Cooking With Our Kids

Children love to help out in the kitchen.  Though they may be prone to extra messes, letting them help has many benefits:

• Promote healthy eating habits - Children are likely to eat more fruits and vegetables if they help to make their food at home.  Preparing ingredients together is a great time to talk about why our bodies need certain vitamins and how we can get those from the food we eat.
• Increase their likelihood of trying new foods - When children make a meal themselves, the pride they feel in their accomplishment and the interaction they have with the food often takes away apprehensions they might have had about trying it otherwise.
• Teach children where their food comes from - Whether you grow your own food, visit your local farmer’s market, or head to the grocery store, the kitchen is the perfect place to talk to children about where their food comes from.  
• Give them practical life skills - Someday your child will have to prepare their food.  Why not start learning now?  Doing so lays the foundation for confidence in the kitchen, and independence as an adult.
• Cooking teaches reading and math - While the youngest children might enjoy counting while adding ingredients, older children can read recipes and work with fractions and time.
• Children gain a sense of contribution - When a child helps cook a meal, they have done something important to help their family community.  This is just another way to promote confidence and independence.

Things to Keep in Mind

Emphasize safety.  Talk to your children about what is off-limits - whether you’d like them to stay away from hot stoves or sharp knives - make sure they know what you expect and remind them often.

Make it fun!  Make meals that are full of color.  Make silly faces on your pizzas.  Dance around the kitchen.  Cooking should be a fun experiences for everyone in the family.

Give your kids tools that will work for them.  Make sure they are comfortable in for little hands to hold, but make sure they get to use the real thing.  Click here for one good resource to find such tools.

Recipes to Get You Started!

French Bread Pizzas

Ree Drummond over at the Pioneer Woman is always full of great ideas.  You may want to do some of the chopping and ingredient cooking ahead of time unless you have older children.  Even the littlest ones would enjoy assembling their own pizzas with whatever toppings they like.

Nutella and Raspberry Sandwiches

It doesn’t get much simpler (or more delicious!) than this.  Children as young as three often practice spreading butters in their Montessori classrooms, so they may surprise you with their skills!

Pinto Bean and Cheese Tacos

Not only is this recipe easy to make, but it’s a great quick dinner option for busy weeknights.  Feel free to substitute the beans for whatever your favorite protein is, and add in fun extras like guacamole!

Earth Cookies

While these may not be the healthiest recipe on our list, they were far too cute to leave out.

Cookie Cutter Fruit Salad

Consider this recipe an inspiration.  You could use so many different fruits and veggies in an unlimited number of shapes.  The final product could be a fruit salad, or you could make kababs, put them on pancakes, the possibilities are endless…

Salad in a Jar

Looking for ways to teach your kids to make their own lunches AND eat more vegetables?  Look no further…

Waldorf Chicken Boats

For those of you looking for something a little fancy (and fun!), check out these Waldorf Chicken Boats.  If you cook the chicken ahead of time and stand by to assist in measuring, children can make this recipe almost entirely on their own.

Happy cooking!

Spending Time Outdoors in the Winter

Norwegians have a long-standing tradition known as “friluftsliv”.  The word loosely translates to ‘open-air life’ and embodies the nation’s dedication to spending time in nature on a regular basis.  This is easy enough to do when the sun is shining and the days are long, but how can we continue to get outside during the colder, darker months?  And why is this so important for children?

Why Get Outside?

We all know the stir-crazy feeling that sets in after too many hours cooped up inside.  The following are just some of the benefits to bundling up and heading out.

• Soak up the sun for vitamin D: One simple way to boost our body's’ supply of vitamin D is through sun exposure.  While it is important to consider our skin’s need for sun protection, we all need some time to enjoy the benefits of the sun’s rays.  
• Reduce stress: A short walk - even just 20 minutes - can significantly lower stress hormones in the body. 
• Gain focus: One study determined a clear link between children spending time outdoors and a decline in ADHD symptoms.  
• Improve immune function: Japanese ‘forest bathing’, or simply spending time in a forest or around trees, has been linked to an increase in immune function.  
• Boost your creativity: Regular time spent exercising outdoors has been linked to an increased capacity for creative reasoning. 

Endless Options

So what exactly is the best way to spend time outside when it’s chilly?  Winter provides us a huge range of opportunities:

• Sledding: Dragging a sled up a hill while trudging through snow is a workout!  The reward of sliding down a slippery slope each time is fun for all ages.
• Star Gazing: Even younger children with earlier bedtimes can enjoy star gazing on crisp winter nights.  
• Skiing and Snowboarding: Whether you prefer the speed of the slopes of the quiet of cross-country, there are options for everyone.  Many mountains offer lessons for children as young as three.
• Visit local parks: Public parks stay open year-round.  Go together and enjoy your local resources, or make a day trip of it and visit a park that’s a bit farther away.
• Feed the birds: Because many species migrate during the winter months, your area’s population will look different now than during the spring and summer.  Borrow a field guide from the library and do some bird watching.  Set up or make your own bird feeders and place them outside a window of your home.
• Make environmental art: Use what you find in nature to create inspiring pictures and sculptures!  
• Take a closer look: Use a magnifying glass to examine snowflakes, ice, or whatever else sparks curiosity.
• Walk: Perhaps the simplest option, this can be made even more special if done while it’s snowing outside!  Consider location as well - think about any access to nature nearby, whether it be a forest, river, or even a city park.

Shifting Our Mindset

One way Norwegians support their philosophy of friluftsliv is with an old saying: “There is no such thing as bad weather, only bad clothing.”  By preparing ourselves adequately, spending time outside can and should be enjoyable, no matter the season.  So bundle up and head outside!

Sources
http://www.sciencedirect.com/science/article/pii/S0272494413000959
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1448497/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2793341/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3520840/ 

Embracing Diversity from a Young Age

We all want our children to be be peaceful and accepting of others.  It is never too early to start teaching them to embrace diversity.  Too often, we falsely imagine that young children do not notice what makes them different from each other.  They do notice, and instead of waiting for them to ask questions or gather information on their own, we can be proactive about diversity education.  We can teach them that while there are so many ways humans can be different from each other, those differences (and our similarities) should be celebrated.

Setting an Example

Our children constantly look to us as models for their own behavior.  We can take the lead by embracing the values we hope to see in our children.  This starts by educating ourselves.  We can learn about different cultures and groups of people.  We can confront our biases and consider how they might be coloring our view of the world.  We can read about current issues in social justice and decide what responsibilities we have to make the world a more equitable place for all people.   

Read Together

There are many quality books written for children about this very topic.  Here are just a few... (click on the book images to go to the book's page on Amazon)

Last Stop on Market Street, by Matt de la Peña & illustrated by Christian Robinson

This book was the 2016 Newbury Medal Winner, and also received a Coretta Scott King Illustrator Honor and a Caldecott Honor.  A little boy rides the bus with his grandmother after church each Sunday.  His grandmother’s laugh guides him through the journey as they meet a wide variety of people.

The Ugly Vegetables, by Grace Lin

Award-winning author Grace Lin wrote this charming book for young children.  A daughter helps her mother in their garden, but becomes dismayed when she sees it is fully of “ugly vegetables” while the neighbors are all growing flowers.  The soup her mother makes and the gathering of neighbors teaches the value of differences.

The Sandwich Swap, by Queen Rania al Abdullah & Kelly DiPucchio, illlustrated by Tricia Tusa

Salma and Lily are best friends.  One day, a conflict arises over their sandwiches at lunchtime (pita with hummus, and peanut butter with jelly).  The food that threatens to end their friendship ultimately binds them together again.

The Family Book, by Todd Parr

Parr’s books are simple, but his bright illustrations and straightforward story are perfect for young children.  The Family Book highlights many different types of families, and ends by saying, “There are lots of different ways to be a family.  Your family is special no matter what kind it is.”

You Hold Me Up, by Monique Gray Smith & illustrated by Danielle Daniel

Smith’s website states that she “wrote You Hold Me Up to prompt a dialogue among young people, their care providers and educators about reconciliation and the importance of the connections children make with their friends, classmates and families.” (link: http://moniquegraysmith.com/writing/ )

Experience Together

There are so many ways a family can have fun together while encouraging curiosity, understanding, and empathy with different groups of people.  Think about the activities your family already enjoys, and find ways to make those activities learning experiences.

Do you and your family enjoy cooking?  Try whipping up new recipes from different cultures around the world.  Preparing and sharing a meal is one way we all bond, so why not explore other cuisines?  

Many cities and towns hold festivals celebrating the cultures of the various people who live there.  Music, food, traditional crafts, and performances can be a fun way to learn about another culture.

Does your family love music?  Visit your library to borrow CDs or find some audio clips online.  Music from around the world can inspire your child to sing and dance.  Grab any instruments you may have on hand (or make your own!) to join in on the fun.

Share Your Own Experience

Each family has its own unique history, heritage, and traditions.  Teach your child about their ancestors, where your family originated, and what makes your family special.  Offer to share these traditions at your child’s school.  Teachers love to have parents come in for special presentations.  Whether you teach the children to prepare a snack, sing a song, or read them a traditional story, every new bit of cultural learning gives them a broader view of their world.  

Let’s open up the world for them, so that they may share it peacefully with each other.

Independence and the Montessori Child

“Never help a child with a task at which he feels he can succeed.”

— Maria Montessori

You may already know that Montessori educators value and encourage independence in even their youngest students.  Why is it so important?  We believe that nurturing this valuable character trait is both empowering and necessary.  

Benefits of Cultivating Independence

In short, giving a child the gift of independence lets them know we value them and know they’re capable.  Children can grow up feeling empowered and safe in their abilities to make sound choices.  When we trust them, they learn to trust themselves, ultimately becoming happy and productive members of their communities.

Of course, this looks different at different ages.  Children birth to age six want to do things by themselves, while elementary aged children want to think for themselves.  Adolescents seek both physical and social independence while they tread the waters between childhood and adulthood.  It’s important to remind ourselves of these developmental stages, both as teachers and parents.

What Independence Means at School

In the earliest years at school, children focus on what we refer to as practical life skills.  This may include learning to prepare simple snacks, putting on their own shoes or coats, or caring for classroom plants and animals.  Children are given endless opportunities to practice these skills.

Another facet of independence at a Montessori school involves choice within limits.  Children are able to decide what work they are interested in.  Teachers carefully prepare the classroom environment so that all choices are safe and desirable, but within those boundaries the child is free to explore.

As children get older (the elementary years and beyond), they must meet certain academic expectations.  Teachers use a variety of tools to help students work independently while still meeting their goals, including work plans and time management strategies.  Research becomes of great interest at this time, and children are given ample opportunity to deeply explore topics they choose.

How Parents Can Support This Work at Home

How can families continue the cultivation of independence in the home?  It all starts with a shift in the way we view our children’s capabilities.  They are often able to do much more than we realize, and with a little bit of modeling they tend to eagerly accept a challenge.  After all, our children want to do what we do, and if we give them the proper tools and support, they can begin practicing.

The chart below highlights some of the possibilities.  Think of this as an inspiring guide that highlights what children of various ages are typically capable of.  Giving our children tasks such as these builds their confidence while helping them learn how to be contributing members of a community - in this case, their family.

Looking Forward

One of the easiest ways to encourage independence in our children is to be more aware in the moment.  Though it can be a challenge to slow down and let them move at their pace (like when they insist on zipping up their own coat while we’re rushing out the door to get to work), it’s going to benefit them in the long run.  Building a little extra time into our schedules can help!  Some little changes we can make to embed this value into our days:

• Send your child to put their shoes on 10 minutes before you’d like to leave.
• Leave child-friendly cleaning supplies within reach.
• Put pre-portioned or easy-to-prepare snacks on low shelves.
• Turn spills and messes into opportunities.
• Let your child (eek!) pick out their own clothes. For younger children especially, some weather appropriate guidance is just fine.  Enjoy the creative fashion statements that ensue.

Montessori reminds us that supporting independence is a conquest that does not end, though it most definitely evolves.

“Independence is not a static condition; it is a continuous conquest, and in order to reach not only freedom, but also strength, and the perfecting on one’s powers, it is necessary to follow this path of unremitting toil.”

— Maria Montessori

Losing our Grip

Last week we posted the following article (Losing our Grip http://bit.ly/2ghoMsv) on our facebook page. The article discussed the increasing number of children in kindergarten without the fine motor skills needed to manipulate scissors, hold pencils, etc. The New York Times reported in February that public schools in New York City saw a 30 percent increase in the number of students referred to occupational therapy, with the number jumping 20 percent in three years in Chicago and 30 percent over five years in Los Angeles.

Why is this?  The article points to three causes:

1. Our culture has increased pressure on parents to involve young children in organized activities. More organized activities does not equal more body awareness. There is less time for free play and opportunities for children to manipulate their environments to understand spatial concepts. As we Montessorians know, young children learn by doing, not by being told what to do.
2. Parental Fear. Some parents are afraid to let their children engage in physical play or use tools such as scissors. Today’s children spend less time outside, where they have more opportunities to explore how their bodies move through space, learn balance and figure out how to handle tools and toys in relation to one another. Playgrounds have changed tremendously over the years. The equipment that supported sensory integration, such as merry go rounds and monkey bars, are no longer present. 
3. Technology. The “educational” tablet has replaced the activities which support fine motor skills such as playdoh and coloring. 

Montessori Children’s House classrooms offer ample opportunities for fine and gross motor development. With the absence of technology in our programs, the children are free to work towards developing their hands and bodies and in turn their minds for the academic work to come. Many people are surprised to learn that fine motor skills are a robust predictor of academic achievement. Read more about that here.

-Kari

Homework or Work of the Home?

Photo by Amara Photography

“I like a teacher that gives you something to take home to think about besides homework. ”

— Lily Tomlin

For most of us, homework doesn’t enter our thoughts until the mid-elementary years and is typically thought of as worksheets and assignments given by the child’s teacher. That’s where we are different. Traditional homework emphasizes the repetition of rote behaviors rather than the development of understanding. These assignments limit the possibility for exploration, substituting the mere completion of a task for the joy of discovery and personal understanding.

Montessori schools, on the other hand, think of homework, or rather the work of the home, as an opportunity for real purposeful work, decision making, and an opportunity for the child to show choices about their learning. To that end, the work should be of interest and meaningful. At the Children’s House level that takes the form of self care in washing and dressing, caring for the environment by wiping up spills, putting things away, setting the table, etc. They can help care for pets and learn vocabulary at the grocery store. It means leaving plenty of time in their day to explore the natural world and make decisions about their free play.

At the Elementary level they can learn to knit, sew, build a bookcase with an adult, learn photography or learn a new song to teach the class. It could mean finding a newspaper article to discuss with your family, play Scrabble, or write poetry and stories. It can take the form of comparison shopping, keeping statistics of when you go to bed or helping with the family budget. They can plan a family vacation, play on a sports team, learn an instrument. The list is endless! (An actual list exists! Ask your elementary guide or the front office for one).

Our Upper School children experience homework by preparing writing assignments to read aloud to their class, reading and writing responses to seminar topics, completing math assignments that they will then present to their classmates and teacher, and practicing their Spanish. The focus here is on real, purposeful work. This homework is intended to wrestle with ideas and to think deeply about questions that matter.

-Kari