Animal Books For Lower Elementary Children (and Kindergartners, too!)

It’s no secret that most children of a certain age are completely enamored with animals. This love starts when they are quite young but grows to a fever pitch somewhere between ages five and nine. Luckily, the Montessori curriculum caters to this passion and provides many zoology lessons and activities.

In case your child is experiencing this fantastic phenomenon and you’d like to support that learning at home, we have curated a small list of amazing books you may not have heard of before. Take a trip to your local library or bookstore, or we have provided links here for ordering or more information.

The Frog Alphabet Book by Jerry Pallotta, illustrated by Ralph Masiello

If your child ends up enjoying this book, know that Pallotta has created many alphabet books on a range of subjects, many of them animal-related. Although alphabet books generally tend to be created with toddlers in mind, these books are most definitely for older children and appeal even to third graders. With beautiful illustrations and interesting factual information, each page highlights a different frog or amphibian, ranging from the ichthyostega (the very first amphibian which is now extinct), to the goliath frog (the world’s largest frog), to the brightly-colored blue-legged strawberry frog. 

Lifetime: The Amazing Numbers in Animal Lives by Lola M. Schaefer, illustrated by Christopher Silas Neal

“In one lifetime, this caribou will grow and shed 10 sets of antlers.” “In one lifetime, this alligator will build 22 nests and lay 550 eggs.” “In one lifetime, this female red kangaroo will birth 50 joeys...So many hoppy birthdays!” Schaefer combines elementary-aged children’s love of animals with their simultaneous love of math and numbers in this incredible book. After gathering available data and determining averages, she shares fascinating facts on each page, with more detailed information about the animals and math for interested readers at the end of the book.

The Girl Who Loved Wild Horses by Paul Globe

“There was a girl in the village who loved horses. She would often get up at daybreak when the birds were singing about the rising sun. She led the horses to drink at the river. She spoke softly and they followed. People noticed she understood horses in a special way.” This Caldecott medal winner beautifully honors native American tradition while telling the tale of a girl who was so connected to the horses she loved that she eventually became one of them.

Crab Moon by Ruth Horowitz, illustrated by Kate Kiesler

Horseshoe crabs are ancient creatures that continue to grab the attention of children, adults, and scientists even today. While on a beach vacation with his family, young David’s mother tells him how the horseshoe crabs come ashore each year to lay their eggs, and she promises to wake him in the middle of the night so that he may experience this wonder for himself. This book does such a lovely job of explaining the experience, readers will almost feel like they are right there with the crabs. As with so many wonderful children’s books today, there is additional factual information at the end of the story. As an additional bonus, learning about horseshoe crabs connects nicely with children’s history work in their lower elementary Montessori classroom, especially regarding the Timeline of Life material.

Inky's Amazing Escape: How a Very Smart Octopus Found His Way Home by Sy Montgomery, illustrated by Amy Schimler-Safford

This is a true story of an octopus found near reefs in New Zealand. Readers learn a bit about how young octopuses get their start in the world, what may have happened to cause Inky’s injured arms, and how he came to stay at the National Aquarium in Wellington. His caretakers at the aquarium took excellent care of him, and children will delight at hearing about how he enjoyed playing with Legos and Mister Potato Head in his enclosure. Octopuses are curious and adventurous, however, and Inky eventually snuck out of his tank, found his way into the building’s plumbing, and then back into the ocean.  

Andre the Famous Harbor Seal by Fran Hodgkins, illustrated by Yetti Frenkel

Today there are laws that protect the safety of wild seals by prohibiting humans from even touching them without special permits. This was not always the case, however, and this story tells the tale of how one seal became a pet, a famous local performer, an honorary harbormaster, and an ambassador for his species. Over the years, Andre spent time living with a family of humans, swimming in the local waters near his Maine home, wintering at the New England Aquarium in Boston or the Mystic Aquarium in Connecticut, and spending stretches of time freely roaming the waters along the coast of Massachusetts, New Hamphsire, and Maine. A lovely statue of Andre remains today, overlooking the harbor in Rockport, Maine.  

Frozen Wild: How Animals Survive in the Coldest Places on Earth by Jim Arnosky

Perhaps one of the most interesting elements of this book is the fold-out pages with extended illustrations; children enjoy the novelty and appreciate interacting with the book in a different way. They will learn, through factual text and detailed illustrations, about all sorts of ways animals survive in the cold. Topics range from beavers in the winter, the various animals that call the arctic and antarctic regions home, how animals stay warm in the winter, and more.  

Even More Lesser Spotted Animals by Martin Brown

A follow-up to the original Lesser Spotted Animals, this great book aims to highlight some of the animals we don’t hear about all the time. Lions, giraffes, and grey squirrels are great, but have you ever heard of the dingiso, rufous sengi, tamandua, or altai argali? Humor peppers every page, along with relatable size descriptions (“about the size of a one-year-old toddler with a tail”), what we know about each animal, where they live, what their current status is, and any other information that kids will find amazing and interesting. With a goal of encouraging conservation and preservation, Brown believes that to care about saving animals people need to know about them, and this includes the underdogs we don’t often hear about.

What other books has your animal-loving child enjoyed that you think other families should know about? Feel free to share your recommendations with us!

5 Ways to Support Independence as They Grow

“The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behaviour towards him. We have to help the child to act, will and think for himself. This is the art of serving the spirit, an art which can be practised to perfection only when working among children.”

— Dr. Maria Montessori

It’s nothing new to hear us advocating for children’s independence. After all, it’s a cornerstone of our Montessori practice, and we believe one of the most important keys to fully educating a child.

It’s also no surprise to consider that independence looks vastly different depending on your child’s developmental stage. When we meet a child where they are and offer them opportunities to do things for themselves, it’s simply amazing to encounter what they are capable of.

Here are a few ideas that parents can consider when aiming to support their child’s independence.

Infants: Freedom of Movement

Our sweet newborn babies don’t ever stay little for long. Before long they are working to roll over, scoot, sit, crawl, stand, and even walk. These milestones are so exciting as they happen, but in hindsight, they seem to zip by in a flash.

Figuring out how to move independently is one of your baby’s most important tasks. They are driven to do so instinctually, and as adults we can be there to support this work. 

One choice that some parents make (please know we understand it’s not a perfect choice for every family) is to give their infant a floor bed. Rather than being confined to a crib, this allows your growing baby an opportunity to independently explore their environment when they wake in the morning. Using a floor bed means creating a bedroom environment that is completely safe and developmentally appropriate for your baby to explore independently; consider laying soft carpet on the floor and having a low shelf with simple toys they can access. Many parents find that rather than awaiting their child’s cries to be lifted from a crib in the morning, the child instead spends quite a bit of time moving and playing quietly.

Another big tip we have for parents of infants: when your child is learning to walk, they’re not very good at it. The only way for them to get better is to practice, and they have a strong drive to do so as much as possible. Although it may force us as parents to slow down and plan extra time into our schedules, consider relying a little less on carrying and strollers (although they certainly have their place in our routines) and a little more on giving your child time to use their own developing skills.

Toddlers: Dressing

This section is perhaps the most fun in this entire article. Toddlers learning to dress themselves is not only an important skill, but it is, frankly, adorable.

Start simple and give limited choice. Let your child choose between two different shirts, then show them how to go about putting it on. In the beginning, they will need lots of help, but as time goes on resist the urge to insert their tiny hands into the sleeves and give them a chance to figure it out. They will. It will take some time and many unsuccessful attempts, but each time they try they will get closer to being able to do it themselves.

As time goes on, your child might select their whole outfit. Another practical tip is to choose (or have them help you choose) a week’s worth of outfits ahead of time. Hang enough low hooks on your child’s bedroom wall and allow them to choose their clothing and get dressed each day. As with everything, this will be slow going in the beginning, but in the long run the independence gained will not only save time but instill critical feelings of confidence.

After taking the above mentioned steps, all that’s left to do is sit back and enjoy the interestingly paired items of clothing and the smile on your child’s face.

Primary-aged: Helping Tasks

Shocking but true: between the ages of 3 and 6, kids LOVE chores. By helping them learn and engage in important daily tasks while they are young, you are instilling habits that will last a lifetime.

Our children watch us go about our daily lives and they want to be a part of what we do. They want to be like us, so when they see you sweeping the floor, they want to help. From dusting, to laundry, from cooking to caring for pets and plants, your child wants in on the fun. Let them!

There are countless tasks that young children are fully capable of completing (or at the very least, assisting with). Rather than list them here, we share some general guidelines to help the process along. 

• Follow your child’s interests. They will let you know, whether by actions or words, what they want to try.

• Carve out time to slow down and let this work happen. Will it take them ten times longer to sweep up their own spill than if you did it for them? Absolutely. But putting the time in now is well worth it in the long run.

• Embrace mistakes. Teach them to embrace mistakes. Mistakes are how we learn.

• Learn to view chores as contributions we all make to our families. By working together (children included), everyone is part of a team. With this mindset, your child will take great pride in their work.

Elementary-aged: Trust Moments

This step varies significantly from child to child and in each family. Your family’s values and comfort level, combined with your child’s individual development and abilities should be carefully considered.

During the elementary years, your child is ready to start setting off on their own in tiny ways. Letting them do so can feel thrilling for them, yet completely nerve-wracking for us. Take it slow and talk a lot about what each added freedom entails.

Basically, you’re finding small ways you can give your child opportunities to be safe, trustworthy, and independent. Some examples: 

• Playing alone in the backyard - Discuss clear boundaries and expectations. In the beginning, you may be watching like a hawk from the kitchen window, but in time this will become a great option for your child as well as for you.

• Retrieving items at the grocery store - Start small by asking them to grab something within your line of sight, but gradually ask them to retrieve an item from one or two aisles over. As a bonus, this will speed up your shopping trip!

• Walking the dog/getting the mail - Similar to playing alone in the yard, set clear safety rules and talk about “what ifs”. What will your child do if they hear a car coming? What if the dog tries to chase a squirrel? Ask these questions repeatedly until you feel confident they fully understand.

• Going to a friend’s house - This may not be something new, but as they get older children will want to spend more time with their friends. Again, talk about how they might handle various situations, but also discuss how they might contact you if they need to.

• Babysitting - In the beginning, this might mean your 8-year-old reads to their 4-year-old sibling while you cook dinner. By the end of the elementary years, however, your child might actually be ready to take on some real babysitting jobs.

Adolescents: Exploring Interests

As your child leaves their younger years behind and inches toward adulthood, they will naturally begin to explore different interests as they figure out who they are and what they like. All they really need from us is to support this exploration. This will range significantly, from hobbies to potential careers.

We spend many years caring for our children when they are young and giving them every advantage possible so that they may grow to become successful and happy adults. Nothing can quite prepare us for this eventuality, though. And what we imagine our child blossoming into can be very different from the future they imagine for themselves. In these moments, we like to remind ourselves that we have worked hard to guide our child’s independence. They are individual human beings capable of making hard decisions. They will make mistakes, but they will also surprise us.

Our children often turn to us for guidance and support throughout adulthood. Perhaps the greatest feeling of all is to step back and appreciate that this unique human being, who steps out to make their mark on the world, let us hold their hand for a few years while they figure out how to do it.

A Note of Gratitude on Montessori’s Birthday

Dear Dr. Montessori,

Tomorrow, August 31, 2021, marks 151 years since you were born.

The world is a very different place today than it was then. I wonder if you ever contemplated your own early days and how your world shaped you. You once said: “The greatness of the human personality begins at the hour of birth.” Would anyone have guessed that baby Maria would eventually become one of the most influential educators of all time?

Your own life stands as an example of what a person can achieve under the right circumstances. Your work created a foundation on which others have been able to support generations of children finding their own unique paths through life.

So this is a letter of gratitude.

Thank you for having the courage to do what your heart pulled you to, even if it meant being the first and traveling down an uncomfortable and challenging road. During a time when women were largely expected to stay at home, and were certainly not permitted to attend medical school, your persistence changed the system.

Thank you for having the wisdom to blend your scientific perspective with the empathy that all humans deserve. You noticed that children discarded by society had far more potential than they were given credit for, and you worked tirelessly to prove your theories and change yet another system.

Thank you for investing in communities that had high needs. Your very first school was opened in a poor neighborhood in Rome, and your work with the children and families there had amazing ripple effects that no one would have predicted.

Thank you for showing children the respect they so deeply deserve. It was completely novel at the time, and still is in many communities. But your ideas spread quickly and effectively, especially once people saw what life could be like if we just shifted our perspectives a bit.

The sole purpose of the teacher used to be to stand before their students with a definite air of authority, lecturing prescribed information that the students were meant to memorize. You changed all that. Your teachers are not enforcers and information dispensers, they are guides. They stand beside children and lay a path out before them that the child may willfully wander down and gather information for themselves. You created a system of empowerment for children, and a more meaningful (and much more effective) way of learning.

You were not a perfect human being (as none of us are). Your flaws lie in the memories of the people who knew you as well as in the pages of biographies about you. They are a good reminder that even the most positively influential people can make mistakes. We can all make mistakes, and hopefully, we will grow and change with time and experience. This is a lesson we must all share with our children.

You taught us to observe and to stay curious. We encourage children to do this with the world around them, but as adults it’s our responsibility as well. Learning should never end, and we should observe to learn about the children in our lives, but also continue to stay curious about the world ourselves. It takes a lot to unlearn previous assumptions we have gained over a lifetime, but it’s a worthwhile endeavor.

In Education and Peace, you said: “An education capable of saving humanity is no small undertaking; it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to understand the times in which they live.” The timelessness of this idea is just as applicable today as it was then.

It seems fitting that your birthday happens to fall right around the beginning of a new school year. Right around the time when we all find ourselves reflecting on what we have learned in the past and also on what lies ahead. Just as with the history lessons we teach our elementary students, it’s helpful to honor those who have paved the way for the work we are doing now.

So once again, thank you. Your work continues on, touching the lives of people all around the world, generation after generation. We imagine it will continue to do so long into the future.

With deep gratitude,

The Montessori community

22 Important Montessori Terms

Montessori education can feel like a whole separate world of its own sometimes. The classrooms look different, the methods are definitely different, and even the language is a whole lot different from what you might hear elsewhere.

We decided it might be helpful to highlight some terms that may sound foreign to folks who aren’t very familiar with Montessori. Some of the terms are completely unique to us, and some are just used in unique ways in the context of Montessori. Are there any you think we’ve missed? Let us know!

albums: A series of binders filled with lessons and illustrations that are created by Montessori guides during their training. They are typically organized by subject and contain all of the specifically-prescribed steps and methods for presenting materials and lessons to children. Even the most experienced guide refers back to these, and they are invaluable.

Casa dei Bambini: In Italian, this translates to Children’s House. This was the name of Dr. Maria Montessori’s first school which opened in Rome in 1907. Casa is also the name sometimes used to describe the Montessori program of education for children aged 3-6 years.

concrete (versus abstract): This refers to a type of learning and thinking experienced by younger children. When a child explores a skill by using specially designed materials, they are likely understanding the skill concretely. As they deepen their understanding and are able to comprehend the skill without the use of materials we refer to this as abstract. For example, a six-year-old using the stamp game to add numbers into the thousands is working concretely, but an eight-year-old who completes the same calculation on paper without materials is working abstractly.

control of error: Montessori materials are usually autodidactic, meaning the child is able to teach themselves. Most materials are designed with a control of error, or some type of mechanism that allows the child to recognize on their own whether they have made a mistake. This allows for immediate correction and a sense of empowerment for the child. Your child’s guide can show you many examples of this.

 cosmic education: The Montessori elementary curriculum is based on the concept of cosmic education. Based on the developmental needs of children aged 6-12 years, as well as the Montessori aim to develop citizens that are more deeply connected with the earth, many of the lessons and units of study teach the interconnectedness of all things. This allows children to have a framework in which they may discover themselves and their place in the universe.

cultural subjects: This refers to the studies of science, history, and geography.

Erdkinder: A German word meaning children of the land, Dr. Maria Montessori coined this term as a name for the adolescent program, as she recognized their need to engage in physical work and envisioned the program taking place on a working farm.

false fatigue: While anyone observing a Montessori classroom during the morning work cycle (see work cycle for more) will notice deep engagement by the children, there is often a noticeable shift around 10:30. At this time it appears that the children have lost all focus and the room becomes a bit more noisy. Rather than redirecting the children, if the adults allow this period to occur, the children are usually able to independently re-engage after a short time.

grace and courtesy: A specific area of study during the primary (ages 3-6) years, this aims to teach children how to appropriately interact with others. While they receive formal lessons during these years, the work is continued (although utilizing a more flexible format) throughout their Montessori education.

guide: the term used for a Montessori educator, as it more accurately describes their role.

indirect (versus direct) preparation: Learning activities that lay a foundation for future skills without explicitly teaching them are considered indirect preparation. For example, three- and four-year olds in our programs use a small tool for pin punching (perforating pieces of paper into specific shapes) that allows them to develop their fine motor skills and finger grip in preparation for the physical act of writing.

isolation: Isolation of a skill means that the child is meant to focus solely on one specific goal. If a five-year-old is asked to write a story, the guide’s focus would not be on correcting for conventional spelling, but rather to encourage their expression of ideas in written form.

Nido: In Italian this means nest, and it is the traditional Montessori name given to an infant program.

normalization: Once a child has had time to adjust to a Montessori environment, they begin to joyfully select their own work, stay engaged, and interact peacefully with others. When they achieve this state we refer to the child as normalized.

parallel play: Children under the age of six tend to be more focused on their environment than on their peers (which shifts dramatically during the elementary years). When young children work or play beside one another while actually focusing on their individual pursuits, we call this parallel play.

planes of development: After years of observing children with the perspective of a scientist, Dr. Maria Montessori noticed clear patterns and characteristics. While acknowledging the definite variation between individuals, she organized her findings into four planes of development, and based her educational methods on them.

practical life: This subject is given just as much weight in Montessori schools as we give to traditional academic subjects like math and language. Practical life can include teaching children to care for their environment, others, and themselves. Lessons are wide ranging; our students nurture plants, wash dishes, practice greeting others, sweep spills, and prepare food.

prepared environment: The term we often use in lieu of “classroom”, our guides dedicate hours of careful and intentional adjustments so that the space serves as a teacher for children. In Montessori education, one way independence is achieved is by preparing an environment in which the children are able to care for and learn by themselves, with less direct dictation from adults.

sensitive period: Dr. Montessori noticed and theorized that there are certain periods during a child’s development during which they are primed to engage in specific skills. Once that time has passed, learning such skills is not impossible, but the natural drive to do so declines, making mastery much more challenging.

sensorial: An area of study during the first plane of development (newborn to age six), in which children work to refine a wide variety of senses. There are Montessori materials that have been specifically developed to aid in this process.

work: In Montessori environments, the lines between play and work are blurred. We tend to view a child’s actions through the lens of development and learning, so that even the most seemingly mundane of tasks serves an important purpose and is considered work.

work period/work cycle: This is the term given to a dedicated period of time during which Montessori students work independently and receive individual and/or small group lessons with a guide. Depending upon the school and the age of the children, it can range anywhere from two to three hours. Dr. Montessori believed such a lengthy stretch of time was critical to allowing children to become deeply engaged in their work.

New Class? Here’s What to Expect

Welcome! Whether your family has been part of our community for years or you’re just joining us for the first time, we look forward to spending the school year together. After the past year and a half, everyone is looking forward to a fresh start, with a return to some semblance of normalcy.

Some children will be Montessori students for the very first time. Others are moving up to a new level. Either way, it’s helpful to know what’s coming, and to have a little information regarding what to expect. Scan through the headings below to find which section or sections apply to your child.

If you’re brand-new to Montessori

During the application process and through your own personal research, you’ve probably learned a bit about what makes Montessori schools different from more conventional settings. The journey you find yourself beginning will be awe-inspiring, as many seasoned Montessori parents will tell you.

Montessori education has been around for more than a century, and so much of what we do is grounded in what works and what has worked for generations. Still, as a rule, educators are curious people who never stop learning. We are always seeking out new ways to make the experience more enriching for the children in our care. We observe, we ask questions, and we try out different methods that have worked well for others.

We encourage you to try the same. There is so much to learn about this amazing educational approach, that it can’t possibly be done all at once. This blog is a great place to check-in and read helpful information. Your child’s guide, as well as other Montessori parents, are excellent resources to turn to. As a school, we do our best to facilitate community-building events as well as parent education offerings that will help answer your questions - although this type of learning usually leads to even more curiosity!

Thank you for joining us. We are so glad to have you with us.

New to Children’s House?

Montessori primary environments are magical places. This is, after all, where it all began with the opening of Casa dei Bambini in Rome in 1907. Just how is this setting any different than other preschools or kindergarten classes? 

Right away you will notice the emphasis on personal independence. We encourage even our youngest primary students to walk to their classroom by themselves (once they settle into the routine), remove and hang their coat by themselves, and change their shoes by themselves. You’ll notice the work continues in subtle ways as their teacher meets them at the door, makes eye contact, greets them warmly and intentionally, and guides them to do the same.

In the classroom, your child will be free to explore and learn on their own terms. Many folks are surprised this does not translate into children running wildly around the room. The reason is that the freedom we offer is bound within carefully constructed limits. Yes, a child may choose their preferred work from the shelves, but we only put out work that we want them to be doing. Yes, they may stop to have a snack whenever their body tells them it’s time, but they are taught to clean their own crumbs and wash their own dishes.

Some new-to-Montessori families wonder what we do if a child wants to focus on the same work or area of the classroom over and over again. Short answer: we let them. Our belief, which has been confirmed countless times with experience, is that if a child is repeatedly drawn to something it’s because they have something important to learn from it. Once they have exhausted that need, they will eventually move on. We have learned to remove our own expectations of how long it should take or what trajectory an individual’s learning should follow.

One important Montessori mantra to keep in mind: follow the child. We let this guide so much of what we do, and it leads to amazing results.

New to Lower Elementary?

There is a definite shift in children around age six, which is why Dr. Montessori determined this to be the beginning of the second plane of development. You will notice your child is suddenly more imaginative, social with their peers, physically a bit clumsy, and so very eager to learn everything they can about the world (and universe) around them.

So, we keep all these things in mind in the lower elementary environment. Some highlights:

• Lessons are more often given in small groups (as opposed to individually when children are younger).

• Learning and work is based on teaching important basic math and literacy skills as well as a globally-focused foundation in science, geography, and history.

• The classroom is arranged so that children may work together with their peers.

• New expectations are established to ensure that children are engaging with academic content in all areas. Teachers meet and converse with students to share tools, strategies, and give suggestions to help them achieve goals.

• We give children BIG work, which is what they crave. Projects stretch out over days and weeks, and materials stretch across the classroom floor.

New to Upper Elementary?

Sometimes, upper and lower elementary classes are combined, as children aged 6-12 are all within the second plane of development. When schools are able, they do tend to separate this age group into two subgroups, as there are enough differences to make this worthwhile.

Sometime during the upper elementary years, your child will begin to stop using the gorgeous wooden Montessori materials. This is because after years of work, they have made their way to abstract learning. They no longer need concrete items to manipulate with their hands in order to understand concepts. This isn’t to say they never do anything hands-on, it just starts to look a bit different.

Upper elementary children have also had a few years to navigate social structures with their peers. They have had practice forming friendships and working through conflict. They have a better sense of who they are and how to interact with others. This brings a new sense of calm that was not seen when they were younger.

New to Middle and High School?

As with lower and upper elementary, all adolescents (middle and high school) are considered part of the same plane of development but are separated when a school is able or only offers middle school.

During this first half of adolescence, learning is still very much integrated. There are differentiations between subjects of course, but there are a multitude of ways in which the learning overlaps.

At this age, children begin to crave independence while also leaning heavily into peer relationships. They want their parents to be there but they also push them away. They crave new experiences but aren’t always able to make sound decisions due to their developing brain. To allow for all of these tendencies while also supporting growth, adolescents often meet together as a whole group with their teachers to discuss work, social dynamics, and a multitude of other important topics.

Social justice becomes more important to children at this age, and so our curriculum supports growth and learning that allows them to become active and engaged members of their communities.

One last very important element to note is that Dr. Montessori emphasized children at this age needing to work with their hands on something real and of value. This traditionally was working on a farm, but sometimes translates to microeconomy experiences, guiding students through running a business of their own.

Other aspects of Montessori middle and high school programs include:

• Academics are studied more in-depth, and sometimes without quite as much integration as adolescents delve into more specialized content.

• Service to the community is emphasized, and students take on powerful roles in this work.

• Sometimes students are able to explore individual interests and participate in internships or similar programs.

• Lengthy and complex culminating projects are completed over time, giving students a way to show their learning and a sense of what may lie ahead. This is an opportunity to practice practical life skills that are truly applicable to adult life.

Questions? Comments? We’d love to hear from you. Please feel free to reach out with your thoughts.

Let’s Talk Lunch

The beginning of a new school year is nearly upon us. For many families, this means packing a daily lunch for your child to take along with them. Whether this is your child’s first year doing so, or you’re just looking for some fresh ideas to keep things simple, healthy, and fun, read on.

What lunch is (and isn’t)

Lunch is an opportunity for your child to refuel and nourish themselves in the middle of the school day. They’re working hard, growing lots, and eating good food will keep them feeling good through the afternoon.

Lunch doesn’t have to be Pinterest-worthy. (Although it absolutely can be if you’re into that.)

We have all stumbled upon those photos of cute bento boxes with flower-shaped cucumber slices. They really are adorable. But are they necessary? Let this serve as your reminder that lunches for your child can be lovely and ornate, or they can be lovely and simple. Both will be appreciated. Both will be gobbled up. Both will serve their purpose.

We are not here to shame the parents who do create these miniature culinary masterpieces. We just don’t want everyone to feel the pressure to do so.

Nutrition simplified

Raise your hand if you’ve ever experienced the following: Your child eats nothing but peanut butter and strawberry jelly sandwiches for three months straight. You decide to be prepared and buy several jars of the coveted jelly. The next day, they declare they don’t eat peanut butter and jelly (perhaps even insisting they never did like it), and they decide they are ready to explore new foods.

We’ve all been there.

Even the most adventurous eaters get into ruts sometimes, then change their habits seemingly on a whim. It’s normal and will probably happen a number of times as their tastes develop.

The pbj scenario does serve as a helpful reminder, however. Kids can have their nutritional needs met rather simply. Of course, we are not dieticians, and your best resource for information is your child’s pediatrician, but there’s room for a balanced diet even when it comes to more “selective” eaters.

When putting together a lunch, we like to consider the following: Does the lunch include some protein, fruits/veggies, carbohydrates, and healthy fats? If so, it’s a well-balanced meal. Even that peanut butter and jelly sandwich checks off all the boxes. And there are countless ways of providing what kids need.

Here’s a great list in case you’re looking for one: The Essential School Lunch Grocery List

Keeping it green

We encourage families to utilize reusable containers whenever possible. We know there are times in all of our lives when convenience wins out over being green, but reducing single-use containers is one important way we can all care for the planet our children will inherit. If you’re reading this article, we know you could be anywhere on the spectrum; some folks rely heavily on prepared and prepackaged foods, while others make their own hummus out of the bulk chickpeas they cooked and soaked. Most of us are somewhere in the middle.

We have found the key is making one small change at a time, watching it become a habit, and then taking on another small change when you’re ready.

A few ideas (links are for examples; many of these types of products can be found in stores nearby):

• Beeswax wraps

• Stainless bento-style box

• Reusable water bottle

• Bamboo utensils

• Cloth napkins    

Keep in mind - the greenest option is to use what you already have. If you choose to purchase items for packing lunches, consider selecting products that will last for many years.

Utilizing little helpers

You probably won’t be surprised to hear us suggest having your children make their own lunches, specifically once they reach elementary. This involves a little teaching and learning in the beginning, but in the long run, your child will become more independent and you will have a little more time to focus on other things.

Start by modeling. Have your child join you in the kitchen as you prepare their lunch and show them what to do. Slowly and deliberately go through each step in packing a lunch so they can have a good example of what it looks like.

Next, make lunch together. Have them join you in the kitchen again, but while you make a sandwich they can be chopping up some fresh vegetables. Team effort!

Ask your child what they would like to pack. Having them participate in the planning and shopping makes the task a fun activity for them and gives them more ownership over creating a healthy meal. Teach them what a balanced lunch needs and go over examples of what that might look like.

Lastly, let them do the work! Each of these steps could take a matter of days or weeks, depending on your child. Keep it fun, notice whether they need any more or less support, and revel in their ability to help care for themselves and contribute to their family.

We hope this article has given you some inspiration! Do you have any more ideas or suggestions for other families? We’d love to hear from you.