale for Passover, by Deborah Uchill Miller
• Miriam’s Cup: A Passover Story, by Fran Manushkin and Bob Dacey
• P is for Passover, by Tanya Lee Stone
• Creating Lively Passover Seders: A Sourcebook of Engaging Tales, Texts & Activities, by David Arnow

Source and Resource: Religion & Ethics: Judaism (includes answers to the Four Questions)

Cultural celebrations provide a special opportunity for peace education in the Montessori classroom, at any age. Understanding and embracing diversity is an important aspect of childhood education, and learning about other cultures through celebrations is a wonderful way to foster shared respect and tolerance.

Web Resource Ideas

• http://www.bbc.co.uk/schools/religion/judaism/passover.shtml
• http://www.ehow.com/passover-activities/
• http://holidays.kaboose.com/passover/
• http://www.theholidayspot.com/passover/
• http://www.scholastic.com/aboutscholastic/toppicks/pdfs/infosheet_passover.pdf
• http://www.apples4theteacher.com/holidays/passover/
• http://www.scholastic.ca/titles/thepassoverseder/

North American Montessori Center: http://www.montessoritraining.net/

The Peaceful Montessori Classroom: Environmental Design

The necessary condition for the existence of peace and joy is the awareness that peace and joy are available. ~ Thich Nhat Hanh, Present Moment Wonderful Moment: Mindfulness Verses for Daily Living.

Visitors who enter my Montessori classroom often remark at how peaceful it seems. They are amazed that 32 children can all be working on 32 different lessons, with some sitting on the floor, some at tables, some working with materials, some reading aloud, and some eating snack, and still there is a sense of peace and calm within.

When we speak of a prepared Montessori environment, we often think of the preparation of the teacher and the materials. But it goes much deeper than that. Before we put materials on shelves, before we cut paper and sharpen pencil crayons, before we fill small pitchers with colored water, we prepare ourselves and the Montessori physical environment.

There is no prescription for a ‘typical’ Montessori classroom. The teacher’s own personality is reflected in the choice of decor. However, there is one prevailing thought; we create a space that both calms the soul and satisfies the innate desire for order.

When creating a peaceful environment, consider the following:

• Order, cleanliness and beauty above all
• Plenty of open space for children to move around easily and comfortably
• Classical Artwork – paintings (Maria Montessori preferred pictures of children or mothers and children), prints, sculptures.
• Portraits of Peacemakers such as Maria Montessori, Mahatma Gandhi, the Dali Lama
• Bouquets of fresh flowers
• Living plants and animals
• A quiet indoor water fountain
• Neutral colors on walls; the focus should be on the Montessori learning material
• Variety in texture and color of furnishings
• Fabric tablecloths and curtains
• Natural wood furniture
• Symbols of Love, Friendship, and Peace

The Peace Pole

You may wish to consider displaying a peace pole in a prominent position in your school. The Peace Pole Project was started by the World Peace Society in 1955. The World Peace Society is “dedicated to uniting people across the world”. Their peace pole is inscribed with “May Peace Prevail on Earth” in different languages which show that we are all united in our quest for peace. It is a reminder to all who enter your community that you value and strive to maintain peace and dignity to all who enter.

Here are comments from a Montessori teacher reflecting on the prepared environment:

”One of the things I really love about the Montessori environment is that it is arranged specifically for the needs of children. Everything — the materials, the child-size furniture, the space — is designed for them. And I believe that the children really sense this. They feel that the space is theirs, that it is made for them, to be occupied and used by them. They feel cared for and protected. The environment says to them: “You are important.”

And finally, I have to say that as a teacher, I really enjoy preparing the environment. I like the sense of order. The process improves my understanding of what children like and what they respond to. An ordered environment makes it easier for me to watch, follow, and help promote each child's progress.

Source: NAMC interview with Rebecca Slosky, 2006

Resources

• The NAMC Classroom Guides provide detailed information about the Montessori prepared environment.
• The Peaceful Classroom, by Charles A. Smith, PhD
• Other books on Montessori education and peace: Parent Child Press
• Peace One Day webcast on March 19: http://www.scholastic.com/peaceoneday/

North American Montessori Center: http://www.montessoritraining.net/

World Water Day 2010, March 22: Montessori Classroom Opportunities

The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities. ~ Maria Montessori, The Absorbent Mind.

This year’s World Water Day, March 22, is a great springboard for Montessori activities in cultural geography. Students of all ages can participate in activities that develop an understanding of the geography of water, and the 2010 motto, “Clean water for a healthy world” can serve as a catalyst for further exploration of the importance of clean water for people around the world.

World Water Day is a globally-recognized initiative that grew out of the United Nations Conference on Environment and Development (UNCED) in Rio de Janeiro in 1992. The decade between 2005 and 2015 has been named “Celebrating Water for Life: the International Decade for Action.”

In the Montessori Preschool/Kindergarten classroom, activities using the globe and Land and Water Forms material can be introduced or revisited to familiarize students with the geography and vocabulary of various water forms around the world. These activities can then be extended to prompt discussion about the importance of water in our daily lives, then further discussion about the importance of clean, healthy water. Montessori teachers can then extend the concept to raise awareness for water conservation, and for the challenge of access to clean water in areas around the world, how children in these areas are affected, and what can be done to help.

At the Montessori elementary level, students enter a sensitive period for community care and service. Activities such as the water cycle and those covering the earth’s hydrosphere and take on new meaning in the context of water conservancy. World Water Day can be a springboard for taking action by identifying ways in which students can conserve water at home, study how water is treated in their community, and advocate for water protection and conservancy in their community. A Montessori elementary classroom might even find a way to help children in another part of the world that is directly affected by the absence of clean water.

Links to organizations for further information on the importance of clean water:

• http://www.worldwaterday.org/page/2622
• http://www.ecokids.ca/pub/eco_info/topics/water/water/index.cfm
• http://www.wateruseitwisely.com/kids/index.php
• http://www.who.int/topics/water/en/
• http://www.ocwa.com/en/resources_overview
• http://www.globalwater.org/elementary.html
• http://www.hope-international.com/projects-and-programs/clean-water-and-sanitation.html
• http://thewaterproject.org/
• http://www.gatesfoundation.org/topics/Pages/water-sanitation-hygiene.aspx
• http://montessori-amman-imman-project.blogspot.com/2010/03/world-water-day-bring-hope-to-land.html

YouTube has some videos that you might like – here are just two:

• http://www.youtube.com/watch?v=GOLf2RbxmzE
• http://www.youtube.com/watch?v=VHkozZYAIWo&feature=related

North American Montessori Center: http://www.montessoritraining.net/

Montessori Grace and Courtesy: Service Learning

Often, when we think of the lessons of grace and courtesy in the Montessori environment, we think of teaching and modeling socially acceptable behaviors and customs. Another aspect is the emphasis of learning to give back to humanity and the earth. In essence, it’s learning to serve others.

Community Service (also called Service Learning) projects integrate the academic and behavioral lessons learned with the Montessori concept of Cosmic Education. By teaching civic responsibility, children of all ages learn the value of being a contributing member of society. They see firsthand that they are able to strengthen the bonds within their own communities. Both beneficiaries and students are transformed by the power of the service.

Infants, Toddlers, and Preschoolers

The key word here is intergenerational. Have you ever seen the eyes of an elderly person light up when they hold an infant or play with a toddler? And what preschooler doesn’t like to cuddle up on someone’s lap to hear a book read aloud? Part of the joy for young children is they are performing a service to their community simply by being themselves. Currently, approximately one in eight people in the United States is over the age of 65. By the year 2030, that number is expected to double. With the shift away from intergenerational families in many parts of the world, bringing the generations together is a learning experience for everyone. Grandparents whose own grandchildren live hundreds or thousands of miles away feel important and loved and young children learn from the great gifts and wisdom our elders have to impart. There are adopt-a-grandparent programs scattered throughout North America, but feel free to contact your local senior centers or assisted living centers to see if they have residents who are interested.

Elementary

Whether it’s mentoring younger children by reading to them and listening to them read, or helping build a home with Habitat for Humanity, Montessori elementary students are eager to learn about their world and their place in it. Their sense of justice has been awakened and they are keenly in tune with what is fair and unfair. They are open and eager to help others, whether it is a friend who has fallen on the playground or victims of natural disasters.

When incorporating service learning into your Montessori environment, take some time to help your Montessori students understand that not only are they helping others, but they are growing as individuals. Many times, children are so eager to help that they may not fully understand all of the implications. We can make this a true learning experience if we look at it as a big picture project, not just something to satisfy an immediate need.

• Mission statement (purpose) – Brainstorm with your Montessori students what the mission or purpose of your project is. Help them write it out. Putting it in writing helps give credence to your efforts.
• Task – Break down the project into tasks. Allow students to choose tasks for which they feel best suited.
• What I can learn – Every part of a service learning project is an opportunity to learn and grow. Help your students realize their potential.
• Journals – Students can keep a journal of their progress. What are they currently doing? How does it make them feel? What iss left to be done?
• Graphing progress – Incorporate math into your project by graphing your progress. A simple bar graph helps students see their progress.
• Reflections – At the end of project, allow time for your Montessori students to reflect upon their experience. This can be done first in a journal, then as a community sharing time.
• Future Ideas – Ask students if they have any plans for projects in the future. Will they build and expand upon the one just completed or will there be something new altogether?

There are many places to find service learning projects. For more ideas, please visit: Montessori Student and Community Services

Related NAMC blogs:

• Montessori Grace & Courtesy: Infants, Toddlers & Preschoolers
• Montessori Grace & Courtesy: Lower Elementary

North American Montessori Center: http://www.montessoritraining.net/

Montessori Grace & Courtesy: Lower Elementary

Social peace and harmony can have only one foundation—man himself. This is the task of education. We must make it possible for the individual to be free and independent. ~ Maria Montessori, The Absorbent Mind.

To be graceful is to be pleasing, agreeable, and demonstrate goodwill. The Montessori elementary classroom is ripe for teachable moments in grace and courtesy that will help a child in situations throughout his life. With these lessons, the Montessori environment is productive and supportive.

The Montessori academic course of study in the lower elementary classroom revolves around the idea of Cosmic Education, or the idea that everything is connected and interdependent upon one another. Just as the universe is seen as a whole community, the lower elementary Montessori classroom is a community of learners which follow very clear ground rules that ensure the success and freedom of all students.

The mantra to “follow the child” is ingrained in the Montessori teacher. The Montessori environment is specially prepared with focus on the individual. Students have the freedom to move about the classroom, exploring and learning as their interest is piqued. Even so, individuals find themselves in the center of the Montessori community. To ensure success, Montessori teachers establish very clear ground rules. Though the rules may vary from school to school, they clearly spell out the need to treat others as you would like to be treated. In other words, they encourage children to be respectful of all creatures and all things.

While the rules may appear to be simple, the Montessori teacher does not assume that children automatically know what it means to be respectful. This is discussed and demonstrated in great detail in the Montessori classroom. The expectation is that through modeling and practice, children will learn to live and work together in peace and harmony. Montessori students are shown what it means to cooperate, how to be a friend, how to express anger in a positive way, and how to solve problems. The lessons in grace and courtesy provide a foundation on which to build and they set a tone of mutual respect and kindness.

Because children are emotional beings and learning to express themselves, the lessons in grace and courtesy also give Montessori students the tools they need to validate their feelings. When feelings are hurt, they are able to call upon what they’ve learned in these lessons to practice peaceful conflict resolution. Teachers and peers act as guides and mediators, modeling appropriate behavior and language. Over time, Montessori students become more adept and proficient at handling difficult social situations.

The ideas of justice and fairness are fundamental concerns of the elementary child. The culture in the Montessori environment is built upon caring, respect, and consideration for others. An important component of that is creating a diverse cultural, racial, and linguistic environment. We do this through the lessons of grace and courtesy as well as cultural geography. Children learn that all the people on earth have basic needs that must be met. Cultural differences are celebrated and the uniqueness of different culture, language, background, race, and religion is honored.

As with any skill, practice makes perfect. Children enjoy role-playing social situations and offering advice to the “actors”. Learning appropriate social behavior can also be achieved by hosting parent “teas”. Children can be encouraged to write invitations, greet guests, serve refreshments, and write thank you notes. There are ample opportunities to develop grace and courtesy in the elementary Montessori environment.

Lessons in Grace and Courtesy are found in the NAMC 6-9 Advanced Practical Life Manual.

Montessori Grace & Courtesy: Infants/Toddlers & Preschoolers

North American Montessori Center: http://www.montessoritraining.net/

Cooking a St. Patrick’s Day Feast in the Montessori Classroom

St. Patrick’s Day is celebrated every year on March 17th and has been observed by the Irish as a religious holiday for over a thousand years. This day honors the anniversary of Saint Patrick’s death in the fifth century and is the day of his religious feast - Saint Patrick brought Christianity to Ireland. To explain the Holy Trinity to the Irish people, he used the shamrock and this is why the color green is associated with St. Patrick’s Day. Ireland is also known as the emerald isle.

Having your own St. Patrick’s Day feast in your Montessori classroom is a way to incorporate the history of the holiday with the practical life and math skills involved with cooking. Depending on your schedule and students, your feast can be as elaborate or as simple as you would like. Introduce St. Patrick’s Day by reading a book that is appropriate for your group of Montessori students. Use the book as a springboard to discussion. Brainstorm with your students for celebration ideas. Study the shamrock (a trifoliolate) as a botany activity. A simple activity that students of nearly any age can do is planting shamrocks from seeds or cuttings into pots.

Present a geography lesson to your Montessori students on Ireland for cultural study beyond St. Patrick’s Day.

Listed below are several ideas for food inspired by St. Patrick’s Day that is also fun to make.

Food Ideas for Your Feast

• Shape soft pretzels or breadstick dough into shamrocks. The dough could be tinted green with food coloring before forming or sprinkled with green sprinkles or glitter before baking.
• Cut cookies with a shamrock-shaped cookie cutter. The cookies and/or icing could be tinted green. Cookies could also be made into the shapes of a rainbow or pots of gold.
• Round cookies (or another simple shape) could be tinted with the colors of the rainbow (either a single color per cookie or multicolored cookies) or decorated with colored icing. The same could be done with cupcakes or pancakes.
• Gold gelatin cut into cubes or circles could be placed in a hollowed-out avocado, lime, lemon or cantaloupe for yet another representation of a pot of gold.
• When green peppers are cut into rings, the shape resembles a shamrock. Serve these with dip (a green dip perhaps?) or on top of a pile of mashed potatoes.

Pot of Gold Soup (from FamilyFun.com)

If possible, use locally grown butternut squash. If your Montessori school garden does not have butternut squash, consider planting some for next year’s feast. Serve soup in bowls that resemble pots of gold in shape.

Ingredients

• 2 tablespoons butter
• 1 onion, finely chopped
• 3 medium apples
• 2 medium butternut squashes (about 3 pounds)
• 1 cup apple juice or cider
• 3 cups chicken stock
• 2 tablespoons brown sugar
• 1 tablespoon pumpkin pie spice
• Salt and pepper

Instructions

• Melt the butter in a saucepan over low heat. Add the chopped onion and saute until soft and translucent. Remove the onion from the heat.
• Now set your kids to work peeling the apples while you peel, seed, and chop the squash. Core and chop the peeled apples.
• Add the apples, squash, juice or cider, and chicken stock to the onions and bring to a boil. Then lower the heat and simmer partially covered for 25 minutes.
• Add the brown sugar, pumpkin pie spice, and salt and pepper. Puree the soup, reheat, and serve. Makes 6 to 8 servings.

Potato Candy (from FamilyFun.com)

Using potato in these candies opens the door for a discussion about the potato famine and Ireland’s history. The candies can also be shaped like potatoes.

Ingredients

• 1 large potato
• Pinch of salt
• 2 tablespoons butter
• 1 teaspoon vanilla extract
• 4 to 5 cups confectioners' sugar
• 5 cups sweetened coconut flakes

Instructions

• Peel the potato and boil it in water until soft. In a mixing bowl, mash the cooked potato with the salt and butter. Then -- this is key -- let it cool completely, or else it will melt the sugar when you add it.
• Mix in the vanilla extract and 4 cups of sugar. At this point, the mixture should be stiff. If it isn't, add more sugar.
• Sprinkle half of the coconut onto a waxed-paper-covered surface and turn the potato mixture onto it. Roll the batter until all of the coconut has been mixed in, then shape teaspoonfuls into small balls.
• Roll the balls individually in the remaining coconut. Chill the finished candies until you're ready to serve them. Makes about 4 dozen.

Previous NAMC post on St. Patrick’s Day for a more extensive history and additional ideas for the Montessori Classroom: Celebrating St. Patrick's Day in the Montessori Classroom

North American Montessori Center: http://www.montessoritraining.net/

Montessori Leadership Corner: Recruitment for Montessori Schools

This time of year is ideal for inviting parents in your community to an open house to learn more about your Montessori school and programs. Here are a few reminders and tips for making a great first impression with families that could potentially join your Montessori community.

In previous blogs, we have discussed the importance of defining a vision and mission for your Montessori school, including identifying the guiding principles behind this. Your open house provides the perfect opportunity to communicate these important messages and build your identity within your community. Be sure to display your mission and guiding principles prominently in the entrance to your school, on all public documents such as brochures, newsletters, parent handbooks, websites, and even registration forms. This is also an ideal time to update your public documents with information, images, and messages that clearly illustrate your position as an important member of your community, your programs and schedules, and your success as an educational institution.

Advertise your open house in your local newspaper and school newsletter. Even a parent handout that students may take home can encourage families to spread the word to new neighbors and friends.

Prepare your school. It should be sparkling clean and fully equipped. Montessori classrooms should be in good order and attractive at all times, with learning materials, furniture and fixtures properly displayed in complete, good condition. This is a great time to take inventory and address areas of deficiency before the open house takes place.

Prepare your staff to demonstrate and communicate positive, helpful information to parents, and to answer questions knowledgably and thoroughly. Have a plan to identify interested families, and for scheduling additional appointments for parents who wish to return to the school for further meetings to discuss enrollment.

Greet your visitors when they enter your doors, just as you would your students. Ask them to sign the guest book when they arrive. Welcome them to your school, introduce yourself, and guide them to a common area where they may be received by members of your staff and enjoy a beverage and snack. Ideally, the snack could be something that was prepared by the students earlier that day.

Montessori schools that choose a more formal approach to the open house could begin with a collective introduction to your school and Montessori with a visual presentation such as one with the speaker using Power Point to highlight important aspects of the school and its mission/philosophy, daily life in the Montessori classroom, benefits to choosing Montessori education, and further enrollment procedures.

One of the most important opportunities for introducing Montessori to new families lies in the classroom. Set up your Montessori classrooms to display examples of Montessori learning materials and activities in progress on tables and on floor mats. Each classroom should be occupied by a member of your staff who can explain in general how the prepared environment works and how Montessori learning materials are used. Sample student journals should be available, as well as examples of Montessori teacher observation and record-keeping. Whenever possible, a major student project, either completed or in development, should be displayed to serve as a way to demonstrate curriculum and engage parents in specific discussion of the Montessori methodology, and how their children can benefit from the Montessori learning environment.

Have one exit for departure, where a volunteer parent or staff member is present to say goodbye and hand out information packages that explain in simple terms some of the key aspects of Montessori education. Prepare written communication pieces that parents can take away for further review. Include in your registration/information package online video links, such as YouTube, that provide a strong overview of what Montessori is. Have a Frequently-Asked-Questions (FAQ) handout prepared as part of the package. Include a piece that speaks to Montessori at home, and the importance of Montessori parents.

Have a plan for follow up. Perhaps your guest book could ask for an email address so that you may send a thank you message and invitation to contact the school for further information and assistance. Be sure to follow up quickly and efficiently with those families that have scheduled further appointments.

Related NAMC blogs:

• Montessori Leadership Corner: Mission and Guiding Principles - Your School Compass
• Montessori Leadership Corner: Building Montessori Communities
• Montessori Community: Parent Education - Beyond Orientation

North American Montessori Center: http://www.montessoritraining.net/

Women and Education: International Women’s Day, March 8

International Women’s Day is celebrated every year on March 8th. First celebrated on March 19, 1911, International Women’s Day is officially recognized by the United Nations and many governments. China, Armenia, Russia, Azerbaijan, Bulgaria, Ukraine, Vietnam and many other countries consider International Women’s Day to be a national holiday. The first Women’s Day was created to help further the role of women in society and government and specifically address the right of women to vote and have a role in Parliament. International Women’s Day has historically been an opportunity for protests, activism, raising awareness and celebration. In the United States, this day can be part of a month-long celebration of Women’s History Month.

Education is key to the fabric of any society, and offers a strong theme for the further study of International Women’s Day. For the Montessori elementary teacher, this provides an opportunity to share with your students the history of struggle and achievement of women in order to receive an equal education. Discuss with your Montessori students how educational opportunities (or lack thereof) can be what aids or prevents equality among gender, race, etc. Without an equal education, women were (and in some areas of the world, still are) viewed as lower-class citizens and some women even came to believe this about themselves. Encourage discussion about how, as women gained the right to an equal education, they were eventually able to hold the same jobs as men, vote, and participate in government. This is a concept that could be further explored through the study of the rights and freedoms of women in other cultures around the world today. As well, Montessori teachers can help students discover the important links between peace and education for women.

Presenting the history of Maria Montessori in an age-appropriate way can benefit Montessori students of all ages. This study can serve to connect them to their own education, as well as to the central theme of women and education from a historical and cultural perspective. Be sure to point out Maria Montessori’s education and the opportunities she created for herself.

Important Dates for Women and Education

• 1833: Oberlin College (nation’s first university to accept women and black students) was founded.
• 1848: The Seneca Falls Convention took place and a document was drafted that stated: “As a teacher of theology, medicine, or law, she is not known. He has denied her the facilities for obtaining a thorough education - all colleges being closed against her.”
• 1877: First woman in the United States earns a Ph.D.
• 1880: Women comprise eighty percent of all elementary school educators.
• 1910: Women make up 39 percent of all collegiate undergraduate students and 20 percent of all college faculty.
• 1920: Women’s suffrage was achieved.
• 1945: First woman accepted to Harvard Medical School
• 1980: Women enrolled in colleges equal men in numbers (51 percent).
• 1996: Supreme Court forces the Virginia Military Institute to become coeducational.

General Activity Ideas

• Encourage students to identify any important women in their lives creatively, through writing, poetry, music, art, or even dance or other performance, and share this expression with their Montessori classmates.

• The 2010 United Nations theme for International Women’s Day is Equal rights, equal opportunities: Progress for all. The Ministry of the Status of Women in Canada’s 2010 theme is Strong Women. Strong Canada. Strong World. Encourage your students to create their own theme for International Women’s Day, and post it on your classroom wall for the month of March, which is Women’s History Month.

Elementary Activity Ideas

• Create a timeline that shows the significant dates and events in women’s fight for an equal education. This timeline could be country specific or global in focus.
• Compare and contrast women who achieved success because of their educational opportunities and women who achieved success despite their lack of educational opportunities. See the following book lists for some suggestions.

Books for the Montessori Elementary Classroom

• Women's Suffrage, by Richard Haesly
• Nobel Prize Winners (Women in Profile Series), by Carlotta Hacker
• Political Leaders (Women in Profile Series), by Janice Parker
• Susan B. Anthony: Fighter for Women's Rights, by Carol Ghiglieri
• Library of Famous Women: Madeleine Albright, by Rose Blue
• Women's Rights, by Wendy Mass

Resources

• http://www.internationalwomensday.com/
• http://www0.un.org/cyberschoolbus/womensday/index.asp
• http://www.meafordexpress.com/meafordexpress/article/156690
• http://www.swc-cfc.gc.ca/dates/iwd-jif/index-eng.html
• http://www.cwrl.utexas.edu/~ulrich/femhist/education.shtml

Related Blog: American Women's History Month in the Montessori Classroom

North American Montessori Center: http://www.montessoritraining.net/

Montessori Grace & Courtesy: Infants, Toddlers & Preschoolers

So in the child, besides the vital impulse to create himself, and to become perfect, there must yet another purpose, a duty to fulfill in harmony, something he has to do in the service of a united whole. ~ Montessori, The Absorbent Mind, pg 57.

The lessons in Grace and Courtesy are a cornerstone in the Montessori methodology. Indeed, these lessons can be expanded to include courtesy to those outside our immediate community in the form of community service. There is a natural need in every human being to find one’s place in the cosmos by finding fulfillment both inside and outside oneself. Montessori believed that it is the duty of every person to work toward and be part of something great which not only serves individual interests but those of all humanity. To understand this great relationship, children must be nurtured in the ways of grace, courtesy and service in order for it to flourish and grow throughout their lives.

Within every young child is the need for order. The initial lessons of Grace and Courtesy center on building the Montessori classroom community, and are often presented in the context of the Montessori Practical Life curriculum. They answer the child’s questions of how they fit into and participate in their environment. Using clear language and modeling, Montessori teachers present these lessons to provide structure so the child can know her place, not only in the Montessori environment, but in the world at large.

Toddlers are very empathetic. They become concerned when hearing a baby cry and are quick to offer help and sympathy if someone is hurt or seems sad. They have a natural propensity to serve others. They are able to identify these emotions within themselves and are able to show an awareness of and compassion for others through this empathy.

Children between the ages of 2.5 to 6 are in a sensitive period for learning courtesy and manners. Learning to act appropriately in one’s own culture is another aspect of the lessons of Grace and Courtesy. These lessons begin as soon as the child enters the Montessori environment. By developing a sense of cultural awareness, children learn how to live with dignity, respect and politeness toward themselves and others.

Early Lessons in Grace and Courtesy

Early lessons of grace and courtesy develop positive interpersonal skills that will serve children throughout their lives. Demonstrations of Practical Life activities involving Grace and Courtesy, as well as modeling this behavior, are designed to nurture a child’s natural qualities of Grace and Courtesy, and his inherent desire to contribute to the peaceful order of his environment. These lessons include, but are not limited to:

• greeting someone
• introducing oneself
• shaking hands
• receiving visitors
• apologizing/excusing oneself
• watching and observing others
• waiting
• taking turns
• interrupting/asking for help
• using a quiet voice
• speaking in a polite tone
• saying please and thank you
• blowing one’s nose
• coughing and sneezing
• washing one’s hands
• inviting and refusing a partner or playmate
• respecting others and their space
• walking around people and objects
• sitting on and putting away a chair
• walking in line
• offering food
• caring for works, books, and the environment
• rolling a rug
• carrying work or objects
• being silent
• being kind
• making friends

The desire to be gracious and courteous is naturally present in the child. The Montessori teacher and Montessori parents seek to support these desires by gentle modeling and encouragement of this natural tendency. Many of these lessons are not “shelf works”. Some are demonstrations, while others are simply behavior absorbed through the child’s careful observation of her world. Positive models of grace and courtesy provide the example and environment for the development of peaceful young citizens.

The NAMC 3-6 Practical Life manual provides lessons in Grace and Courtesy.

North American Montessori Center: http://www.montessoritraining.net/index.htm

Environmental Living Programs: The Montessori Way

It [Education] is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. ~ Maria Montessori, The Absorbent Mind

Dr. Montessori understood that learning is always more meaningful when a personal connection is made between a new concept and life experience. When a student is able to make real life connections, his interest and willingness to learn more and accept new challenges increases. His learning opportunity is further aided when he sees materials and concepts in new and diverse situations.

In the Montessori environment, the concept of “going-out” is related to the acquisition of culture. Montessori was a firm believer in the need for elementary-aged students to benefit from the firsthand experience of outside activities involving society, culture, and the natural world. Dr. Montessori stated that “The senses, being explorers of the world, open the way to knowledge.” By providing opportunities that engage the student in a holistic manner, we are enabling an immersion of lasting sensory experiences.

Environmental Living Programs

Environmental Living Programs (ELP) build knowledge and appreciation. Through hands-on learning experiences Montessori students explore history and culture as active participants. Often, students spend a day and a night (or more) in a living history situation, taking on the persona and costume of a figure from days gone by. ELP’s are offered at many cultural, historic, prehistoric and natural sites. Through role-playing and problem solving, children discover the interaction and interdependence of people and their environment.

I first learned about ELP’s when I was teaching in California several years ago. The fourth-grade class was all abuzz about their upcoming trip to Sutter’s Fort. They spent weeks preparing and studying about the California Gold Rush. They were busy creating the costumes they would wear as pioneer Californians. They spoke excitedly about riding on real horse-drawn wagons to Sutter’s Fort as they traced the footsteps of those who had gone before. Once at the location, students and teachers spent a full day and night exploring the time of the Gold Rush, including clothing, agriculture, cooking & baking bread, basketry, candle making, carpentry, laundry, corn husk dolls & rope making, schooling spinning and weaving, trapping, wagon trains, vaqueros, and how trade stores worked. (For more information, you can visit California State Parks - Environmental Living Program.)

Environmental Living Programs can be in the form of living history programs, or along the lines of environmental science and stewardship. In the latter, your Montessori students can learn about the natural resources around them and the best way humans can protect the environment.

To find Environmental Living Programs near you, look for historical or environmental sites which seek to bring the learning environment alive for children. Participating in these will provide experiences that your Montessori students will remember throughout their lives.

North American Montessori Center: http://www.montessoritraining.net/