Container Gardening with Children: Botany, Responsibility, Food Preparation, and Compassion

If you’re an avid gardener, you’ve likely already started your seeds and planned out your raised beds. You know the sweet reward of eating a sunshine-warmed tomato in the middle of summer, and you’ve seen the many benefits for you and your family that extend far beyond the tasty produce.

But if you don’t consider yourself a green thumb? Curious but never felt like you had the time? Are extensive beds not an option for you? Or would you rather start small before committing to anything large? Regardless of the reason, container gardening is an excellent option for everyone. A container garden can be as simple as a single potted marigold on the porch, vegetables, fruits, herbs, and flowers taking over every possible square inch of your outdoor space, or (most likely) something in between.

Growing a container garden with your children is simpler than you might think, and it’s an enriching experience that will give them skills to last a lifetime. Check out this video for some inspiration:

Expanding Upon the Botany Curriculum

All Montessori classrooms infuse botany into the environment, lessons, and work options. By starting a container garden you are making an authentic bridge between home and school. Your child will have hands-on experiences that will bring skills to life, building on their prior knowledge and giving them even more.

Interested in making direct connections to the Montessori botany curriculum? Here are some tips: 

• Point out and name the parts of plants.

• Help your child learn to identify various plants.

• Discuss what plants need to survive and how you can help your plants meet those needs.

• Compare different leaf shapes.

• Talk about plant attributes: annuals versus perennials, vine growth form versus herbaceous, or how individual plants change over time.

• Make math connections: make predictions, take measurements, collect and chart data.

• Teach your child about how plants reproduce, and make connections with the organisms that assist in the process. 

Nurturing Responsibility

It may seem obvious, but having a garden (no matter how small) is a great way to teach your child about responsibility. Caring or not caring for plants produces natural consequences in the purest form. If your plants are consistently watered, weeded, and given the correct amount of sunlight, chances are they will flourish and produce beautiful results. Neglected plants, however, and likely to shrivel up and die rather quickly.

It would be totally normal for your child to show excitement and enthusiasm when you first begin gardening. After a week or two, their desire to participate is likely to wane. Use this as an opportunity to talk about what responsibility means. Let them know that the plants are counting on their help to stay alive. Develop structures that will help your child be successful: this could be as simple as daily verbal reminders to water the plants, or you could have a chart on the wall for them to refer to. It goes without saying, but the level of independence we can expect depends largely on their developmental plane.

Building Opportunity for Food Preparation

In a Montessori primary environment, food preparation is a part of the daily routine. Children learn to spread, slice, mix, and create simple snacks for themselves and others. Even in the older grades, many Montessori schools find ways to bring food preparation into their work. This may take the form of preparing lunch for one another, creating birthday walk snacks, or trying various cultural recipes for different world celebrations.

Growing your own food, even if it’s just a few cucumbers, gives your child a chance to extend their food preparation work at home. By learning to create snacks and meals, they are building one of the most critical life skills we can give them. Not only does this create a sense of self-sufficiency, it also gives children an opportunity to care for the other people in their family. Preparing and sharing food together strengthens bonds (and it’s so much tastier if you have grown the food yourself!) 

Cultivating Compassion

For those of us who love Montessori, supporting the growth of the whole child is so much more important than focusing on academics alone. Do our kids need to learn to add and read? Of course they do. They also need to learn how to be kind human beings. The best way to teach this is to make sure they are surrounded by patient and supportive adults who model their best.

Another wonderful way to cultivate compassion is to teach your child the importance of caring for another living thing. Pets are one common way families try this, but caring for plants is another. Over time, even young children will begin to understand that a living organism depends on them.

Have you heard that plants may react positively to certain sounds, including classical music and human voices? 

If you have been debating whether or not to start gardening with your child, we hope this video has given you the courage to try it out! We can’t wait to hear how it goes.

Montessori: A Woman Who Flourished in the Face of Adversity

Dr. Maria Montessori: You probably know her as the woman who created a unique method of educating children. You may know she was from Italy and was one of the nation’s first female physicians. What you may not know is she was a woman who consistently faced adversity throughout her life and still managed to cultivate incredible progress.

During Dr. Montessori’s childhood, literacy rates were very low across Italy. She was fortunate, however, and received a more advanced primary education than most. Still, women of her time were expected to focus on domestic work. Those that went on to professional careers were often in the field of teaching, a job she ironically said she would never pursue. She originally had an interest in becoming an engineer, but eventually decided to pursue medicine.

Montessori’s father made it clear that he was not in support of her decision, which was a sentiment echoed by other male figures in her life. Upon meeting with a professor of medicine at the University of Rome to discuss her plan, she was denied the opportunity to apply to the program. She enrolled at the university anyway to study math, science, and physics, and after several years worked hard to take and pass the entrance exams necessary to enter the medical program. Women were not allowed, and her enrollment was denied.

Not one to take no for an answer, Montessori persisted. Her efforts even garnered the support of Pope Leo XIII, and she was eventually granted admission to the medical program.

Throughout her time studying medicine at the university, Montessori faced discriminatory standards that would frustrate any one of us. As a woman, she was not even allowed to walk to school by herself, so her disapproving father walked with her each day. She could not enter lecture halls alongside her male peers and was made to wait outside until everyone else was seated. The idea of her standing alongside men during dissections of naked human cadavers was considered highly inappropriate, so she was forced to do her own dissection work alone in the evenings. 

Despite everything, Montessori went on to graduate in 1896. Her accomplishments were recognized and she was asked to represent Italy at an international women’s conference. At the conference, scores of protesting women gathered outside, frustrated with the privileged bourgeois women of the conference whose ideas of feminist reform were not enough in their eyes. The women outside believed in revolution, and felt that the slow pace of reform would get in their way.

Montessori was chosen to address the crowds. She spoke passionately about the movement of feminism and how it was not bound to a specific social class. Her words were uniting, and she was well received not just by the women outside, but by the press and the other international delegates as well.

Montessori’s feminist ideals were radical for her time. She believed in equal pay for women. She believed that women who wanted to study in the areas of math and science should be allowed to, but she thought that did not excuse them from being proficient in the areas of domestic life as well. To that end, she believed that boys should be taught practical life skills in the home just as well as girls, and these beliefs carried over into her eventual development of the Montessori primary program.

Several times during her early career, Montessori was charged with overseeing children who were not deemed competent by the standards of society. Each time, she used her scientific background and approaches to develop new ways of working with the children and guiding them to exceed the expectations of others. This first happened in a psychiatric ward where she noted young children housed alongside mentally ill adults. They were forced to exist in plain rooms with nothing to entertain themselves. Gathering ideas from educators who came before her, she began to develop methods and materials to help these children learn. They did, and before long she became the director of a new school in Rome that was to educate children that typical schools were unable to, as well as to train other teachers to do so. Unsurprisingly, this venture was a huge success. On standardized tests, the children at the school were even able to perform as well as or better than their peers in typical schools.

The next phase of her life and career was a natural progression. San Lorenzo, Rome, was a very poor area in which parents who had to work during the day were forced to leave their young children at home. The children ran amok and caused general mischief and destruction. Thus was the creation of the famous Casa dei Bambini, the first Montessori school; a school within the apartment complex of the children it served. It opened in 1907 and welcomed children ages 2-6.

It was at Casa dei Bambini that Montessori developed many of her founding principles and materials for what would become the primary program. The school was such a huge success that for the remainder of its existence welcomed people from around the world who would come to see it for themselves. Countless people would visit to observe and leave astounded and inspired.

Decades later, after the Montessori method had begun to spread around the world and find enthusiastic supporters in many countries, a political shift began to take place globally. In Montessori’s own Italy, Mussolini rose to power and brought the country into a fascist regime. Somehow, the two came to an understanding: Mussolini wanted Montessori to further develop her work in Italy, and she, denying allegiance to politics of any kind, accepted the support. She felt that her work would bring about peace in the long run, while he was more focused on the fact that Montessori students presented as well-behaved and compliant. When it eventually became evident that he intended to use her schools as a vehicle to train a nation of young fascists, Montessori schools across Italy quickly closed and she fled the country.

For the next twenty years she lived in Spain and cultivated a vibrant and strong extension of the Montessori movement. Sadly, in 1936, the country found itself in a civil war and Montessori and her family quickly escaped to England.

At one point, after having lived in so many different places, she was asked about her nationality. Her response? “My country is a star which turns around the sun and is called Earth.”

Dr. Montessori was a woman who never let others stand in the way of her own progress and success. She lived through two world wars, was a staunch supporter of the early feminist movement, proved her abilities academically, and went on to dedicate her life to enriching the lives of others. She did not allow others to hold her down, and used her own success as an example of what we are all capable of.

Montessori stood, and continues to stand, as a beacon of hope for humanity. She was nominated for the Nobel Peace prize in 1949, 1950, and 1951. She died in 1952 in the Netherlands, yet her legacy carries on.

Book List: Housebound Edition

Hello dear families. We are sending out our love and support during this challenging time. We know you are stuck at home, but we hope you have found some beautiful moments or ways to make it work. In lieu of our regular book list this month, we created one that may be helpful in this unique situation. The list consists of two parts: books that may be helpful in content if you are so inclined to order them online and prefer physical books, and sources for ebooks for children. 

Books About Health and Viruses

Germs Are Not for Sharing by Elizabeth Verdick, illustrated by Marieka Heinlen

Perfect for toddlers and preschoolers, Germs Are Not for Sharing has simple text and clear illustrations that teach and remind little ones what they should do when they are sick. For example, “Cough, cough, cough! What do you need to do? Turn your head away. Cough into your sleeve.” 

A Germ’s Journey by Thom Rooke M.D., illustrated by Anthony Phillip Trimmer

Ideal for lower elementary-aged children, Trimmer’s mischievous-looking green germ character, combined with Rooke’s clear explanations give kids a better sense of how we spread germs to one another and what they do in our bodies. Perfect for giving information to children who are curious to learn more about why we are self-isolating and how our immune systems work to protect our bodies, this book couldn’t be more timely.

Microbiology: It’s a Small World! By Simon Basher, illustrated by Dan Green

For the science lovers: Basher’s book gets into descriptions of various microbes. Striking drawings will appeal to kids, as will more information than they will find in a typical storybook. From the first discoveries of bacteria, to how our bodies defend themselves against germs, and facts about a variety of microbes, there is plenty of fascinating information to satisfy curious kids.

Books About Emotions and Compassion

The Invisible String by Patrice Karst, illustrated by Joanne Lew-Vriethoff

Our children are undoubtedly missing friends and family. We can help them remember the unwavering connections of love with this sweet book. When two children are frightened by a thunderstorm and unsure about their mother’s request that they return to bed, she teaches them about the invisible strings that connect us all.

Have You Filled Your Bucket Today? A Guide to Daily Happiness for Kids by Carol McCloud, illustrated by David Messing

While this book was written with children in mind, the message is for everyone. Even the most peaceful of families is likely getting a little stir-crazy right about now. Learn how to fill your bucket and how you can help others with their own. It’s helpful to stop and remember that our thoughts and actions can have profound effects on ourselves and those around us.

Peace Is An Offering by Annette LeBox, illustrated by Stephanie Graegin

Peace Is An Offering blends beautiful illustrations with an even more beautiful message. The book reminds children that even small acts of kindness make a really big difference in the lives of those around us. It does touch on tragedy without being overly graphic or upsetting. For example, there is mention of needing a home, towers falling, and losing a loved one. We recommend watching a video of the book being read aloud in YouTube if you unsure whether the story would be right for your child.

Free Ebook Sources for Children

hoopla | streaming audiobooks, music, video & ebooks

Hoopla runs in connection with public libraries. Check with your local library to see if you have access. (Bonus: There’s plenty of great titles for adults as well!)

Amazon’s Top 100 Free Kindle Books

This list is updated each hour to reflect the most popular books downloaded by users. You may be surprised by what you can find at no cost!

International Children’s Digital Library

This site contains thousands of titles in a multitude of languages. Readers get to look at high-quality scans of actual books pages, which can be a refreshing treat when it comes to ebooks.

Barnes & Noble Free eBooks for Kids

The store boasts more than 5000 titles geared toward a range of ages. Another added benefit is the ability to sort through various categories of interest, so  you’re not just scrolling through a muddle of books that won’t interest you child.

As always, we love to hear your feedback. Whether you end up checking out one of the recommendations and want to share your thoughts, or if you have another book or resource you think the families of our community would appreciate, please feel free to reach out.

Happy reading!

Babies, Toddlers, and Bedtimes

At some point or another, we all struggle with some element of our children’s bedtimes. We know they need a good amount of quality sleep but making that happen is no small task. Figuring out what works for your child is best done early on in their life, so today we are sharing some ideas to implement a successful bedtime structure for your baby or toddler.

A few points to remember: all children are different, each child’s needs change over time, and you will have to reestablish your routine after things like vacations, illness, or growth spurts. 

Try a Floor Bed

While this won’t work for every family, using a floor bed is one way to consider Montessori principles. There is no need to purchase anything fancy; simply placing a mattress you already own on the floor will do. The idea is that doing so respects a child’s autonomy of movement and allows them more independence than if they are contained within a crib. It’s easier and safer for a young child to get in and out of a floor bed than attempting to scale their way out of a crib. Many children who use one are able to entertain themselves upon waking because they have the freedom to do so. Of course, parents will need to consider reasonable safety precautions, such as what to do about stairs if the bedroom is not on the first floor.

Consider the Bedroom Environment

Montessori is all about preparing the environment to meet the needs of the child and to nurture independence and growth. Our bedrooms should be a place for relaxation, so take that into consideration as well. Soft, muted or neutral colors are preferable to bright, bold ones. Make sure there is a soft lighting option as well; this gives children a sense of security and calm.

Beyond the bed itself, what else might you include? Most families have an area for changing diapers easily, and there will need to be some sort of storage for clothing. Beyond that, think about relaxing entertainment options. Some ideas:

• Books.

• A limited number of toys that are high-interest and developmentally appropriate.

• Low shelves or baskets to display books and toys. These should be arranged so that a child who is mobile can easily access them.

Develop a Routine

We all thrive on routine, but children especially so. Find what works for your family and stick to it. It helps to begin your routine about an hour before your child’s actual bedtime, so that no one feels rushed and it’s a pleasant experience for all. Every family has its own needs and preferences, but here is one general routine you could use as a starting-off point:

6:30 - take a bath

6:50 - put on pajamas and brush teeth

7:00 - read stories

7:15 - lights out, cuddle, and chat

7:30 - goodnight!

Consider Yourself a Guide

Since we are responsible for the well-being of our children, it’s easy to fall into the mindset that we must ensure everything goes according to the plan we have mentally prepared. As we all know, that’s not how life works. Your child is a person independent of you, and even if they are generally well-behaved, they won’t always want to go along with what you ask of them.

It can be freeing to occasionally remind ourselves: We cannot actually make our children sleep. Only they have the power to do that. All we can do is our best to guide them in the direction we hope they will take. This mentality applies to so many elements of the parent/child relationship, so recalling its importance when establishing early sleep patterns is great practice! This is not to say you should let your child do whatever they like, but like any Montessori environment, it’s all about freedom within limits. We must give our children as much freedom and choice as we can, relative to their developmental and individual needs. 

Decide where your boundaries are, make them known, and give choice within those limits. This is how we set our children up for success and help them develop the independence they need as they mature.

Lastly, frame bedtime as a positive experience. Think about the language you use and the tone of your voice when announcing it’s bedtime. This is easier said than done when we are exhausted ourselves, but it can make a world of difference!

Be Flexible

Remember that bit we said about the importance of routines? While that is critically important, we must also remember with empathy and compassion that nobody sticks to rigid routines 100% of the time. We all have off days, whether it be because we are not feeling well, are in a period of transition, or are experiencing strong emotions. Try to put yourself in your child’s shoes and allow for wiggle room when it’s really needed.

Sometimes we all need a little extra cuddle time. This doesn’t mean your child is trying to stay up later (although that may absolutely be the case!). They may genuinely need a little extra reassurance or closeness.

We hope this post has been helpful. Let us know if you try any of these suggestions! Is there anything else you would add to the list that might be helpful to other families?

Montessori Basics: The Cultural Subjects

Montessori is known for fostering academic excellence. While most people think of how we teach children reading, writing, and mathematics, you might be amazed to learn how we teach other subjects!

In Montessori classrooms (particularly elementary classrooms) the following subjects are referred to as cultural areas of study. They often overlap, as they do in the real world, and guides are adept at weaving language and math work into lessons as well.

It is important to note that while we do have a standardized cultural curriculum, our guides are specially trained to honor and support the personal interests of their students. This means some areas may be studied more deeply than originally intended, or they may end up branching off into other related areas of study in addition to typical lessons and materials. Doing this allows us to continually foster curiosity and internal motivation as young children grow and develop.

Science

When it comes to science in Montessori classrooms, biology is the main event. With work that spans basic biology as well as botany and zoology, we provide authentic points of interest by keeping living things in our environments. Our classrooms are home to both plants and animals, both of which are cared for by the children. When teaching various lessons in biology, guides often utilize living samples to increase interest and engagement.

Children in our primary classrooms begin this work by way of nomenclature. Card materials that double as reading practice help them learn the names of body parts of different animals. For example, one set of cards might include a picture of a horse with label, along with cards highlighting and labeling hoof, mane, tail, eye, ears, etc. Primary-aged children also get plenty of hands-on experience with botany learning; they cut and arrange flowers, they prepare various fruits and vegetables to eat, and many get a chance to garden and/or compost. They also learn the basic parts of plants, as well as the different shapes of leaves.

The learning continues into the elementary years, where students study the kingdoms of life on earth, differentiate between invertebrates and vertebrates, and study the external features and body functions of the five classes of vertebrates. Their understanding of botany expands and deepens, as they learn in greater detail how plants are formed, how they reproduce, and how they interact within their broader ecosystems.

In addition to their work in biology, Montessori students study a wide variety of other subjects in science. They learn about the scientific method, how to conduct experiments, and topics such as the solar system, chemistry, physics, and more. They attend lessons with guides, explore topics independently and with peers, and learn how to conduct research.

Geography

Montessori children learn to view geography as an interesting and multi-faceted area of study. Primary-aged children learn about the continents and biomes of the world using specialized globes, wooden puzzle maps, and other materials. During the elementary years this work is expanded significantly. Children learn about the different countries around the world, the cultures of the people who live there, and the animals who inhabit the various biomes. They also learn about landforms and bodies of water.

Beyond the surface of our earth today, our students learn about how it has changed over time. They are taught about the beginnings of our universe and how our planet was formed. They learn about the layers of our atmosphere and the layers of the earth itself. They explore the mechanics and functions of various natural occurrences around the planet, including how water (in all three states of matter) and wind can contribute to significant change over time.

Our hope is to give children a view of the whole world, and our work in geography serves as an impressionistic platform to inform them of the interconnectedness of everything on our planet.

History

While the bulk of the history curriculum begins in the elementary years, primary children often have an opportunity to reflect on their own lives during our traditional birthday celebrations, as well as gaining an initial sense of the passing of time. They learn about the days of the week, the months of the year, and start to use a calendar together as a group.

Beginning in the first grade, we know that children are developmentally ready (and eager) to explore the concepts of history. As mentioned in our summary of the geography curriculum, we give our students a look at the history of our universe. This leads to a study of the evolution of organisms on Earth, as well as a look at early humans.

Our study of the history of humans branches off into many directions. After learning about the earliest humans, children learn about ancient cultures, the fundamental needs of humans, and how people in different societies have (and continue to) meet those needs. We explore the origins and history of mathematics and language, which children at the elementary level find particularly relevant and interesting.

Perhaps unsurprisingly, these three subjects tend to overlap and connect quite a bit. Sometimes we guide children to discover these connections, and other times they recognize connections on their own.

Want to learn more? We believe the best way to discover Montessori education (or just to expand your understanding) is to visit our school. We welcome you to schedule a virtual tour. Today, we leave you with a quote from Dr. Montessori’s book, To Educate the Human Potential:

"…to give the whole of modern culture has become an impossibility and so a need arises for a special method, whereby all factors of culture may be introduced to the six-year-old; not in a syllabus to be imposed on him, or with exactitude of detail, but in the broadcasting of the maximum number of seeds of interest.  These will be held lightly in the mind, but will be capable of later germination, as the will becomes more directive, and thus he may become an individual suited to these expansive times."

Supporting Your Child’s Emotions During Uncertain Times

As families we are currently faced with enormous challenges we very likely did not predict or expect. Your children are probably home from school, you are likely working from home, the streets are eerily silent, and grocery stores are weird places. We’re all a little on edge, but as you might imagine, this is a difficult time for our children. You’ve likely seen a host of surprising emotions pour from them in recent weeks. We know you want to be there for your child, and this is a lot to handle at once. In this article we share some ideas to help you support your little ones as we all navigate through these tricky times.

Slow down

Our lives typically move at a fairly rapid pace. Now that many of us are forced to stay home, the change can feel a little jarring. Embrace slowing down; consider this an opportunity to take your time and really engage and recognize what is important in the moment. For those of you who are not staying home, we know this will be even more of a challenge than usual, but try to find ways to allow your child to do so.

Life moves on. We still have deadlines, and careful consideration of daily structure and schedule will help bring some normalcy to an otherwise chaotic period, but if you are at home, it’s okay to pause once in a while. Look out the window together and admire the rain pouring down. Make a delicious lunch together. Reread those library books you can’t return right now.

Make the connections they cannot

True story: a child takes out a toy they were given as a gift months ago. After spending time creating a masterpiece, they realize it won’t turn out as they planned. Tears begin to fall, which quickly turns into sobs and exclamations that this is the worst day of their lives. They are inconsolable. As the minutes tick by, you wonder why they are making such a big deal out of something so small.

It’s not really about the toy.

Your child probably doesn’t even realize it, but the sum of various stressors has built up and shown itself as an emotional outburst that feels extreme to those around them. It’s not. Their routine is different, they are missing spending time with their peers and teachers, and they know enough about what’s going on in the world to feel a little (or a lot) concerned. Our children are still learning to express themselves and identify their own emotions. They are not always able to make the connections, but we can.

While our own stress may be heightened as well, remember that it’s even harder for our children. Just knowing this can help us as parents find the empathy our children need from us in this unsettling time.  

Be there

We have our own work as adults. Working from home is an adjustment for those of us who don’t normally do so, and trying to balance that with being a teacher for your child is no easy feat. Some of us even have jobs that require us to support our communities in times of need. We have worries about our parents, grandparents, and others. We read the news and feel intense pressure to follow countless new procedures that are new and stressful. Those concerns are 100% valid. Take your time to deal with them as best you can.

As much as you are physically and emotionally able, remember to be there for your child. Be there to listen to them. Be there to play. Be there to snuggle when it all feels like too much. Show them that even though their world is unpredictable, you are there.

Be honest (but age-appropriate)

Our children are smart, and often pick up on more than we realize. Don’t try to hide what’s going on; talk to them. Does your six-year-old need to know about mortality rates? Of course not. Are they developmentally able to know that there is a virus traveling around the world that affects different people differently, and that the steps we are all taking are to help care for one another? They sure are.

You know your child best. Turn off the news on t.v., but talk to them. Give them the most information you can to help them feel informed, but not more than you think they can handle. Be open to questions. Let them know when you don’t have an answer or if you’re not comfortable talking about certain things.

Another important element of honesty right now: let your children in on your own emotions. Again, there is no need to burden them with things they are not ready to handle, but it’s a good thing to show them that even adults get scared. We have moments of worry, confusion, and frustration. Let them see that, and consider those moments as opportunities to model ways to appropriately express and process unpleasant emotions.

Highlight the positive

Spending your days at home together may not be what you had planned, but there is so much good that can come out of the unexpected. Spend a bit of time each day focusing on gratitude. Whether you point out little things in the moment, or make a more formal practice each evening as a family, finding ways to focus on what’s good is helpful for everyone. Some ideas:

• Share a news story of people finding beauty in challenging times (like the videos of Italians singing to one another from their balconies).

• Celebrate the fact that if you’re so inclined, you can bake cookies together in the middle of the afternoon.

• Over dinner, have everyone share one or two good things about their day.

• Depending on your location and restrictions, enjoy the fact that nature is one place that doesn’t close down. Take advantage of quiet trails, shorelines, and even parks. 

• Share the joy with others. Consider calling someone who lives by themselves and may be feeling lonely. It’s hard enough to self-isolate with others, but having no one to talk to day after day is even harder. 

We leave you with a poem of gratitude, written in the thirteenth century by Jalal Al-Din and translated by Coleman Barks and John Moyne.

Today, Like Every Other Day, We Wake Up Empty

Today, like every other day, we wake up empty and frightened. Don’t open the door to the study and begin reading. Take down a musical instrument.

Let the beauty we love be what we do.
There are hundreds of ways to kneel and kiss the
ground.