Book List: April is National Poetry Month

We work hard to give kids a chance to read both fiction and nonfiction, but let’s not forget about poetry!  April is a great month to celebrate.  Check out this month’s book list for ideas.

(Click on the book image to go to the book's page on Amazon)

Where the Sidewalk Ends by Shel Silverstein

Silverstein’s poems are mostly silly, often inspiring, and always delightful.  Combine that with his simple line drawings and your child will love every page.  If you enjoy Where the Sidewalk Ends, check out Silverstein’s many other titles, including A Light in the Attic.

Jabberwocky: A BabyLit Nonsense Primer by Jennifer Adams, illustrated by Alison Oliver

In this great board book option for the youngest poetry lovers, Adams cleverly adapts Lewis Carrol’s classic from Through the Looking Glass, and What Alice Found There.  The bright, whimsical illustrations transform a not-so-scary beast into a fun and triumphant poem. 

The Crown on Your Head by Nancy Tillman

This sweet poem/story tells children what we already know about them: there is something special and magical about their individuality.  While the illustrations show children with literal glowing crowns resting on their heads, the message is more figurative.  Nonetheless, the qualities that make us unique follow us throughout our lives, and that each one of us carries our own.

Poetry for Young People: Emily Dickinson edited by Frances Schoonmaker Bolin, illustrated by Chi Chung

If your child loves nature or shares a fascination with the world around them, this introduction to some of Dickinson’s work may be an excellent foray into poetry.  Included are poems like “Bee, I’m expecting you!” and “The moon was but a chin of gold”.

When We Were Very Young by A. A. Milne, illustrated by Ernest H. Shepard

This classic collection has been enjoyed for generation.  One of a series that introduces readers to Winnie-the-Pooh and friends, it’s the type of book that children cherish enough to want to read to their own children.

The Reason for a Flower: A Book About Flowers, Pollen, and Seeds by Ruth Heller

Heller has a magical way of blending poetry and science in a way that captivates children’s imaginations while teaching them real-life information.  The Reason for a Flower is no different, and children will love the different ways in which plants use flowers for reproduction.

Many Luscious Lollipops: A Book About Adjectives by Ruth Heller

Ruth Heller’s work is so amazing it deserves two spots on this list.  Many Luscious Lollipops is just one in her series that teaches grammar skills.  Some books even go into specific parts of speech, which is great for older children (she has written one all about collective nouns!).  And who doesn’t love a book about lollipops?

Inside Out and Back Again by Thanhha Lai

This book is appropriate for children in third grade through middle school.  Inside Out and Back Again has been widely recognized: it’s received a Newbury Honor and won the National Book Award.  As a child, Lai was a refugee who fled Vietnam with her family.  This story is based on her experiences as an immigrant.

Everybody Needs a Rock by Byrd Baylor, illustrated by Peter Parnall

Baylor has written many books, using a unique style of free verse.  In Everybody Needs a Rock, the main character describes the importance of having one’s very own rock, and the important characteristics to look out for.  If you and your family enjoy this one, check out I’m in Charge of Celebrations.

A Child’s Garden of Verses by Robert Louis Stevenson, illustrated by Gyo Fujikawa

This classic compilation includes favorites such as this:

“Bed in Summer”

By Robert Louis Stevenson

In winter I get up at night 

And dress by yellow candle-light. 

In summer, quite the other way, 

I have to go to bed by day. 

I have to go to bed and see 

The birds still hopping on the tree, 

Or hear the grown-up people's feet 

Still going past me in the street. 

And does it not seem hard to you, 

When all the sky is clear and blue, 

And I should like so much to play, 

To have to go to bed by day?

Happy reading!

Montessori Basics: The Planes of Development

Maria Montessori based her entire educational philosophy on the idea that children develop through a series of four planes.  Each of these planes is easy to recognize and has clear, defining characteristics.  If we study and understand these stages, we can approach our interactions with children with a new perspective.  

Learning about the planes of development isn’t just for Montessori educators.  Understanding your child’s development can help at home, too.  

The First Plane: birth-6 years

During this stage children absorb everything like sponges.  They are, indeed, excellent examples if what Montessori called ‘The Absorbent Mind.’  This is a time in which we are able to utilize what Montessori called sensitive periods of learning.  While each child is different, there are typical patterns that emerge in regards to brain development and general readiness to learn particular skills. 

During the first three years of this plane, all learning is done outside of the child’s conscious mind.  They learn by exploring their senses and interacting with their environment.  During the second half of the plane, from about 3-6 years, children enter the conscious stage of learning.  They learn by using their hands, and specialized materials in the Montessori classroom were developed with this consideration.

During this time, children have a wonderful sense of order.  They are methodical and can appreciate the many steps involved in practical life lessons in their classrooms.  The organization of the works on their classroom shelves is intentional, which appeals again to this sense of order.

The first plane is a time in which children proclaim, “I can do it myself”; it is a time of physical independence.

The Second Plane: 6-12 years

During the elementary years children begin to look outside themselves.  They suddenly develop a strong desire to form peer groups.  Previously, during the first plane, a child would be content to focus on their own work while sitting near others.  In the second plane, a child is compelled to actually work with their friends.  It is during this time that children are ready to learn about collaboration.

During the second plane there is a sudden and marked period of physical growth.  This may be a contributing factor to the observation that many children of this age seem to lack an awareness of their body, often bumping into things and knocking things over.  Children begin to lose their teeth around this time as well.  Their sense of order and neatness tend to fade a bit during this plane.

Throughout the second plane, children’s imaginations are ignited.  Since Montessori education is based in reality, we find ways to deliver real information to children through storytelling and other similar methods.  For example, when teaching children about the beginnings of our universe, Montessori schools use what is called a Great Lesson.  The first Great Lesson is a dramatic story, told to children with the use of props, experiments, and dramatics (think: a black balloon filled with glitter is popped to illustrate the Big Bang, with bits of paper in a dish of water used while talking about particles gathering together).  This lesson is fascinating for children in the way it is presented, but gives them basic information about the solar system, states of matter, and other important concepts.

Children in the second plane have a voracious appetite for information, and are often drawn strongly to what we in Montessori call the cultural subjects: science, history, and geography.  While we support their rapid language and mathematical growth during this time, we are also responsible for providing them with a variety of rich cultural lessons and experiences.

It is important to note that children develop a sense of moral justice at this time.  They are very concerned with what is fair, and creating the rules to a new game is often as important (if not more so) than playing the actual game itself.

This is the period of time in which children are striving for intellectual independence.

The Third Plane: 12-18

The third plane of development encompasses the adolescent years.  During the second plane, children become aware of social connections, but in the third plane they are critical.  During this time children rely heavily on their relationships with their peers.  They feel a strong desire to remain independent from adults, although they are not quite ready to do this entirely.  It is our job to find ways that allow them to experiment with independence while also providing a safe structure in which they may do so.

Children in the third plane tend to require more sleep, and they sleep later than when they were younger.  They long for authentic learning experiences, and Dr. Montessori imagined just that.  Her ideas of Erdkinder (children of the earth) led her to contemplate a school setting that would support children’s development during this time.  She imagined a farm school, in which children would work to keep the farm operational, but also contribute to planning and decision making while doing so.  

During the third plane children are refining their moral compass while developing a stronger sense of responsibility.

The Fourth Plane: 18-24

The final plane is a time in which young adults are striving for financial independence.  They are often living away from home for the first time, and use this time to figure out where they fit into their society.  Many make choices to further their education and/or explore career paths.

It is during the fourth plane that people begin to develop a truer sense of who they are as individuals.

Each plane of development should be mindfully nurtured.  If a child is able to experience one developmental phase in a rich and carefully prepared environment, they are ready to fully take on the next phase when it is time.

Make Art With Your Kids!

Looking for something fun to do with your kids?  Tapping into your creative side is a fun way to break the monotony while spending time together.  Feel like you’re not the artistic type?  No special skills or talent are needed to give these ideas a try…

Paint Some Mini Masterpieces

Image by Kristi Favaloro

Supplies: 

• Watercolor paper 
• Watercolor paints
• Tape (painter’s tape works best)
• Paintbrush
• Permanent marker

What to do:

1. Cut paper into small squares or rectangles (3”x3” is great!).
2. Use tape to create a small border around the edge, while also holding it to the table.
3. Use the marker to draw freeform shapes and lines.
4. Experiment with paint!  Watercolor is so fun and versatile.
5. When paint is dry, remove tape.

The key here is to experiment.  Watercolors are unique in that they don’t lay color down on the paper in just one way.  The possibilities are endless.  Tiny pieces of paper make the task more manageable for small fingers, and hanging these little paintings as a mosaic is simple and gorgeous.

Cook Up Some Playdough

Ingredients:

• 1 cup flour
• ½ cup salt
• 1 cup water
• 1 Tablespoon oil
• 2 teaspoons cream of tartar
• (optional) food coloring, glitter, essential oils

What to do: 

1. Measure all ingredients into a saucepan (leave out any glitter until after it’s cooked).
2. Cook over medium-low heat, stirring until dough begins to form a ball.
3. Allow dough to cool.

When playing with playdough, use your imagination!  Incorporate rolling pins, cookie cutters, kitchen utensils, beads, seashells, or whatever you think up!  Children love to play with playdough, and it’s so simple to make.

Printmaking in the Kitchen

Materials: 

• Fruit and vegetable scraps (more on that below)
• Washable paint (tempera works great)
• Paintbrushes
• Paper

What to do:

1. While preparing food, save any interesting produce scraps.  Cross sections tend to work best - think a halved apple, a bok choy base, or the skin or a particularly bumpy orange.
2. Put a bit of paint onto a plate.  Try using a few different colors!
3. Brush some paint onto the produce and press gently but firmly onto the paper.  

This super simple art activity allows even the littlest ones to feel independent, while indirectly learning about parts of plants.  Plus, they stay busy while you prepare dinner.  

Short on Time?

Try these quick ideas…

• Dry erase markers work great on windows and mirrors.
• Crayons on large boxes are a delight for kids (especially boxes big enough for them to fit inside after!)
• Cutting practice - give a preschooler a pair of scissors and an old magazine and let them at it!
• Too cold for sidewalk chalk?  Try it out on some black construction paper.
• Teach your child fun tricks you loved as a kid.  Handprint turkeys anyone?  Fingerprint creatures?  
• Small paper bags make perfect puppets.  Make one first to show them the basics, and see what they come up with.
• Use markers on a damp paper towel.  Watch the colors run and mix.

Remember: the mess is half the fun!  When we make art with children, it can be important to remind ourselves that the learning and the process are so much more important than the final product.  Have a great time making art and memories!

Montessori Basics: How Math Progresses Through the Levels

You know your four year old loves their classroom and their work.  You know their teachers are guiding them to learn early math skills.  But what, exactly, does that look like?  And how does it change as they get older?  Montessori math materials are nothing short of amazing.  While they look quite different than what we used growing up (pencil and paper?) there are intentional reasons for these methods.  Read on to learn more...

The Basics

Much of the Montessori curriculum is based on giving children exposure to concrete materials first, then giving them incremental opportunities to work to more abstract concepts.  This is no different when it comes to math.

What do we mean by concrete?  The children are able to hold a material in their hands.  The materials are symbolic or representative of something else (a number, perhaps), and that symbolism changes over time until children are ready to let go of the materials and find solutions on paper or even in their heads.  This idea of mastering a skill without the assistance of materials is what we refer to as abstraction. 

What Does Primary (Early Childhood) Math Look Like?

At the primary level math starts out simple, but you may be surprised at how much preschoolers are capable of.  

Even before a child is able to count, they experience the skill using materials like the number rods, a series of blue and red colored wooden rods that are arranged in a stair-like pattern.  Children learn how to count using a variety of materials.  The spindle box is an early material with which children place the correct amount of wooden spindles in compartments labeled 1-9.  Sandpaper numbers (just like their letter counterparts!) teach children how to correctly form each number to develop readiness for writing them on paper.

When a child is ready to learn about basic operations, there are plenty of materials to support them.  Montessori math uses the golden bead material; first to build numbers into the thousands.  For example a single golden bead represents 1, a group of 10 beads are strung together in a straight line for 10, and 100 beads are affixed into a flat square.  The thousand cube is as large as 1,000 of the original single ‘1’ bead.  Once a child is able to build a visual representation of a number, the beads are used to teach basic operations.  Young children are able to add, subtract, multiply, and divide numbers into the thousands using this material.  They first learn with static problems - that is, with no exchanges - and then move on to more complex, dynamic problems.  They quickly learn that ten 1s is equal to one 10, and they do this by holding those numbers in their hands.

Montessori recognizes the importance of memorizing basic facts.  While when we were young we may have used flashcards to drill these facts into our heads, the Montessori approach begins by showing children why we manipulate numbers in different ways.  Young children appreciate the repetitive nature of the materials, which gives them plenty of opportunities to practice  (and memorize!) these facts.  The addition and subtraction strip boards show a child visually what is happening when we add numbers.  The same goes for the multiplication and division bead boards (which use small beads placed in divots on a wooden board to create an array).  

A Period of Overlap

Somewhere between kindergarten and the first year of lower elementary, children are taught to use new math materials depending upon their individual readiness.  The stamp game is a classic example.  

The stamp game material is a sectioned box with small colored tiles sorted inside.  There are labeled green, ‘one’ tiles, blue ‘ten’ tiles, red ‘hundred’ tiles, and green ‘thousand’ tiles.  Instead of holding a large cube that actually shows the relative size of one thousand as they did with the golden beads, they are now representing series of tiles that are all the same size, but are differentiated only by their color and number label.  Like the golden beads, the stamp game material is used to teach all four operations, with children adding, subtracting, multiplying, and dividing into the thousands.  Some children begin this work in their primary classroom and continue when they reach elementary, while others begin once they enter their lower elementary classroom.

It may be interesting to note that there are some Montessori materials that children spiral back to, over and over again, from ages 3 to 12!  The bead chains are a colorful, quintessential Montessori material.  In the primary classroom, children use them to learn how to count, and perhaps how to skip count.  In a lower elementary classroom they are used for skip counting and to help memorize multiplication facts.  In upper elementary children use them to solidify concepts like squaring and cubing, although they were indirectly preparing for that work for years previously. 

What Does Elementary Math Look Like?

Remember the green, blue, and red tiles of the stamp game?  Montessori refers to those as the hierarchical colors, and they are used to teach children about number series.  They first appear in the stamp game, but they continue to follow the child through lower elementary and into upper elementary until they have a firm grasp on the idea of the simple family of numbers (ones, tens, hundreds), the thousand family (thousands, ten thousands, hundred thousands), and so on.

After a child masters operations with the stamp game, they move on to use a material called the bead frame, which can teach addition, subtraction, and multiplication.  It looks a bit like an abacus, but with ten beads on each rod in the hierarchical colors.  After a child masters the bead frame, they are typically ready to add and subtract into the thousands (and beyond!) using just pencil and paper.

To learn larger multiplication problems, children use a material called the checkerboard.  They begin small, but eventually work their way up to problems that have three or four digit multipliers.  For long division, children use a material that goes by different names at different schools: the racks and tubes, aka the test tube material.  Once children master the checkerboard and racks and tubes, they are able to multiply and divide large numbers without materials.

During the elementary years fact memorization continues.  In early lower elementary, many children continue to use the strip boards and bead boards of their primary years, but eventually move on to using finger boards and tables in which they place numbered tiles.  Children notice the patterns numbers make, giving them more tools to memorize their facts.

There’s More!

Of course, math isn’t just about operations.  Montessori students learn about geometry and fractions from an early age. 

Did you know that primary children learn the names of geometric solids?  They can easily identify not just cubes and spheres, but square based pyramids, rectangular prisms, ellipsoids, and more.  As they move into elementary they learn about range of concepts, including studies of angles, triangles, polygons, and so much more.  A third grader can easily identify a right-angled, isosceles triangle.

When it comes to fractions, first graders start out simple with an impressionist lesson involving an apple and a definition of fractions that includes how they must always be fairly divided (the connections between fractions and division are impressed early on).  They next move on to using fraction insets, which look a lot like the metal insets they used for handwriting preparation in their primary classrooms.  Before you know it, many third graders are learning to multiply and divide fractions.

Still Curious?

The best way to really understand Montessori math is to see the materials in action.  Schedule a visit to watch children using them in the classroom, or join us for our upcoming parent education session on Monday, March 26, 2018, 6:00-7:30.  Contact us for more details!  

Check out the stamp game in action:

Bursting the Montessori Bubble

What does "Bursting the Montessori Bubble" mean?

Our culture has long maintained the factory model of education and most of us were raised in that system. We experienced school in same-age classes and were taught the same subjects at the same time.

As children progress through the Montessori program, parents begin to feel the cultural pressures of traditional learning. Will my child be ready for testing? Will they be able to transition? They begin to feel that Montessori education is a protected bubble, not the ”real world” their child will be entering later on in their educational experience.

Have you ever had these same thoughts? Dr. Stephen Hughes, a Pediatric Neuropsychologist, has said in regards to this topic:

“Which is the real bubble? Because the truth is, success in life is not built on a foundation of standardized tests, but on the freedom to make difficult choices and experience their consequences. Success in life is not built on grades and percentages, but on self-awareness and self-improvement. Success in life is not built on artificial competition among same-aged peers, but on the genuine collaboration between generations. Success in life is not built on cheating the system, but on having the wisdom and courage to transform it.”

— Dr. Stephen Hughes

And Dr. Montessori said it herself:

“If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man’s future. For what is the use of transmitting knowledge if the individual’s total development lags behind?”  ”

— Dr. Maria Montessori

She was ahead of her time!

---

Kari Headington is Head of School at Hollis Montessori School.

Montessori and Peace Education

Our world is often a tumultuous and scary place.  How can we help our children feel safe and cared for, while preparing them to lead the way as adults?  How can we cultivate empathy, kindness, gratitude, and the sense of community that helps people work together?

Montessori education has been addressing these issues for over a hundred years.  Sometimes the lessons are direct; at other times they are more subtle.  The mission is always clear: we want children to have a wide view of the world.  We want them to appreciate the diversity of others.  We want them to have the tools to navigate this world peacefully.

How do we approach this critical task?

Montessori schools teach peace both directly and indirectly.  Sure, we talk about peace and its importance openly and frequently.  We talk about what it means and what it looks like and what children can do to become peacekeepers.  But, perhaps more importantly, we model.  Through our words, the tone of our voices, and with our actions, we show children what it means to be peaceful.  They watch our everyday actions and learn so much from them, so why not create constant learning opportunities?

Teaching a Global Perspective

Even from a very young age, Montessori children are taught geography through the lens of the whole world.  They learn about the continents when they are as young as three years old.  These studies often include learning about biomes, instead of an emphasis on political boundaries.  Teaching about the world in this way gives children a sense of the natural world and people as a whole as primary to different countries.

Elementary aged Montessori children enjoy many lessons with timelines.  They learn about the origins of humanity, and studying ancient cultures is fascinating for them. 

Embracing a Variety of Cultures

One important series of lessons in the elementary years teaches the fundamental needs of humans.  Children explore how groups of people around the world and across the ages meet and have met their needs.  Physical needs, such as food, shelter, defense, and transportation are considered, as well as spiritual needs like art and religion.

Giving Them Tools

Montessori teachers are equipped to give children skills to resolve conflicts.  We give children tools such as micro-mediation, and give them the words and actions to express their needs and feelings while listening to those of others.

In Montessori classrooms, children often learn a variety of self-calming strategies.  This might include mindfulness meditation, yoga, breathing exercises, or the use of small hand-held tools such as a finger labyrinth or polished stone. 

Taking the Time

In Montessori classrooms the day is not structured with rigid timed intervals.  For example, there is no predetermined time for math, reading, etc.  This flexible schedule lends itself to shifting courses and having discussions in the moment.

For example, if a group of children are experiencing difficulty resolving a problem together, the teacher is able to stop and sit with them.  Without feeling rushed, they can take the time to figure out what went wrong and how to make it right.  Instead of an adult doling out consequences, we have the time to sit and work through conflict authentically.  

Giving to the Community

As Montessori children get older, they are encouraged to give back to their community.  These acts of charity will often be inspired by the children’s ideas.  Children may collect food and supplies for a local animal shelter, read stories and sing songs to residents of a nursing home, or make and sell baked goods to benefit a cause they believe in.  

By supporting children with logistics, we can encourage them to learn how to be active and supportive members of their communities at a young age.  They learn the importance of volunteering and contribution to others.

Giving back is just one way a child begins their active role as a peaceful member.