The Clanmore Voice

September 22, 2021

Archive for Montessori in the home

The Transition from Toddler to Casa: Part 3

posted in Montessori Education
10/26/2015  |  Comments Off on The Transition from Toddler to Casa: Part 3

In our previous blog posts: The Transition from Toddler to Casa, Parts 1 and 2, we discussed some of the characteristics of the Casa child as he/she gains more independence, an increased vocabulary and the connection to the meaning as well as the importance of practical life and how it helps the child to help him/herself.  In Part 3 we will focus on how you can implement practical life and language development in your everyday life.

 

Dressing: Choice

Read More

Working on this in the home and as a natural part of your life is easier and more rewarding than one might think. It doesn’t take ‘set-up’, time or even cost – it takes forward thinking and an understanding of seeing the home, the grocery store, the park, etc. – through your child’s eyes. It can be interjected into everything you do with your child/children.

 

Kitchen: washing

 

One thing to always keep in mind is that it is the process not the product that counts.  Looked at from a scientific perspective, you are giving your children the tools for them to construct themselves.  Through implementation and repetition they will be guided towards mastery. It is the process, the “struggle” that gives them great pride and a sense of accomplishment, it also helps them develop drive and concentration.

 

Linc1 Linc2 Linc3
Linc4 Linc5 Linc6

Linc7

 

A child of this age is always wanting to help in the home.  It is a need, a desire to feel a part of the family and to know they have a place in the family. They are in effect seeking to be part of a community.

 

Using a screwdriver

 

There are always language opportunities as we engage in daily activities.  Do not hold back on using proper terminology with your children.  They are taking it all in.  A bird need not simply be a bird. Is it a cardinal? A blue jay? Children at this age are hungry for language and the words which help them classify their impressions.

In the home children want to do as you do, and activities like collecting laundry, sorting and putting it away actually helps them organize their minds. You can be at the grocery store for example counting apples, placing them gently into the bag so as not to bruise them, having your child hold the bag while feeling the weight of it as more apples are added. Ask for their help when you get home and put the apples away together.  This way your child will know where to find them when they want one.

This is much like the Montessori classroom, everything has its place. The physical space is prepared in a way that the children know where to retrieve things so their minds are free to do great work with the great concentration which will follow.

 

Using a pencil sharpener

If children have to adapt everyday to changing circumstances, it takes great work on their part to decipher and understand. This too will contribute to how much they are able to process and to how they are able to organize their minds.

Consider having accessible areas in every part of the home to allow your child to do as much as they can for him/herself.  Create opportunities for conversation, get down to their level, ask them questions and wait patiently for the answer. Read to them on a daily basis, perhaps before bed, and role model reading in your home.  They benefit so much simply by seeing you reading too.

 

Reading

Have the outdoors accessible to them on a daily basis and go for walks exploring plant life, offering the language if you have it.  If not consider a trip to the library or perhaps you have illustrated books at home to help.  Help your child to see the connections between what you discover in books and what you have seen in the world.

 

Outdoors

Take the opportunity as a parent to step back and observe,  see how you child’s mind works and what engages him/her. In this way you can help support their self-construction in the best way possible.

 

“The reality of human existence is that life is full of transitions… Transitions are opportunities for development.”

Dr. Silvia Dubovoy Ph.D. AMI Trainer

top of the page

The Transition from Casa to Elementary: Part 3

posted in Montessori Education
01/28/2015  |  Comments Off on The Transition from Casa to Elementary: Part 3

At Home With The Elementary Child

Boy sweeping

In our previous blog posts: The Transition from Casa to Elementary, Parts 1 and 2, we discussed some of the characteristics of the child as he/she moves from the 1st plane of development to the 2nd.  Below is a chart which summarizes some of these changes as we now focus in this final post in our series on your elementary child at home.

Read More

Some Characteristics

Casa Child (0-6 years)

Elementary Child (6-12 years)

Developmental Goal

physical independence

intellectual independence

Type of Work

individual, constructing themselves

building groups, community

co-operative and collaborative

Type of Exploration

sensorial/motor explorer, interested/engaged in the present, visible facts

reasoning/intellectual explorer

use of imagination to explore what can’t be seen (history, cosmos etc.)

Type of Mind

absorbent mind (taking in from the world around them)

reasoning mind (use of intellect)

Questions

who, what, where… (naming questions)

when, why, how

(cause & effect)

Type of Understanding

concrete

working towards greater abstraction in understanding

Attitude to Possessions

hard to share

not attached to their possessions (lose things), often use trading as a way to build relationships

Social Development

home important, focus on self-construction to work towards being a contributing member of a community

greater interest in the wider community vs. home

peers extremely important,

herd instinct, need to be like everyone else, always talking

Moral issues

black and white

will accept adult viewpoint

trying to understand the grey areas, great focus on right vs. wrong

seeking to make own opinions over accepting those of adults

deep sense or justice, compassion & mercy

Personal appearance

lower elementary: no focus on physical appearance

upper elementary: physical appearance starts to matter

Emotional Display

affectionate

less receptive to affection in public, especially if around friends,

less accommodating

Admiration

admire those in their immediate world

hero worship, admire achievements of others

At Home With Your Elementary Child

Work with them not for them

For example, making lunches.   If children have more choice, more control and a greater sense of responsibility, they are more likely to eat what has been chosen. Talk to them about nutrition and how to make wise choices. Involve them in making grocery lists.

Reading With Your Child

Responsibility and accountability are important

Children need to have responsibility within the home. They are part of a group, the family, and they need to have a role within this group. At school the elementary children have jobs to do, and if a job does not get done, the class talks about it and strategizes.

The feeling of contribution felt by children, even at a very young age, will be carried forward by them into their adult lives.

Child Gardening

The Child in the Family: Belonging

Children want to contribute, they need to know how they can help (look to practical life for ideas). If a child feels a sense of belonging in their family, that’s a happy child!

DSC_0120

The Family Meeting

It doesn’t have to be very long 15 – 20 minutes.
-the child’s ideas are heard
-adults concerns are heard
-a plan is worked out together → how to ‘fix’ it!

Restitution

What are your family’s core values? Discuss what these are and what what they mean.  Your children will carry these values with them.

Enjoying Nature

See also our post on The Social Curriculum at Clanmore Montessori School which references Diane Gossen and The Theory of Restitution.

top of the page

Why Is There A Bar In The Parent Lounge at Clanmore Montessori School?

posted in Montessori Education
03/25/2014  |  Comments Off on Why Is There A Bar In The Parent Lounge at Clanmore Montessori School?

DSC_0941

The ‘bar/barre’ is for the age of 5 to 12 months, when a child is not quite walking yet. The mirror gives little ones the opportunity to see and study their own reflection, their movements and help them connect their movements with that of reflections. The mirror helps them control their movements on their own time and strengthens their muscles. It helps them to stand straight, walk and move independently using their own equilibrium. This leads a child to a quicker discovery of his own body and movement. When achieved by themselves, it gives them self-confidence. (more…)

top of the page