how we montessori

Photo/Activity of the Day - Opening the Letterbox

Ok, I know, it's not ground breaking. But it's fun for them when they can eventually do it themselves! Opening the letterbox.

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This post got me thinking. It's the bigger picture that is important. Building the child's confidence, ego, self esteem. For them to believe in themselves. He's not just opening the letterbox independently, he's building his self trust, he's building confidence. I'm sure this leads to greater success in other areas. 

Observation - Part Two. Observing the Child at Home.

It took me a long time to grasp the concept of observation. Now it comes naturally. As you will read I've found observation key in providing for and meeting Otis's needs. For many parents this may be instinctual, but if like me you need some help or ideas please read along. .

Observe not correct, then work on improvement 

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One of the main reasons I observe Otis completing a task is to see where he is going wrong or how his movement might be improved. This is often with practical life activities but can apply to almost every activity he does. Take for example pouring milk, I observe Otis, (while standing next to him making my own breakfast) observe his hands, his little fingers, how he grips the container by it's handle and spins the lid around. I observe how he puts the lid on, so lightly (not tight enough to prevent Caspar from spilling it next time he uses the milk). Next time I am pouring milk and Otis is with me, I slowly and deliberately put the lid on the container, pause, don't say a word, and tighten the lid. Another example is with Caspar doing up his shoe laces. When I am doing up my laces I emphasis the areas I observe he is lacking (which is tightening the laces and pulling them firm). Another area I'm actively working with Otis is  putting on and taking off an apron. It's only through observation that I can determine the area he is having the most problem with. 

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Observe in order to offer the least amount of assistance necessary

I recently heard a mother talk about observation in relation to providing her toddler the least amount of help necessary to complete the task. She was observing her toddler doing up a coat. Rather than do the coat up for the child she observed how her daughter attempted it. She realised the child was able to pull up the zipper if she (the mother) held the zipper straight. This does so much for the child's self esteem. The child didn't need someone to do it for her, she just needed help with one very specific action. This is also a great tip with the zipper and I now have been doing the same for Otis. This principle applies again to almost every activity but I find myself applying it to practical life, I will loosen the tap for Otis not turn it on for him, I will squeeze out the toothpaste but he puts the paste on his toothbrush. 

 

Observe to improve demonstrations

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Observation can help to improve demonstrations. I remember observing Otis as an infant trying to get down from his floor bed. I would observe how he attempted to do it and then tried to replicate this action. It helped me to work out how it is best for him to get off the bed. I learnt to back off the bed feet first and then slowly with my arms push myself down. I would demonstrate this to Otis and (as he was an infant) help him to swing his feet off the bed and slowly lower him until he was able to do it for himself. Otis is right handed as I am left handed so there are times when I've needed to observe him to understand how he might hold something (for example scissors, a fork or knife), this has helped me understand how he does things and improve my next or following demonstrations. This has also applied when demonstrating to Otis how to get on and off a bike and also when doing actions like sweeping or using a rake. 

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Observe to better understand the child

Making time to deliberately observe a child help us to better understand the child. What is it about  play-dough that they like? Do they like to use tools or use only their hands? Do they favour certain textures, do they favour certain themes? How high can they reach to get their materials or hang an item on the hook? Observation helps us better select materials and prepare their environment. How does the child move, do they need assistance with grace and courtesy (are they always banging their chair)? What are they comfortable with, what do they avoid or what makes them feel uncomfortable, why? It's true that you don't know what you don't know! You might be surprised at what you find when you take some time to sit and observe. 

Observe to provide materials and environment relevant to the child's stage of development

It's said so often that all children are different and it's true. What your child is interested in doing or capable of doing at 12 months Otis might not do until 24. It can vary that much. Observation is needed to determine the exact stage of development your child is in. You need to know exactly where the child is in order to provide the next step. Observing not only a child choosing which material to work with but also how they do the work/for how long can help determine if that material is right for them and will give you ideas on other materials that might be suitable. The concept of activities that support and challenge the child is important. We want activities that the child can succeed with even if it's step by step improving each time. Some of our materials are rotated over a period of 12 months or so because Otis is still improving or still appreciates the repetition of the material. If you observe a child not using a material you can ask yourself why and perhaps take it out of rotation. Observation can help us prepare the child's environment, the right chair so the child can independently get in and out, the right sized table or shelving, observing the movement of the child can help determine if the layout of the room is suitable. 

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When and how I observe

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Observation is key in knowing your child. It's often why people can't make suggestions on which activities your child might like or how to improve an area of their behaviour. Observation is necessary. If you feel like you are just sitting there watching your child, that's ok, just keep on going but don't let your mind wander, stay focused on your child. Often when I observe Otis I have questions I am looking to answer. How can I help Otis to turn the pages of the book so he doesn't tear them? Why can't he get his arm out his sleeve when taking off his shirt? How can we improve his sweeping, is he holding the broom right? Often when observing Otis I do so with an open mind, this usually happens when he is doing an activity, usually I focus on his hands and I observe his movements. 

I am fortunate that I am able to observe Otis when Caspar is at school. I find it hard to observe when Caspar is around.  When I am observing Otis I really focus on him and tune out the rest of the world. Sometimes I even tune out sound. 

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Often I don't plan to observe Otis I take the opportunity when it arises. As many parents have mentioned toddlers like to be with their parents often not wanting or able to work independently. This doesn't mean that there isn't an opportunity for observation. While Otis sits on my lap I observe his hands, how he holds the book, in the photographs accompanying this post Otis is working on his table while I am sitting next to him. Often we will do puzzles together. If I observe he is struggling or feeling deflated I might suggest turning the puzzle piece or show him how a piece fits if you wiggle it a little. So by doing an activity with him I can still observe. Other times I might be working with him on an activity (like a puzzle) and I can see he is really engaged. I can pull back a bit and just observe.

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A couple of tips that I've read about observing. Be prepared and make time, observation isn't something you can do while waiting for a phone call or when there is a time restriction (within reason). Be prepared to see nothing new and see ordinary everyday things. Make notes if you like. I have never taken notes but I do make lists really for new materials I need to look for, for example a larger tray might be needed to store the materials or a smaller jar or a container with a different (easy to open) lid is required. It may even work if you are having trouble with observation to make some notes or write down questions you have to keep you on task. If you have any questions to ask the child, you could also write these down but save them for later. 

Most of all, spending time with your child should be enjoyable. If observation as I've mentioned it doesn't connect with you, perhaps keep it in mind. There may be a time when you are observing and you don't even know it.   

Concentration in unexpected places

Most children need to concentrate while eating or preparing food. Recently at our Montessori Parent-Toddler class I observed a child not much older than Otis slicing tiny slivers of pear. I wasn't timing her - she just went on for a very long time. Slicing the tiniest pieces with precision. Totally absorbed. Otis and I worked next to her but her concentration wasn't broken. There is no way you can expect or predict that was going to happen, we just need give them (the child) time, space and stay out of the way. 

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Today Otis ate every single seed from three passionfruit (next time I'll buy more!). I washed the dishes, swept the floor, wiped benches and he was still totally into it. His only words were "more passionfruit?". For a busy and sometimes restless two year old this is a great period of concentration (it actually took him a really long time, those seeds are super slippery). 

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I have two posts coming up, starting tomorrow about observation. If you have any questions please let me know and I will do my best to answer. The posts are about how we can as parents use observation to better meet the needs of our children. 

A typical day. When and what we do.

Morning.

Caspar and Otis both wake (usually one wakes the other) and move into the kitchen to get breakfast ready. This is usually where I find them in the morning. After breakfast it's time to get dressed and take Caspar to school.

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Once we've dropped Caspar at school Otis and I will go shopping (think fruit and vegetables, butcher etc), meet up with friends or go home. Once a week Otis and I attend a Montessori Parent-Toddler class at the school. 

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At home Otis is free to do as he likes but he usually stays close to me. I go straight into clean up mode. I attend to the dishwasher, laundry, tidying and Otis will often help. This is usually a period of PRACTICAL LIFE. Sometimes Otis will play along side me, I might be in the kitchen and he will get out his play dough at a table near me. If I'm hanging out the washing he might play in the sand pit outside. If I'm sweeping he will sweep too. During this time we will also prepare and eat snack together. Otis and I will also prepare and eat lunch together. 

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Afternoon

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Otis is almost at the point of giving up his afternoon nap completely. If he takes a nap it's usually after lunch. If he doesn't nap we still have some quiet time - we will read or lie down together. On the days that Otis takes a daytime nap I often nap with him, I might get a drink and read a magazine, read emails or tidy the house. 

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After quiet time we usually move into one of our living areas and I will sit and read a book or play with Otis. This is the time Otis is most likely to do a PUZZLE or USE HIS MATERIALS. Sometimes I am reading Montessori other times not (often I'm browsing recipe books). I also take this time to think, daydream and plan. Occasionally if Otis is really absorbed in his activities I might prepare some materials.

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We pick Caspar up from school and we visit friends, go on an outing (zoo, museum, library etc) or go home. If we need to run errands (post office etc) we often do this on our way home from school. At home the children are free to do as they like. Usually they snack, play inside or outside. During this time I might tidy or start preparing dinner. After half an hour to an hour we might go on a nature walk. Once home from our walk it's time to finish preparing and eat dinner. After dinner the children play then it's bath, story-time and bed. 

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Once the children are asleep I will again tidy, do some laundry, read, make or rotate materials, email frirends and catch up with you here on the blog. 

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Notes

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If I am going to invite Otis to a demonstration of a new art or practical life activity I will usually do this is the morning. If am going to invite Otis to a demonstration of a new material not art or practical life, I will usually do this in the afternoon, after lunch.

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Otis concentrates much better when Caspar is at school. Once Caspar is home Otis will play but it's usually outdoor play or playing with blocks together. 

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Sometimes Caspar has speech pathology after school. Caspar plays sport on the weekends. We will also attend the markets, shop and go on outings on the weekends. 

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I try extremely hard not to live a busy life. I try especially for Otis to spend as much time as possible at home. We don't live near school so the drive is lengthy for Otis. I also try extremely hard to stay organised but there are times, weeks when we spend too much time outside the house, the housework builds up and things get overwhelming. I find the more time we spend at home the more organised we are. 

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The main thing missing from my days is time to exercise. I'm still working on that. 

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I hope this answers all of your questions. I apologise this post was so long coming. 

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P.S. You can now find us on Instagram. OK, there is only one entry, but it's a start!

Food Prep at Two!

Shelling peas. 

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Peeling and segmenting a mandarin fruit. After being shown this by his teacher Otis has been asking to do it at home.  

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Cutting cheese with a cleaver. The cleaver isn't very sharp, sharp enough to cut the cheese with pressure.  

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Our slicer is being used for everything; eggs, strawberries, cheese and mushrooms! The mushrooms need to be fresh and placed this way up, otherwise they are too tough to cut through. 

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Mashing. 

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Whisking.

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Mixing. You can see what Caspar and Otis are making here. 

School holidays = more kitchen fun!

Montessori teaches gentleness

I don't want to hear that toddlers cannot be trusted. That they might break something. Hell no, don't give them a glass! I agree that some homes aren't set up to provide children with a real glass, that some parents aren't ready (and that's completely ok), but please don't say that a two year old cannot be trusted. If you believe (in general) that two year olds cannot be trusted with real crockery please visit a Montessori community, please book in to visit your closest Montessori school and see it for yourself. They can be trusted, they can be gentle and careful if given the right opportunity. 

Otis is not unique in his ability. He will (and has) throw toys but never a glass. Why is that do you think? He will (and has) pulled leaves off a plant. But he can also do this... 

Montessori provides children with the opportunity to be gentle. Allowing a child to demonstrate their ability can be such a rewarding experience.

With this Japanese bell the more gentle you ring it the nicer it sounds. Be rough and it sounds blunt. 

Oits hasn't got this completely but he's practising and in this case learning on his own.

Otis. Practical Life at (nearly) Two.

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I cannot believe he turns two next week. Watering, unloading, hanging, scooping and sweeping. 

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Five Minute Montessori - Matching Containers and Lids

Matching different sized containers to their lids. It's easy to tell when you've made a mistake. It's called control of error. Only one lid fits each container. Fun easy work that only take a minute to prepare. 

Fun Food Finds For Your Montessori Classroom

I was talking to a friend yesterday and she mentioned some of the fun food preparation activities she is planning to do with her Montessori school children. I am totally envious that this is what she gets to do for her work! I know many of these activities are suitable for home but it's much easier to justify a grain mill when it can be enjoyed so many. Here are some fun food finds for your Montessori classroom. 

Apple Slicer - We have one of these at home. It is great for building strength and it cuts the apple into equal sized pieces which is fun to share. I need to get it started though, I push it into the apple slightly and the children can do the rest. 

Nut Cracker - Nuts are not allowed in most schools so this is best left for homeschools or out of school activities where all allergies are known. I've been coveting this for a while - I love the screw action to crack the nut. 

Egg Slicer - Many schools avoid eggs but think outside the box. This would be great for small pieces of cheese, strawberries or mushrooms. 

Juicer - Ok, I know most schools have a juicer but I think this antique looking glass juicer is really cute. 

Banana Slicer - This would be fun for those little ones who are yet to wield a knife. Otis still makes a mess slicing his banana (mush) so this would be a good way for little ones to cut a banana that makes it appropriate to share the slices. 

Melon Ball Scoop - Fun for scooping seasonal melons. 

Spice Grinder - The mechanical action of turning the handle to grind the spices makes this enjoyable for children. 

Cherry or Olive Pitter - I haven't used this pitter personally but it looks like it would be easy for children to use, one of the most child friendly versions I've seen.

Grater - We have a cheese grater similar to this and Caspar started using it at three. It was a challenge but so much fun. We started using it to grate soap to make soap balls but of course it would be good for grating all types of food. 

Nutmeg Mill - If I had a class this would be on my list. Nutmeg smells divine and this mill requires strength and coordination and is the right size for children. 

Apple Peeler - I know a lot of classrooms have a peeler like this. Wonderful for apples and potatoes. This type of peeler makes apple slinkys and you can also make slices without removing the peel. 

Grain Mill - I'm convinced that every class should have (or borrow) one of these. It's all about learning the process. Plant to food. Since grain is in so many of our foods I think this one is fundamental. 

Compost Pail - Such a lovely way to store compost. This pail is so elegant it would be right at home in a Montessori classroom. 

Cold Press Juicer. When I saw this juicer I nearly died with envy. This manual juicer would be a hit with children. 

Coffee Grinder - I don't drink coffee but I'm sure it has many other uses. Coffee beans are great deodorises. Again I think it's the physicality, the physical toughness of turning the handle to see the results that appeals to children. 

I think a small mortar and pestle should be on the list too! What do you think? I'd love to hear what you use in your classroom. 

Zips and Buttons. A Coat Basket.

I put some old coats and jackets into a basket and presented it to Otis. There are zips and buttons to explore. It's our home version of the dressing frames - a fun practical life activity. 

Over the period of a day Otis made a lot of progress. He loves the zips and snap fasteners. As I walk through the house and put away laundry I'm looking for other types of fasteners, buckles and the like. 

After school I found Caspar sitting at Otis's table working with some of the coats. It's really good for him too, especially lining up the two pieces of the jacket and threading the zipper.

Perhaps I should visit the thrift store, they might have some interesting and alternative fasteners?