150 Years: Supporting the Growth of Montessori for All Children

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

If you’re reading this article, you are likely already a champion of Montessori education. At the very least, you’ve heard anecdotes or read other articles that have piqued your interest and you want to learn more.

We truly believe that Montessori is an excellent option for children. Beyond that, we believe the philosophy has the power to change the world. Montessori was an advocate for peace, equality, and respect for human beings, no matter their age or abilities.

Maria Montessori’s earliest work centered on children who were marginalized by the society they lived in. She believed that lifting up all members of a society was best for everyone. Today, the vast majority of Montessori schools across the globe are independent schools, leaving access to this important model generally limited to those who can afford it.

What can we do to ensure Montessori is available for everyone? The search for a solution is ongoing, but the journey is a critical one that we must continue to work toward.

How It All Began

At the onset of the twentieth century, a newly graduated Dr. Montessori was put in charge of the Orthophrenic School in Rome. Prior to her arrival, the children who lived there were essentially tucked away from the rest of society in a dull and unstimulating environment. Physicians today may have diagnosed these children with learning disabilities, autism, or other disabilities that caused them to present slightly outside what was considered ‘acceptable’ at the time. These disabilities were not understood, so the solution was to simply send the children away.

Montessori and her colleagues would not accept the environment as it was left to them. They quickly began observing the children, learning more about their needs, and developing activities and materials that helped develop and nurture the senses as well as teach valuable practical life skills. The children soon learned to master activities such as preparing their own meals, and eventually moved on to academic pursuits within the school. After some time, many of these children were able to perform as well as ‘typical’ students on standardized tests.

Shortly after her time at the Orthophrenic School, Montessori was called upon to begin a school in a low-income neighborhood in Rome. The resident parents of young children had to work long days, and since the children were too young to attend grade school, they were left to fend for themselves at home. This resulted in general disruption and chaos, so the manager of an apartment complex thought a primary school could be the answer.

Casa dei Bambini was established in 1907. Once again, Dr. Montessori set to creating materials and lessons that supported the development of the children’s senses and practical life skills. This soon expanded to math, language, and other subject areas. She found it critical to meet with the children’s mothers on a regular basis, so that they may be informed about the learning that was taking place.

It quickly became apparent that not only was this education a positive experience for the children, it was having a profoundly positive impact on the families, and in turn, the entire neighborhood.

Montessori Today

Montessori education continues to flourish today, well into the twenty-first century. In countries across the globe, parents seeking something different than conventional education methods turn to Montessori.

Estimates state there are approximately 20,000 Montessori schools globally, with about 5,000 of those in the United States. Roughly 10% of US Montessori Schools are free public schools, with the remainder existing as tuition-based independent schools.

Independent schools have great benefits. Unbound by federal, state, and district mandates, they are able to fully implement high-fidelity Montessori programs that are encumbered by a wide variety of hurdles faced by public schools, including high-stakes testing. And independent schools are doing what they can to enroll diverse student populations. Annual fundraisers typically contribute to financial aid programs, as do donations made by individuals.

As for public Montessori schools, there are excellent, high-quality examples across the country. The trouble is, public schools face a constant uphill battle to gain autonomy from rigid district requirements, and it can be challenging for some to offer a fully implemented Montessori program.

What does this all mean? While there is an increasing interest in Montessori education, it is largely available to middle- and upper-income families, leaving lower income families with few (if any) options.

Initiatives That Support Change

There are a number of organizations that actively support greater access to Montessori education. Here are just a few: 

Montessori for Social Justice

MSJ’s mission? “We support the creation of sustainable learning environments that dismantle systems of oppression, amplify voices of the Global Majority, and cultivate partnerships to liberate the human potential.” Their work goes beyond simply creating more Montessori opportunities for all; they strive to create a more equitable experience for all. Over the past seven years, their movement has gained widespread support as they continue to address systemic social justice issues and how they relate to Montessori education.

National Center for Montessori in the Public Sector

From their website: “The National Center for Montessori in the Public Sector is an independent non-profit organization supporting the growth of public Montessori with tools and resources, training and orientation, and direct school services.” NCMPS strives to support schools and educators in providing high-quality Montessori education in public schools across the United States. They also release a print and digital news and information source three times annually. More information on that can be found at https://www.montessoripublic.org .

Wildflower Schools

The Wildflower network was born out of one parent’s desire to open a small, independent, neighborhood school that would serve local children. The organization has blossomed into a decentralized network of independent microschools that honor principles such as authentic Montessori instruction, shopfront microschools (1 or 2 classes) led by teachers, innovation, strengthened connections with the home, and a commitment to equity. Wildflower was not necessarily created as an answer to the lack of Montessori for all, but the model lends itself to solving access issues. Many of the schools are opened by teacher-leaders with this goal in mind. One great example is that of Janet Begin’s  work in Haverhill, Massachusetts.

What You Can Do

While there is certainly progress being made, there is still lots of work to be done. Here are some ideas on how each of us might contribute.

• Support high-quality Montessori education. Anyone can say they are ‘Montessori’. For the general public to take Montessori seriously, and for its many benefits to be fully realized, we must focus our efforts on high-fidelity Montessori programs.

• Donate what you can to support scholarship initiatives. Our school welcomes donations that allow us to offer financial aid to families that would not otherwise be able to afford our tuition. The more donations we collect, the more families we can serve.

• Advocate for programs within your local public district that allow innovation. Show your support for your local public schools! The teachers in most public districts face constant pushback when trying to implement innovative approaches. Programs such as federal magnet grants can help schools provide students with alternative education offerings.

Montessori or Conventional: What’s Best for Your Family?

You already know that Montessori is different from conventional education methods. You may have heard some folks rave about the benefits while others share their doubts. The truth is, there are a lot of differences. Montessori education is nothing like the type of schooling that most children experience - including us adults when we were children.

Understanding the differences can help you decide whether Montessori might be a good fit for your family. We invite you to read the comparison below, then come see for yourself. Visiting our classroom environments in person is the very best way to understand our approach.

When viewing this chart please keep two important points in mind:

1. All schools are different. There is no one standard for conventional or Montessori educational settings. The statements below are generalizations, thought widely considered accurate.

2. You may see similar charts like this floating around the internet. Ours is different in that we aim to provide factual, observational comparisons. The intention is not to convince you that Montessori is somehow better, but to assist you in your decision making process. We do, of course, believe in the validity of our methods, but we fully acknowledge that Montessori is not the best fit for every family.

Montessori

Conventional

Mixed Age Groupings

Montessori classrooms utilize a multi-age model. Ranges are typically 3-6, 6-9, and 9-12.

Single Year Chronological Grade Levels

In conventional schools, children generally move to a new grade and class each year.

Individualized Instruction

Teachers are trained to guide children through a set curriculum, however each child sets their own pace and is able to more deeply explore areas of interest.

Group Paced Instruction with Elements of Differentiation

Teachers often teach skills to the whole class at once and pacing does not allow for extra support or challenge. In recent years efforts are being made in some settings to find ways to provide elements of differentiated instruction.

Focus on Intrinsic Motivation

Montessori educators believe that children have an innate desire to learn and that the learning itself is a reward. Progress reports typically include teacher narratives and information on skills that have been presented, practiced, and mastered.

Use of Rewards and Punishments

Conventional schooling typically takes the approach that external rewards are motivators. Children receive grades on their report cards, stickers or stamps on papers deemed “good”, and class celebrations for positive behavior.

Physical Autonomy

Montessori environments are set up so that children may safely and independently use the toilet, eat a snack, and get a drink of water when their bodies signal the need and without the permission of an adult.

Adult Permission Required to Fulfill Certain Needs

In order to maintain order within a class that largely does the same activities at the same time, children have scheduled snack/restroom use times, or they may ask an adult for permission.

One Teacher for Three Years

As a result of multi-age class groupings, children remain with the same teacher for three years.

New Teacher Each Year

In typical conventional schools, children move on to a new classroom with a new teacher each school year.

Variety of Seating Options

Children may choose to sit and work alone or with others, at a table or on a carpeted floor. They may move throughout the day to seek out different seating options.

Desks with Chairs

Most conventional classrooms utilize individual desks with chairs. There are many configurations; some teachers rely on the traditional row formation, while others use desks to form small groups, a horseshoe shape, or other setups.

Select Art on Walls

Framed prints or artwork are hung on classroom walls. Select, specific curriculum materials (such as timelines) may be seen in elementary and adolescent environments.

Environmental Text

Many conventional educators hang reference materials on the walls of their classrooms, as well as motivational and/or decorative posters.

Natural Materials

Montessori classrooms emphasize use of wood, glass, and natural fibers. Plastic is avoided whenever possible

Variety of Materials

A variety of materials can be found in conventional classrooms, with an emphasis on paper and plastic.

Hands-On Materials

Specially designed hands-on materials are used in Montessori classrooms. As children get older (throughout the elementary years), they rely increasingly on pencil and paper, typically using notebooks. There are generally no textbooks, workbooks, or worksheets.

Textbooks, Worksheets, and Manipulatives

A variety of teaching tools are used, including textbooks, workbooks, and photocopied worksheets. In the last two decades, conventional schools are finding ways to include the use of manipulative materials, especially in math and science.

Formative Assessment

Montessori teachers rely heavily on formative assessment, which entails observing a child as they work. During lessons this often means staying flexible enough to change course depending on the child’s understanding of the skill.

Summative Assessment

Teachers in conventional schools rely on a variety of assessment methods, but tend to lean heavily on summative assessment. Examples include tests, quizzes, and graded assignments. Summative assessments place a value on student understanding at a particular point in time.

150 Years: A Legacy to Celebrate

Dr. Maria Montessori

This article is part of a series that we will share throughout the 2020-2021 school year to celebrate the 150th birthday of Dr. Maria Montessori. Check back often for more posts that reflect on the past, present, and future of Montessori education.

August 31 marks the 150th birthday of Dr. Maria Montessori. Throughout the upcoming school year we will be bringing you articles in celebration of this milestone, kicking it off with a month full of articles this September.

First off, we would like to share a little bit about the woman herself, the course this remarkable educational movement has taken, and where we are today.

Education, Service, and Drive, From the Start

In a seaside town in Italy, Maria Montessori was born in August of 1870. At the time, education was not always readily available for girls and women, and was certainly not emphasized. Her father Alessandro was a man with fairly conservative views, but Montessori’s mother Renilde was rather well educated herself. Well into her young adulthood, Maria’s father often disapproved of her life decisions, while her mother encouraged them. (He did, fortunately, seem to have a change of heart later on.)

Even as a child, a deep sense of service was instilled in Maria by her parents. She knitted for and spent time with those in her community that were less fortunate. She was tasked with cleaning the floor of her family home, a chore which she likely took great pride in. 

Maria’s family moved when she was young due to her father’s work, and they eventually ended up in Rome, where she began the first grade. Schools in Rome at the time were far superior to those elsewhere in Italy, so her educational advantages began early.

At a certain point, school and learning became much more important to Maria. It is said (and referenced in a biography by Rita Kramer) that she once took a math book with her to the theater so she could study during the performance. One thing she was certain of: she would never become a teacher.

For a while, young Maria aspired to be an engineer, but later decided she would rather attend medical school. At the time (unfortunately but perhaps unsurprisingly) women were not permitted in the university program. Not to be dissuaded but an initial rejection, Montessori took and passed the entrance exams and continued to ask for admittance until she received ‘yes’ for an answer.

During her years at the university, Montessori faced constant discrimination due to her gender. She was not permitted to enter lecture halls at the same time as her male counterparts or study cadavers alongside the other medical students. (They felt it improper to be in the presence of a dead, naked body with a woman.) She wasn’t even allowed to walk to school without a male chaperone, who was, of course, her disapproving father.

Despite it all, Maria Montessori did become Dr. Montessori. Over the years she gained the respect of many of her university peers, faculty, and family members.

A Winding Path to a Visionary Model

Early in her career, Montessori was assigned to work in a psychiatric hospital. Children were treated there alongside adults, and Montessori was struck by the sheer lack of stimulation available to the children. She began working with the children and soon realized their cognitive capabilities far exceeded what they were assumed to be able to accomplish.

Not long after, Montessori was asked to start a school in an impoverished neighborhood in Rome. In an apartment complex, the parents were forced to go to work each day and leave behind their children who were too young to be in school yet themselves. This led to a natural progression of unruly behavior, thus leading the apartment manager to seek a solution. 

Montessori opened her school on the first floor of one of the apartment buildings. It was called Casa dei Bambini (Children’s House) and provided a place for the little ones to use their time productively, while also allowing Dr. Montessori an opportunity to develop her now infamous materials and methods. She believed that young children learned first through the senses, and her materials were created specifically to allow children independence in the journey to refining them.

Not only were the children of this first Casa privy to the materials; they also were the first to experience Montessori practical life lessons. They helped to prepare and serve their own meals. They polished the silver and cut and arranged the flowers. They learned polite social norms through intentional modeling and lessons in grace and courtesy. They began to take pride in their work, their community, and their home. Montessori recruited a woman who was a resident of the complex to become the teacher, and the children’s mothers met with her regularly to discuss progress.

The results were astounding. This work done with the children slowly trickled outward so that it positively affected the entire neighborhood. Visitors came to the school and were amazed at how focused and engaged the children were with their work. No one had ever seen anything quite like it before.

Observing, Refining, and Sharing

Montessori’s work and ideas spread quickly as more and more people visited Casa dei Bambini. Requests were made to open new schools elsewhere, and Montessori soon found herself training teachers, producing copies of her materials, and giving lectures around the world.

Throughout her life, Dr. Montessori’s work never ended. Though she began with a focus on children aged 3-6, during different times in her life she focused on developing methods and materials for elementary aged children, infants and toddlers, and adolescents. She was a fierce advocate for the preservation of the methods she had worked tirelessly to create. She was, after all, a woman of science. Each material, each lesson, each approach - they were all a result of many hours of careful testing, observation, analyzation, and refining. It was understandably important to her that the movement that bore her name moved forward in a way that honored her high standards.

Montessori Education: Where It Stands Today

Today, there are tens of thousands of Montessori schools across the globe. In the United States alone, there are more than 2,000 private and more than 500 public Montessori schools.

Efforts are being made to advance Montessori into mainstream education while retaining high fidelity methods. Current scientific research in areas of learning, brain development, and human development are repeatedly confirming what has already been known by over a century of Montessori education.

What might the next decade bring? Shifts in our common goals for education and what developing children need just may be the push our society needs to fully embrace what’s been working for so many families for such a long time.

We’re glad to have you on this journey with us.

Book List: Series to Get Hooked On

When was the last time you read a book that was so good you hated to see it end? Perhaps it was part of a series and you quickly got your hands on the next book, or perhaps it was an author’s style that you loved so you began reading everything you could find that they’d written.

New readers can experience the same feeling. All it takes is one truly positive reading experience to send them searching for more. In this article we share some series of various levels that may just be your child’s new (amazing) obsession.

Miss Rhonda’s Readers

Written by a Montessori guide, these books are perfect for the very earliest readers. While animals feature heavily as the main characters in most of the books, there is some much needed diversity among children characters that is lacking in many early readers. There are now several sets to choose from, but the first set boasts delightful plotlines including a swimming dog who ends up getting children wet, a pair of robins defending their nest from a cat, children catching and releasing a crab at the beach, a very muddy pig, and a clever plan to retrieve an escaped hamster.

Elephant and Piggie Books

Officially, there are 25 books in this series, and there’s no need to read them in any particular order. Gerald the Elephant and his friend Piggie share many adventures, learn about life, and make children and their adults laugh. It’s likely their relatability that makes these books so appealing; the characters’ personalities are quite different yet compliment each other, and they experience emotions and events that kids face in real life. These books are so popular, that several more have been written by other authors as spin-offs, with the original characters featuring briefly. Children will enjoy them from the preschool years into early lower elementary.

Kevin Henkes’ Mouse Books

These books are so sweet it’s almost impossible not to love them. There are more than 20 books and each features mice characters that are personified and navigating the same life experiences as young children. These are likely best utilized as read alouds during the primary years, and as independent reads during lower elementary. Children will learn what to do when a guest behaves less than stellar, how to handle worries, why it’s important to love oneself in the face of teasing, dealing with the complicated emotions of having a new baby sibling, and so much more.

The Princess in Black Series

Princess Magnolia is a proper princess. She hosts polite tea parties, rides a beautiful horse, and dresses as one might imagine a princess typically does. The twist is, she leads a double life. Occasionally she must politely excuse herself to the broom closet to change into her superhero clothing, leap onto her valiant steed, and rush off to stave off monsters. The princess makes some unlikely friends and allies throughout the series, and her one-person mission to defend and protect soon expands to include a merry band of do-gooders. Perfect for kindergarten through lower elementary.

Our Friend Hedgehog, The Story of Us

Author and illustrator Lauren Castillo released the first installment of a new series this past May. Young Hedgehog and her friend Mutty live an idyllic life on a tiny island in the center of a river. When a fierce storm blows Mutty away, Hedgehog is forced to leave home and search for her friend. Along the way she makes new friends who join in the search, each contributing their own unique talents and abilities. This book might be described as whimsical, enchanting, and full of the hope friendship gives us. Great for lower elementary.

The Ramona Series

Beverly Cleary’s books about Ramona Quimby and her family are undoubtedly classics. The series begins as Ramona enters kindergarten and follows her through the fourth grade; children of these ages (and perhaps even a bit older) will love reading these books. Cleary wrote them to be relatable, and the main character stumbles her way through childhood just like any other. Ramona admires her older sister Beezus, at least some of the time. She loves school and her teachers, except when it comes to spelling. She navigates friendships, changes in her family, and stays true to herself.

Who Was? Books

For the nonfiction lovers out there, this popular series highlights the biographical tales of influential historical figures. Ideal for children in later lower elementary and into upper elementary, each book is well organized and features informative chapters and illustrations. There are more than 250 books total - below are just a small sampling of people the series covers:

• Frida Kahlo

• Jane Austen

• Andrew Jackson

• Pope Francis

• Charlie Chaplin

• George Washington Carver

• Gloria Steinem

• Jesse Owens

Where the Mountain Meets the Moon, Starry River of the Sky, and When the Sea Turned to Silver

Newbury Honor author Grace Lin has created this stunning trilogy of books. They need not be read in order, or even together, but they do serve as companions to one another. Lin carefully researches traditional storytelling in Chinese culture and weaves the tales into her books. Utilizing a story-within-a-story format, she takes readers on epic adventures alongside carefully crafted characters that we can’t help but become attached to. Geared for children ages 8-12, the books could be enjoyed as a read aloud for slightly younger children.

The Chronicles of Narnia

C.S. Lewis’ seven-book series has been loved by children for generations. Although the second book - The Lion, the Witch and the Wardrobe - is perhaps the most well-known, the series as a whole is captivating. Start with The Magician’s Nephew and work your way through the magical world of Narnia, book by book.

Montessori Basics: Geography

Geography: a science that deals with the description, distribution, and interaction of the diverse physical, biological, and cultural features of the earth's surface

Geography is a commonly taught subject in most schools, with children learning about maps, the globe, and various countries and land features. Montessori schools do this as well, but as with most subjects, we tend to take things a bit deeper (even for our younger students). This article highlights the scope of our geography curriculum.

One point to note: Montessori teaches children beginning with a ‘big picture’ view, while slowly narrowing in on details. We believe this makes information more developmentally appropriate as well as giving children a sense of the interconnectedness of all things. This approach also leads to some overlap with other subject areas, which is a good thing!

Globes, Maps, and Physical Features of the Earth

Geography work starts early in our primary classes. Children begin with an introduction to three different globes; one is blue with sandpaper continents, the next is blue with smooth white continents, and the third is blue with colorful continents. Montessori materials have specific colors designated for each continent: Africa is green, Asia is yellow, Australia is brown, Antarctica is white, South America is pink, North America is orange, and Europe is red. These early globe experiences help give children a sense of the roundness of Earth and the differences between major areas of land and water.

Children then move on to using the puzzle maps; a classic Montessori material. They begin with a map of the continents that utilizes the same colors they learned on the early globe, and then explore puzzles for each continent of the world. There are also more specialized puzzles available, including one of the fifty states, the provinces of Canada, etc. These are first used in the primary class but continue through lower elementary.

The last set of specifically created maps - the pin maps - are used in elementary, and children are encouraged to use an atlas as a control of error while they work. This material incorporates wooden maps with predrilled holes in each country. Children use small label flags that are meant to be inserted into the correct spot.

Also beginning during the primary years and continuing through the early elementary years, children learn about land and water forms. This includes the parts of a mountain, the parts of a river, and the names of a wide variety of land and water formations.

Creation Stories

As part of the science and history curriculum, elementary children are told the creation of the universe story once per year. This important lesson is based on today’s scientific evidence, but we feel it’s important to honor the many other creation stories throughout history. That’s why we also take the time to read tales that span a wide variety of cultures. There are many learning extensions that can be applied, such as discussing the similarities and differences between cultures, having children create artwork to represent the stories, or even having small groups of children act them out.

Laws of Attraction and States of Matter

When we tell children the story of the creation of the universe, we do it with a series of props laid out before them. When we talk about the behavior of particles, we show them a visual example. When we talk about the formation of the planets, we touch upon the three states of matter on Earth. We teach them how temperature and force affect these states, and how ultimately this has an impact on the formation and continuous changing of our planet.

This introduction segues into a series of experiments that children are able to complete independently (after an introduction and safety rules, of course!). Materials for the experiments are set upon the shelves, along with instructions. While most people would consider this science - as it is - we consider it part of our geography curriculum even though this is one of the most obvious points of overlap.

The Sun and the Earth

The elementary geography curriculum is complimented by a series of charts that visually illustrate important information. Some are diagrams while others are impressionistic drawings. These charts are particularly helpful when teaching about the sun and the earth.

We start simply, by teaching children about Earth’s orbit around the sun as well as its rotation on its own axis. This leads into many lessons about concepts like day and night, the seasons, the zones of the earth, and even time zones.

A good deal of time is spent teaching children about the composition of the earth. This includes the different layers, but also the formation of mountains, faults, and volcanoes.

The Work of Wind

Wind is a powerful force. We think it’s important to teach children about the behavior of air in our atmosphere and the effects it has on the planet. We cover how temperature affects the movement of air, air pressure, the relationships between winds, seasons and weather, and ocean currents.

The Work of Water

Water, as liquid water or solid ice, has a tremendous impact on our planet. We discuss concepts such as erosion, sediments, the effects of rain, and the effects of ice on the landscape. We also cover water vapor when teaching children about the water cycle on our planet.

Vegetation, People, and Economy

After some basic botany lessons, it can be fascinating for children to learn about the variety of vegetation found in different biomes of the world. This leads into the study of the people in various biomes and how climate can change the way we live. Lastly, we teach children about economic geography; our economies have always been tied, in part, to the variations in resources available in different regions. We encourage children to analyze and question concepts like production and consumption. 

Interested in learning more? We hope you’ll consider reaching out for a tour. This gives families - new and current - an opportunity to learn more about what we do and how we strive to provide children with an education that will guide them for the rest of their lives.

5 Tips For Cultivating an Adventurous Spirit

There are times in our lives when caution and hesitation serve us well. After all, self-preservation is critical to living a long and happy life. But finding ways to incorporate adventure into even the most mundane of routines sparks something special in the human spirit. Adventure shows us the magic of our world and gives us a peek at what might be possible. Cultivating adventure in our children gives them a chance to see what they are really made of while delighting in new places and experiences.

As a bonus, novel experiences are neurologically healthy. Modern theories about brain development focus on neuroplasticity, which is connected to repetition and neural pathways. The more we do something, the more those particular pathways are strengthened, so the more we share adventure with our children, the more that will become a part of who they are.

Be Spontaneous

Routine and structure are really important for children, but so is a sense of flexibility. Plus, spontaneity can be just plain fun! There are hundreds of ways to go about this one, but here are just a handful of ideas to get your started:

• Stay up late to watch a movie together.

• Cook or bake something no one in the family has ever tried.

• Jump in the car to go for an aimless drive.

• Instigate a surprise game of tag or hide-and-seek.

• Rearrange the furniture.

• Have a dance party.

• Go out for ice cream. BEFORE dinner!

Try Something New Together

Hobbies are important for everyone, and creating new, common interests helps build bonds and pass the time.

You’ve probably heard the Montessori phrase “Follow the Child”. This is especially helpful advice when choosing a new hobby to embark on together. Take a little time to observe your child or consider their interests. Are they into vehicles? Keep an eye out for classic car shows or model train expositions. Do they love art? Pick up a new medium (like oil pastels or sculpting clay) and explore together. Is your child musically inclined? Learn to play an instrument together or look for live performances to attend.

Keep two more important points in mind: make sure you are exploring something you are likely to enjoy, too, and make sure you engage with the topic on a fairly regular basis. This will keep it fun and exciting for everyone.

Venture Into the Woods

It doesn’t actually have to be the woods. It can be the desert, the coast, or any other natural space. Our bodies and our brains crave time in the outdoors; adding an element of adventure creates another layer of benefit.

Many cities and towns have trails marked for public use, yet many of these spaces tend to be sorely underutilized. Search online or ask some local friends for advice if you’re not already aware of your options. You may be surprised to discover how much is actually available.

Aside from building a sense of adventure, spending time in nature is a perfect opportunity to teach your child how to be a steward of the earth. We are advocates for following Leave No Trace principles. When our children learn these guidelines at a young age they will feel reverence for the planet long into adulthood.

Find Ways to Test Physical Boundaries

If you have a backyard, this tip makes for a fun project. If you don’t, there are still plenty of ways to use what’s available in your community to achieve the same goals.

Children are active creatures. They tend to be especially active around 3:00 in the afternoon when we adults are starting to experience an energy slump. This is the perfect time to get them up and moving in a controlled environment that allows them to safely test their physical boundaries.

Kids should learn to climb trees. Balancing on fences or jumping from rock to rock builds not only balance, strength, and spacial awareness, but allows children to nurture their self- confidence. Motions like spinning and swinging are also important for young children who are in the midst of developing their vestibular system or refining their sense of balance and spatial orientation. This development, in conjunction with the development of proprioception (related to the neurons in our muscles, joints, and tendons) are easily supported yet often overlooked.

As parents, we have an instinct to protect our children. This is a good thing, obviously, but it can be easy to forget that children need to take risks, too. Find ways to create an environment in which they can do so or take them to a park or playground that has existing structures and equipment they can play on.

Celebrate Adventure

Adventure is exciting. If each and every one of us never lost our sense of adventure, can you imagine what an amazing world this would be? When your child takes a risk or feels good about a new exploration, celebrate that feeling with them. If they don’t seem to recognize an accomplishment, feel free to point it out. This can be as simple as: “Wow. I know you were a bit afraid to jump down from that rock, but you found the courage and you did it.” Recognize your child’s efforts and accomplishments, not through a lens of judgement (we want to avoid phrases like nice work or good job because then children learn to perform for our approval), but through honest observation.

Adventure can make life a bit more exciting and rewarding for us all.

Enjoy the path ahead!