Issue 103:Montessori International 8/3/12 14:38 Page 1
Issue 103 April – June 2012 £5.00 MONTESSORI
INTERNATIONALpublished by the Montessori St Nicholas Charity www.montessori.org.uk
MONTESSORI Issue 103:Montessori International 8/3/12 14:38 Page 2 Issue 103:Montessori International 8/3/12 14:38 Page 3
MONTESSORI Issue 103 April – June 2012 INTERNATIONAL published quarterly by Montessori St Nicholas, London
Acting Editor: Philip Davies
Editorial enquiries Tel: +44 207 493 8300 welcome e-mail: [email protected] from Marketing and Display Advertising enquiries Catherine Tubbs on +44 207 493 8300 e-mail: [email protected] the editor Job advertising enquiries Stephanie Ilo, e-mail: [email protected] his issue of Montessori International focuses on Subscription enquiries to the second prime area of the EYFS, physical Stephanie Ilo on +44 207 493 8300 Annual subscription rates, incl. p&p (4 issues): Tdevelopment, and the key articles on this UK £19.95; Europe £29.95 / €45.00; subject are from Jeremy Clarke and Kristin Hulaas Rest of World £33.00 / US$65.00 Sunde. Jeremy’s article considers Maria Montessori’s Students (incl. p&p): UK £15.95; Europe £23.00 / €36.00; Rest of dictum that “the hand is the instrument of man’s World £28.00 / US$56.00 E-magazine (4 issues): UK and overseas £14.95 intelligence” in relation to the importance of
The views expressed in Montessori International are not necessarily those of movement from the earliest age, be it babies holding the publisher and editorial team, nor are advertisements endorsed by them. their heads up when lying on their stomachs or getting the knack of Address: Montessori International, holding a spoon so that they can feed themselves. Kristin on the other 18 Balderton Street, London W1K 6TG hand suggests some ways for parents of toddlers and older children to see Fax: +44 207 493 9936 exercise as a way of having fun together, whether it’s indoors, in the Montessori International is designed by Stuart O’Neil, Design for Print (UK) Ltd, 01442 871144 garden, or another outdoor space like the local park. Printed by Stones the Printers, Banbury, Oxon In other sections of the magazine we have contributions from Keith ISSN 1354-1498 Whitescarver on the role of Montessori education in breaking the cycle of poverty in Kensington, Maryland, and Aric Sigman on recent WANTED research into the connections between physical and mental development. Additionally there are the regular sections like Bright Ideas, Reviews and Star Products that will, hopefully, inspire and inform. Overall, my welcome to this issue is much as it usually is – I hope you find reading the 10 NEW magazine both a pleasure to read and of benefit to you and your practice. Finally, a few words about being something of a tyro in the business of ASSESSORS magazine editing, which has involved me in a number of learning processes over the last few months. I’m beginning to learn to cope with the increasingly frequent panic attacks as we get nearer to the copy FOR MEAB deadline, and I have to say that those “I’m never going to have everything ready in time” moments are generally calmed by the efforts of Would you like to contribute to the work of the the many excellent and dependable contributors we are fortunate enough Montessori Evaluation and to have writing for and creating this magazine. Accreditation Board by Best wishes, becoming an assessor?
Please see our website for M•E•A•B details on how to apply and send your application, by email, to Philip Davies by no later than Tuesday 10 April, 2012. Philip Davies, Acting Editor Interviews will be conducted in London on Wednesday 18 April Website: www.montessori.org.uk
APRIL – JUNE 2012 Montessori International 1 Issue 103:Montessori International 8/3/12 15:42 Page 4 contents 13 43
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Feature articles Regular departments
10 “The hand is the instrument 27 Introducing our new book for 3 News of man’s intelligence” parents 4 Hot Topics Jeremy Clarke uses this well-known Extracts from Learning Together: what 5 MSA news Montessori principle as a springboard for Montessori can offer your family to give his discussion of the importance of you the flavour of this important new 22 Bright Ideas movement from the earliest age publication 28 Reviews 35 Why dot2dot? 31 Ask the Expert Q&A 13 Serious fun Catherine Tubbs answers a question 32 Education, special needs Kristin Hulaas Sunde provides some tips we’re often asked about choosing & disabilities update dot2dot as the Charity’s own insurer and for parents and their children on how to 33 Research Watch get some exercise and have fun at the partner 39 Company profile same time 36 We haven’t moved on 45 Star products Aric Sigman unveils some of the recent 16 Montessori, Maslow and research into the connections between Classified Advertising Self-Actualization physical and mental development 46 Teaching opportunities David Weinberg, in an article reprinted 40 Dyspraxia: what it is and 48 Teacher Training from Montessori Life, explores how how to help children’s physical and psychological are met as they work on “self construction” Wendy Fidler explores a common but still poorly understood disability 20 Using Montessori to break 43 An arrow flying in Cambodia the cycle of poverty In a fascinating article that combines Keith Whitescarver reports on an elements of ‘Montessori and me’ and excellent program in Washington, D.C. ‘Global links’ Mary Lester tells us about that is helping people out of poverty and her experiences in a Montessori school in Cover Photo: homelessness Phnom Penh Mia photographed by Jeremy Clarke
2 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:39 Page 5 news
Montessori accreditation: News from the Montessori St Nicholas Charity
a parent’s point of view In recent months the I believe that a lot of parents have a very positive view of Charity trustees have Montessori education, although many don’t really understand confirmed their support what it is all about. I have a number of friends who have chosen for continued funding of a nursery based on the fact that it claims to be Montessori, but the MEAB school are not able to identify a true Montessori setting. accreditation scheme I am in the fortunate position to The difference between the two is with a 2012 grant of have had invaluable experience of very marked: the quality of care that £85,000. With 122 Montessori having trained as a my son receives in the day nursery is schools now fully Montessori teacher a number of generally very good but the accredited under the ISI years ago, although I have never standards in the accredited and BAC endorsed used my qualification professionally. Montessori nursery are always scheme, the trustees Having seen the real value of the excellent. wish to give more good Montessori method first-hand it was Obviously I have been satisfied with Montessori schools the incredibly important to me that my the standard of care my son has opportunity of joining received at the day care otherwise I children were able to attend a ‘true’ the scheme while still would not have continued to keep Montessori school for their early at a subsidised cost. years education. My experience also him there. But he is not receiving a The accreditation in helped me to recognise a quality Montessori education from them. I total costs over £2,000 Montessori setting. do think that by calling themselves a ‘Montessori nursery’ when they are per school but currently schools can join the scheme for only £190. However, in order to accommodate not actually using any Montessori At some point in 2013 however this subsidy will end for all new my working hours, I have also had to practice is very misleading. schools who will then have to fund the full cost. Existing MEAB use additional day care settings. Currently, my eldest son is at school Parents will automatically assume a schools will still have the subsidy in place for the three-yearly but my youngest, aged 3, is still in higher quality of care and education reaccreditation visits. and I do believe that is why the day nursery education and attends two Also receiving ongoing funding at over £70,000 is the MSA. With ten care uses the Montessori name. nurseries. One is a Montessori active regions, over 4,000 members and ten £1,500 annual I believe it would be fairer to parents school accredited by the Montessori honorariums for Regional Chairman, the MSA has grown and Evaluation and Accreditation Board. if all nurseries claiming to be therefore the costs of postage to members and administration has The other is a day care provider that Montessori had to be monitored and also grown. Trustees recognise this and despite funding pressures we also claims to be a Montessori receive accreditation. It would also nursery, although they do not have a mean that the settings that are have been able to fully fund for 2012. qualified Montessori teacher on site. providing a good Montessori We have also maintained our support for those wishing to train as They do have a room set up with education will be recognised for their Montessori teachers but unable to find the funds and just over achievements. Montessori materials and equipment £30,000 was awarded to grants applicants under the Birts Awards and occasionally you do see some Written by a parent with a child scheme. We wish we could do more. children playing with them but attending a MEAB accredited without any instruction. school We continue to publish PR materials on Montessori for the general public and market these through our super website. Sales of DVDs MEAB news soared last year, with an average of 20,000 hits a month on our site. With the publication of our new Montessori parenting book (see page The high level of interest in MEAB’s first ever 27) the Charity will be creating 10,000 copies for sale and donation conference organised specifically for owners and to new parents in need. managers of MEAB accredited schools and nurseries By the time you read this the Charity Head Office team will have left has resulted in the need to find a new venue for the Balderton Street for new offices in Victoria. This is to allow MCI to event. It will now take place on 20 June 2012 in the M•E•A•B Jeffery Hall of the Institute of Education, 20 Bedford expand by the addition of a new large classroom on the ground floor Way, London, and will focus on issues of leadership. Participants have taking average intake numbers to over 100 new students per been invited to present short papers relating to the topic and reflecting on semester. The new Head Offices are near Victoria station and MSA their own experiences of leadership in all its diverse forms. These members are always welcome to drop in, rest up, say hello or use presentations will take place during the morning, while the afternoon will the facilities at any time – it is partly your Head Office after all. The be devoted to a presentation from Ofsted on the new inspection regime new address is Suites One and Two, University House, 11-13 Lower and on the revised EYFS. The conference will finish with a celebration of Grosvenor Place, London SW1W 0EX. those Montessori settings that have achieved their accreditation and re- accreditation during the Spring and Summer terms of 2012. It is I am also pleased to announce that Barbara Isaacs has been offered anticipated that this event will take place annually and will continue to the role of Director of National Strategies for engage practitioners in sharing their experiences of managing settings, Montessori and will be based at the new Head thus serving as an on-going platform for professional debate. Office from the summer of 2012. Barbara's If you are an owner or manager of an accredited school and you have not replacement at MCI as Director of Studies will yet booked a place for this exciting event, do so by contacting Kristine be Penny Johns MA, Mont Dip. Largo on [email protected]. If you have booked a place and With best wishes for the summer, want to present a paper relating to the topic of leadership please send Philip Bujak your expression of interest to Kristine as soon as possible – all MONTESSORI T applications will be considered during April. CEO Montessori St Nicholas Charity S NICHOLAS
APRIL – JUNE 2012 Montessori International 3 Issue 103:Montessori International 8/3/12 14:39 Page 6 hottopics The importance of Too Much, Too Soon? for parents and early years practitioners
Kim Simpson and should be the case, as her words so clearly indicate. Richard House1 report It is of some concern that there is on the central theme of much in the Early Years their new book Foundation Stage (EYFS) curriculum that actively n preparing this article, we encourages such practitioner decided to visit Maria behaviour. This is perhaps the IMontessori’s own writings, as main reason why we have both we know that Dr Montessori, been centrally involved in the along with a number of other Open EYE early years campaign,4 early-childhood pioneers, which since late 2007 has been possessed a deep perennial arguing for an early years wisdom about children and their curricular framework that is development which the ‘hyper- underpinned by an acute modern’ control-obsessed world Kim Simpson Richard House sensitivity to the complexity, seems to be increasingly losing eloquently to the theme of ‘too finding a way to accompany them intrinsic diversity and nuanced touch with. It was for this reason much too soon’ as anyone who in their healing and potential subtleties of child development. that we felt the need to create our has written about child development. We also both A central aspect of Maria new book, Too Much, Too Soon?2 development before or since. believe that the ‘being’ qualities of Montessori’s genius, then, was as a desperately needed antidote Thus, in our view, these wonderful the counsellor-therapist are far that she understood these to what is happening in early years quotations indicate quite more important in successful developmental realities at a experience right across the unambiguously that if Montessori therapeutic outcome than any profound level; yet, certainly in Western world, and which we were alive today, she would surely proactive procedural techniques England, much early-childhood believe has real potential to do be throwing her full weight behind that s/he might employ. Such a policy-making (not least via the harm to a generation of young the new cultural initiative of which view concords beautifully with statutory EYFS) seems to children. our book is just one aspect. This both Montessori’s and Steiner’s fundamentally misunderstand her We reproduce below a few of the new initiative was recently formed directive that adults working with and other educationalists’ more apposite of Dr Montessori’s to help arrest the erosion of young children should be involved perennial insight into children’s quotations, which we identified as natural childhood,3 and to protect in a continual process of personal early development. being especially relevant to the it from the worst features of a and spiritual development – so Notes ‘too much too soon’ theme: hyper-active, technology- and important in any understanding anxiety-driven modernity that does related to the nature of ‘being’. Kim Simpson “We cannot know the 1 Dip.Psych; not begin to understand the consequences of suppressing a In both cases, we consider that Mont.Dip. has a psychotherapy subtleties and complexities of child's spontaneity when he is the parallels with both parenting and counselling practice, works as natural child development in all its just beginning to be active. We and teaching are essentially a parent coach, and has run and richness and diversity. may even suffocate life itself. identical; that is, that fully being owned a Montessori Nursery for over 35 years. Richard House, Education cannot be effective ‘Less Is More’ with young children unobtrusively unless it helps a child to open is in practice very difficult to Ph.D., C.Psychol. lectures in psychotherapy and counselling at up himself to life.” As well as being early years achieve. This is not least because as soon as adults possess any the University of Roehampton, and “Before attention and practitioners, we both also work significant anxiety about their is a trained Steiner Waldorf concentration have been as counsellors/psychotherapists, children’s development, a very Kindergarten teacher. attained, the teacher must learn and there are some important common response is over-activity to control herself so that the parallels to be drawn between 2 Too Much, Too Soon? – Early and over-intrusion into the young child’s spirit shall be free to good therapy and appropriate Learning and the Erosion of child’s world, which routinely expand and show its powers; the ways of working with young Childhood, Hawthorn Press, manifests as developmentally essence of her duty is not to children. In Richard’s role of Stroud, 2011; see: inappropriate (or ‘too much too interrupt the child in his efforts.” training therapists he often says to http://www.hawthornpress.com/bo trainees that “The best therapists soon’) practices. “To aid life, leaving it free, ok.php?isbn=978190735902 are those who manage to In other words, there is a danger however, to unfold itself, that is minimise the extent to which they that both adults and children 3 See: http://www.savechildhood. the basic task of the educator.” get in the way of their client’s become extrinsically, rather than net/our-supporters.html “The environment itself will process” – and, concomitantly, so intrinsically, motivated. They look teach the child… the teacher… 4 See: http://openeyecampaign. much mediocre therapy happens to what they ‘should be achieving’ wordpress.com/ should remain a quiet observer because therapists are continually rather than following their instincts of all that happens.” and inappropriately intruding into – and that is the exact opposite of Correspondence: Maria Montessori speaks as their client’s world, rather than what Montessori herself believed [email protected]
4 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:39 Page 7 msanews Chairman’s Update January 2012 Martin Bradley reports on the Montessori qualification and various funding concerns
he end of 2011 and the her local authority was no longer Schools should have received the beginning of 2012 have seen funding Epi Pen training for proposed check paper (not a test) TMSA continuing to work across anaphylaxis awareness. Having been which has 40 ‘words’, half of which a range of fields. We have responded told that non-local authority settings are nonsense words, based on to the Department for Education would have to fund the training phonic principles, and half of which consultations on qualifications, on themselves at a cost of between are ‘proper’ words. Previous similar funded places for two year olds and £70 and £94 per person, Rosie tests have been heavily criticised as on the proposed learning and organised training for 16 people at a not showing children’s development requirements for the total cost of £150 plus £5 for the comprehension and understanding of of the Montessori method. The certificate. MSA was pleased to be the words (inevitably when half are Foundation Years, as well as making current emphasis on market forces able to fund the training and Kristine nonsense words) and we would like sure that Montessori has been and the need to be clear about what Largo has full details if you are to hear what you think about the represented at conferences on is distinctive about Montessori interested in organising a group – check. We will then feed your views qualifications organised by the schools makes Kristine’s research our funds are not unlimited, but this back to the DfE. Nutbrown review. This last has been very timely. Without going into great is an important issue. We shall also most important as we must aim to We are developing our work with the detail, Kristine concluded that three be informing the DfE of this example proposers for Montessori Free factors were most influential in ensure that the Montessori of discrimination against the private Schools. I am most grateful to Chris marketing Montessori schools: qualification is recognised and valued and voluntary sector on an important Manville and Sarah Rowledge for reliability, value for money, and as significant contributor to diversity health issue. their support. Chris is working with a selectivity. From the research it is of provision by the Department for Two year old funding is another scheme in the south of England and evident that MEAB accreditation is a Education. Without such a uncertain area. It will be available to Sarah, as our new Primary Education significant factor when schools seek Montessori-specific qualification, we families based on their entitlement lead on the National Council, is to market themselves and to present would lose our source of newly to free school meals. Whilst this is a developing a package with two other evidence of their quality to outsiders qualified Montessori teachers. We rather crude indicator, it does schemes in the north of England. Her such as Ofsted. This is an intriguing were pleased to receive a broadly provide a basis for identifying the work is aimed at enabling MSA to piece of research with a clear positive response from the Minister, children who qualify for the funded provide support for developing a practical value, and we congratulate Sarah Teather, when we met her last places. However it also means that Montessori primary curriculum Kristine on her achievement. It is an July, but it continues to be important places will have to be spread across supported by resource details which area which we are interested in for us to lobby at every opportunity to a large number of providers in any can form the Montessorian core of exploring further – so if you are ensure that our arguments do not local authority area, with most any proposal. We will keep you looking for a field to research, please get forgotten. settings only having a small number updated on the progress of this work. get in touch. Having met Justine Greening MP of funded children. We have We intend to conduct another survey Finally, we continue to monitor (then a Treasury Minister, now concerns about the amount of of members in 2012, as it is three developments in the EYFS, or the Transport Secretary) at the paperwork required to manage such years since our last survey. Kristine ‘Foundation Years’ as they are now Conservative Party conference last a scheme, and also that the staff- will be getting in touch with you in termed. Ofsted and the DfE are year, I was pleased to hear that she child ratios for two to three year olds the spring. The 2009 survey has holding a series of meetings and forwarded our concerns over three will make the costs of providing the been most helpful in giving us clear conferences on developments to and four year old funding to the DfE. places higher than the funding might data about the sizes of settings, which we are contributing. The DfE Sarah Teather replied personally, re- allow – as with three and four year numbers of children attending, consultations are due to continue stating her position on the funding old funding there can be no ‘top-up’ staffing and broad information about with one on special education needs, but also expressing her concerns charges. We shall continue to costs. We have used it extensively and we will be drafting a response about the local authorities’ different monitor the implementation of the not only in general publicity about and sending it to you so that you can interpretations of the Code of scheme. Montessori schools, but also when add to it as you wish and submit it to Practice. We will continue to monitor Besides the two year old funding is lobbying officials, MPs and local the DfE – that way we can ensure the DfE’s review of the Code and the assessment of all children before councillors, so an update will be that the voice of Montessori whilst we are sympathetic to local their third birthday. This will affect most useful. continues to be heard by the authorities who need to ensure that you if you take any child before they You will be pleased to hear that government. Our first conference for there are enough funded places are three, for whatever time you do Kristine, our Development Officer, MEAB accredited schools will be held available in their areas, the variations so. Even if you admit them at two received a distinction in her MBA on June 20th. Congratulations are in how they interpret the Code years 11 months, you will have to dissertation as well as a merit in the due to the increasing number of remain a cause for concern. In assess their development. We are overall degree. Kristine’s dissertation MEAB assessors who have gained particular we are gathering evidence monitoring the proposals and will examined Montessori schools’ recognition from the Chartered where access to training funding is keep you in touch with the positioning in the market and used Institute of Education Assessors for linked to participation in the three assessment scheme. Similarly, if you data gathered at our annual the high quality of their work. We are and four year old funding have Year 1 children, the new conference last June. Thanks are due the first early years group to gain arrangements – so if you find that phonics assessment due to be to the 96 members who contributed. such recognition, so once again you can only receive training support administered in the week beginning Kristine’s work is of significance as Montessori is showing the way to if you are in the funding scheme, or 18 June 2012 is a requirement, with she is one of the first people to look others. there are other restrictions on access no exemptions (unlike the EYFS at Montessori schools from a Thank you for your support. We look to training, do let us know. Profile – although that has not been business model rather than focussing forward to continuing to work with Rosie Roberts (Region 3) found that sought by Montessori schools). on child development and the ethos you.
APRIL – JUNE 2012 Montessori International 5 Issue 103:Montessori International 8/3/12 14:39 Page 8 msanews
Region 3 more confident in their role, and were refreshed and inspired to ROUND THE REGIONS return to their settings and Rosie Roberts develop their work with children reports on a The MSA region’s news, activities & events with Special Educational Needs. funding problem being held round the country The day ended well, with a panel, consisting of Jackie Harland, Tanja I was informed by the Local changes to the EYFS, the review He covered everything from Jamil and Emma Gowers, Authority where one of my settings of qualifications and training, and Phonological Disorders, stuttering, answering questions from the is located that Epi Pen training for the ongoing issue of free developmental verbal dyspraxia, floor. Feedback has been anaphylaxis awareness was not entitlement were high on the word finding difficulties, language extremely positive – thanks to all readily available to private agenda. Delegates were urged to delays and selective mutism. He who helped organise the day, providers in the area. Despite this respond to the various gave practical tips and particularly Georgina Hood, Emma we are expected to make our consultations that are currently suggestions for working with Gowers and Kristine Largo, to our arrangements for such training, as underway. children and, through the use of speakers, and many thanks to the responsibility rests on our Twenty-five members from across his cleverly designed games, Tanya Jamil and Frederick Hugh shoulders to ensure that children the region attended and, following showed how you could support House for hosting us. are kept safe at all times. a delicious lunch, shared a range children. His workshop lasted for over three hours and it is fair to However, this training continues to of songs, poems, stories and Regions 5 & 6 say that there wasn't a dull be available to state schools. We other activities linked to festivals moment! are required to comply with the and celebrations. Dyspraxia the rules and regulations in relation to It was agreed that future meetings Throughout the day tours of the subject of Regions the free entitlement and yet vital should be scheduled for the first school were given by Headteacher training is not available to all. Saturday after each half-term Tanya Jamil and education adviser 5 and 6’s autumn Bill Brown of The Education In view of the above training was break. If you have any ideas for Partnership. The building is truly term meeting arranged for my staff, and at MSA topics or speakers, or if you are inspiring – a purpose-designed, no Chairman Martin Bradley’s able to offer your setting as a expense spared, specially adapted suggestion it was opened to all venue, please get in touch: school building in the heart of Region 3 members. Places were [email protected] Chelsea. After a wonderfully offered on a first come first served Region 10 diverse pot lunch the afternoon basis; they were ‘snapped up’ and workshops commenced. 16 Montessorians attended the session on the 16th of December London Region Experienced Speech and 2011 at Rosewood Montessori members enjoy an Language therapist Jackie Nursery School. Claire Street, Harland, Principal Therapist of the Managing Director of Child SEN-themed London Children's Practice, ran a Matters, delivered the session, regional day workshop on supporting children and the attendees felt confident with speech and language that they would be able to cater difficulties, which was very for any children in their setting interesting. The Chair of London with severe allergies. Region, Georgina Hood, ran a session reflecting on the parent's On 19 November 2011, Helen I would like to take this perspective of having a child with Everley and her team at Merrydays opportunity to thank Martin SEN, and how it feels to receive Montessori School hosted the Bradley for listening to my feedback on your own child from a Regions 5 and 6 training day. concerns and suggesting that this teacher. Georgina's informal Almost 40 members travelled to training be open to the region, workshop was a window on her Henley in Arden to listen to Wendy and thanks also to MSA for the personal story as Montessori Fidler’s talk titled ‘Dyspraxia – funding. teacher and Mother of four – one what it is and how we can help’. Region 8 of her own children has a rare Wendy’s presentation contained a genetic disorder. There was time wealth of information on dyspraxia Saturday 12 November was also to reflect on personal and its identifying features. Autumn meeting special for several reasons – firstly development, balancing school Members were then offered and home life in working towards Region 8 held their autumn that we had superb trainers, valuable advice on the ways personal happiness. meeting at The Old School House second that the venue (Frederick practitioners in a Montessori Montessori School in Tenterden on Hugh House) was stunning and Deputy Chair of London Region, classroom can help the children the 3rd of December. The day third that the event was so Emma Gowers, ran a workshop with dyspraxia, using our provided an opportunity for the popular that there were excellent entitled 'Running a Productive IEP equipment and specifically new regional chair, Chris Manville, networking opportunities. meeting, and Writing an Effective devised exercises. and deputy, Fiona Brissenden Terry Gilligan, our keynote speaker, IEP’, which was very well It was a day full of fun, with (owner of The Old School House) enthralled and entertained his attended. Also covered was members going home having a to meet members and discuss a audience with information, stories, personal organisation, and deeper understanding of the range of issues affecting film clips and techniques used communications within settings. condition, and buzzing with Montessori nurseries locally and during his work as a leading Practitioners attending practical ideas to implement in nationally. Not surprisingly, Speech and Language Therapist. commented that they now felt their settings.
6 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:39 Page 9 msanews Outstanding MSA membership is now Ofsted Congratulations to Barnes over 4000 across the UK Montessori Nursery School in London, Little Peoples Montessori of Montessori The Montessori Schools The schools that make Nursery in Norwich, Clarendon education within the Association (MSA) has been up the membership Montessori School in Kings government and with steadily developing from adhere to a Code of Langley, Andrea’s Montessori in the public. strength to strength and we Practice which defines Balham, Mars Montessori are pleased to announce that There are 11 regions the commitment of Bilingual Nursery and St Andrew’s we now have over 4000 MSA in the UK and each each school to the Montessori both in Islington N1, members across the UK. region has its own promotion of quality in Acorn Montessori in Allithwaite, The MSA is a professional Regional Chair to Montessori settings. Sunflower Montessori in organisation that supports provide support locally MONTESSORI Why not join this Middleton and Green Lawns Montessori Schools and teachers and invite members to SCHOOLS ASSOCIATION growing organisation in Montessori School in Kenton who throughout the UK. It provides regular regional meetings. its mission of creating higher have all been awarded information, advice, subsidised Essentially, the MSA’s vision is to standards and increased Outstanding in their latest Ofsted continued professional foster communication and unity credibility in the Foundation years inspections. within the Montessori movement development training in and Primary Education sectors for Don’t forget to let us know when throughout the UK and to provide partnership with Montessori the benefit of Montessorians and you receive Outstanding in your support and guidance to members Centre International (MCI), and for the families and children in our Ofsted inspection so we can and their schools, irrespective of networking opportunities to our schools. Visit mention your school in the next size or type of premises. members whilst raising the profile www.montessori.org.uk/msa issue of Montessori International. international diary Sound advice for nurseries Europe In the first of four answers to questions from Montessori nursery owners, Jackie 26th – 28th October 2012 Hyde of dot2dot addresses the subject of forest schools. Congress, Montessori Europe, Rome
Question Do practitioners have to inform their insurance company before Australia they run forest school sessions? If so, why? 14th – 15th April 2012 MAC Conference, Gold Coast The Engaged Learner Answer You need to remember that any the necessary risk assessments which insurers will New Zealand insurance policy is a contract of trust between you require to be supplied in the event of any claim and your insurer. This means that it is your arising. 14th – 16th April 2012 responsibility to declare everything that insurers It is recommended that you seek advice from your MANZ Conference, Auckland Imagination, Creativity and Work need to know about your business so they can insurance advisor ahead of booking a course, as decide whether to insure you, what premiums to we are aware that some insurers will not provide South Africa charge and what cover they will offer. This is the relevant cover. It would be a shame if you had 27th – 28th April 2012 known as a “Material Fact”. incurred substantial costs training your staff if your SAMA National Conference, Although the insurance company will know you are present insurer is then uncomfortable with the risk. Knysna, Eastern Cape a children’s nursery, every nursery is different and The worse case scenario is that you fail to advise your policy needs to reflect your individual your insurers of an activity that subsequently requirements. It is therefore really important that results in an injury, as the insurer would be within From the editor your insurance company is made aware if you offer their rights to refuse to deal with the claim. This Don’t forget – if something extracurricular activities such as swimming would be a particularly harsh stance but having unusual or exciting happens at lessons, children’s parties or forest school had many years of dealing with insurers, it is not your nursery, or you take the sessions. Due to the nature of the activities unknown for this to happen. children on a trip somewhere, we involved with forest schools, insurers will need If you are unsure always contact your insurance always welcome school news confirmation that your staff have been suitably advisor for guidance. It is always better to give too items. You can write a few trained and qualified. From our experience we much information than too little. hundred words about the event understand that a teacher needs to complete a (whatever it was) and send them number of sessions before they are awarded their to Kristine Largo (kristine@ qualification. It is therefore important that the montessori.org.uk) along with insurer understands this transition period and two or three photographs and explains what cover they will provide. Jackie Hyde we’ll see if we can fit you into a They will also need to know you have completed Insurance Advisor future issue of Montessori International.
APRIL – JUNE 2012 Montessori International 7 Issue 103:Montessori International 8/3/12 14:39 Page 10 msanews Willow Park Montessori Day Nursery is 10 years old
On Saturday 21 January 2012, Willow Park Montessori Day Nursery celebrated its 10th birthday. Green Lawns has a We used all methods of roaring good time communication available to us to Having won a national contact past children and staff, competition, children at Green inviting them to attend our Lawns Montessori in Kenton, celebrations and from the Middlesex, were treated to a visit moment the doors opened we had from Raa Raa, the Noisy Lion. a steady flow of visitors from both Visit from lollipop man Tony delights Spirits were high in the setting, the past and the present. There amongst both children and staff, were activities going on in each On Tuesday 29 November, Tony Peel kindly agreed to come to Bowland Montessori Pre-School to tell the children about his job as a lollipop as the schools’ first accreditation classroom together with a quiz visit had taken place a day earlier and a balloon artist in attendance. man. He reinforced the importance of road safety, especially waiting at the kerb until it is safe to cross, then walking (not running) across the and feedback had been very We all joined together to sing road. The children enjoyed playing the role of lollipop man using Tony's positive. “Happy Birthday” and cut the crossing sign. The children came in dressed as wonderful birthday cake baked His visit was part of a topic covering people who help us. All week the characters from the show and and decorated by our nursery welcomed the king of the jungle to cook. children have been dressing up as police officers, firemen and nurses. We are looking forward to a visit from a police officer, and a fire station take part in their daily music and visit is planned. movement session. Circle time with Raa Raa involved the children Many thanks to Tony for taking the time to come in and emphasise the asking him questions such as; importance of staying safe on our increasingly busy roads. “where do you live?”, “where are your jungle friends?” and “are you Cakes for animals a scary lion?” Children and families at The Gower Following this, they compared School, Islington, were so touched their own features to his and by the plight of their much loved commented on the similarities local farm that they held a cake and differences and also enjoyed sale in aid of winter feed for the feeling the popular character’s fur, animals. Families brought home nose and mane. To conclude the It was lovely to see and hear baked goodies, the children baked visit, the children posed for a everyone catching up and at the nursery, and also manned the stall themselves. And the end photo with Raa Raa and reminiscing, including a fabulous result of all this activity was £200 raised for Freightliner’s Farm to help demonstrated their very own quote from a 9 year old. “Those keep the animals fed through the cold winter months. loudest roars. were the best days of my life.” It all started approximately 11 Gardening success recognised years ago with the vision and dreams of one lady, Sam Sims, The children and staff of “Throughout the and after working together with Sunflower Montessori Nursery in year, the children her business partner, Hilary Smith, Middleton, Suffolk have become have been planting the nursery opened on the 21 officially green-fingered in an and harvesting both January 2002 with 10 staff and outstanding year for the village vegetables and 16 children. We now have 24 staff school. It has achieved all five flowers. It’s and 100 children currently Benchmark levels in the Royal wonderful that all attending the nursery. Horticultural Society’s Campaign this hard work has for School Gardening. In September 2004, a baby unit been recognised.” was added and the nursery In recognition the RHS has Earlier in the element of Sam’s vision was presented the school with a summer two complete. This was however, not special plaque and a tree. The children and two staff were invited that children could cook and enjoy the end of the dream: Sam concreted garden has a to promote healthy eating at the eating. Topping the year was a opened The Meadows Montessori greenhouse, water butts, wormery Aldeburgh Food and Drink glowing Ofsted report in which the Primary School in September and grow bags. Festival. They prepared a number nursery was rated ‘Outstanding’ in 2008. Owner Lucy Smith said of dishes using local ingredients all areas.
8 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:39 Page 11 msanews Tanks dad Malton Montessori Excited pre-school children found in local newspaper a tank in their playground last term thanks to an enterprising army dad. Corporal Major Stephen McWhirter, who is based with the Blues and Royals unit of the Household Cavalry Regiment at Combermere Barracks in St Leonards Road, Windsor, arranged for a real Scimitar tank to visit his son Archie’s pre-school in Dorset Vice-principal Sue Sherwood (left) Road. and director Anja Rutter with Two year old Archie, a pupil at Malton’s MEAB certificate Children of the World Montessori Malton Montessori School and School, was very popular with his trooper, Dan Griffin, who was The pupils all stood to attention Nursery has gained accreditation friends when dad arrived with the dressed in full ceremonial state (more or less) to be photographed under a scheme to ensure its tank. It was even manned by a uniform. with the tank. provision is of a high quality. The Montessori Evaluation and The pleasures of getting out and about Accreditation (MEAB) scheme Children at Maidford Montessori offers support and guidance to Nursery have been enjoying their Montessori schools including two outdoor areas, where they can see visits by assessors. It also seeks sheep, chickens, and ducks, take to reassure parents that their a close look at trees and plants, Montessori school meets all the or search for smaller wildlife. requirements of the Early Years Foundation Stage. Situated in the heart of A tasty little Northamptonshire countryside our Building on the success of the money maker nursery is surrounded by 12 acres MEAB scheme since it began in of fields, broadleaf woodlands, the summer term of 2008, a Friday 18 November 2011 was ponds, gardens and animals. further four schools have been the BBC’s Children in Need day. accredited in the autumn term of The experience begins with the To raise money for this charity the 2011, including Malton children putting their own coats, children of St Gregory’s Montessori School. Montessori Nursery School in hats, gloves and wellies on. We rolling or sledging down a steep Anja Rutter, head of the school, Eastbourne chose to make and take little equipment out, as the slope, then climbing up again, to said: “We are delighted to receive sell apple pies to their parents. children are encouraged to make use of what is naturally available see who is first up. recognition for all the hard work Great fun was had by all as the outside. Each session lasts about We make use of our garden with a the staff and children have put in children busied themselves all an hour or an hour and a half. We real log fire pit, hen houses, to achieve the award. week thus ensuring no one walk across fields through raised beds and climbing along Montessori accreditation is the missed out on these tasty treats. woodland, down to the pond for and over an old tree trunk – we all true bench mark for all Montessori The children enjoyed various roles dipping, up and down rustic steps, have lots of fun. Schools in the UK and we are from weighing the ingredients, overjoyed to join the 122 schools kneading the pastry, rolling out the who have already gained the pastry to finally selling the award under the auspices of the delicious pies. Montessori Schools Association.” From this activity the children Malton Montessori School, which learnt what ingredients were has 76 children aged up to five, needed to make the apple pies has already received its and the importance of helping accreditation certificate and MEAB others who are not as fortunate as logo on the website. themselves. They also learnt the Staff were awarded a plaque to importance of keeping their hands further celebrate their success clean whilst cooking. along with the other accredited By the end of the week £71.03 schools at an awards ceremony had been raised for the Children in last Friday at the Institute of Need appeal, which was a Education in London. wonderful way to end such an Article and picture courtesy of the enjoyable week. Ryedale Gazette & Herald
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physical development “The hand is the instrum Jeremy Clarke starts from this well-known Montessori principle, and through a reflection on the importance of movement from the earliest age, wonders whether it would be more accurate to say that our bodies as a whole are the instrument.
here is a good chance that directly led to learning, and as they the majority of people move from unconscious impulses to reading this article will conscious intentions the child is able have read or heard this to take a greater control over their adage before, and have an interactions with the environment Tunderstanding of Montessori’s meaning (Montessori, 1972). behind it. It is often used as a succinct In Montessori’s explanation of the summing up of the reason for, and absorbent mind, the child between the importance of, active learning. But ages of birth and six is analogised with what does active mean in the context a sponge. The mind is able to take in of learning, and what does it look like all that it encounters from the in the classroom or home? In this environment, and it is these article I will be exploring the impressions that build the child’s importance of movement in the understanding of life. If it were only development of both the child and able to merely accept information the their own ‘active’ learning, and the child would become a passive entity Learning to direct parent will share this news with family provision that can be put in place to within the world. However, with movement and friends. But we must keep in mind support this. movement the child is able to not just the two-fold nature of their successes. So why is active learning so closely respond, but to interact with his or her Not only have they accomplished the associated with movement? It is clear to environment. The child’s physical and physical task, using strength, co- see how activity and movement can be psychic worlds intertwine to meet a ordination and control of their seen as parallel – if you are moving very strong need that is held deep muscles, but they have developed their then you are being active – but what is within every infant - the need to make mental powers to a degree we may not the intrinsic link with learning? As the connections between the horme, the be able to comprehend. new born child enters into an almost desire for self-creation, and the external Imagine being stood in the centre of entirely unknown world, they are reality in which they must exist. the British Museum, rooted to the spot. reliant upon their primary carer to meet Movement will enable the child to You can see people moving around and their needs. The child’s movements are direct themselves to make not just you know they are excited and
There are many major moments in an infant’s life that reveal to them a new aspect of their existence, and those involving movement are often celebrated as milestones.
based on reflexes and not yet directed physical connections, but mental ones intrigued with what they can view at furthering their knowledge of the also. there, even though it is all out of your world around them. As they grow, the As the child matures, the sight. But you don’t know how to child will gain the strength and control unconscious horme can be glimpsed in move. Then you take a step, and to direct their movement to meeting action through the conscious will another. Soon you are walking, and the their own needs; for example, turning (Montessori, 1988). As this transition whole world and history of the their head to feed, holding hands up to occurs, movements not only become museum is opened up to you. A crude be picked up, and looking in the eyes of more controlled and refined, but analogy and it falls far short of the adults. They are being driven by the become also an expression of desire unimaginable thoughts and feelings hormic impulse (Montessori, 1988). and the spirit of the child. There are that must run through each infant’s Although these are unconscious actions many major moments in an infant’s mind as they begin to crawl, and realise at first, their movements are giving life that reveal to them a new aspect of that they are able to propel themselves them a degree of control over their their existence, and those involving in directions of their own choosing. world, and crucially can result in movement are often celebrated as This is the moment they begin to immediate feedback. This feedback, be milestones. For example, the first time realise that they can take themselves to it the reward of nutrition, comfort or baby rolls over, holds their head up the world, and not have to wait for spiritual enrichment, will encourage the whilst tummy-down, crawls or takes someone else to bring the world to child to direct their energies in this way their first ‘cruising’ steps with the them. It is also important to avoid the in the future. The child’s movement has assistance of furniture, the joyful assumption that once a child has
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crawled for the first time, they are able Above left: new experience of movement. Being professionals and parents is clear – to crawl again in the same way, Practising a crucial upright gives a new view of the world, observe movement and adapt yourself skill absorbing the same experiences. Every muscles are used in a way that has not and your environment in response to it. Above right: new journey will be different – they been previously known and there is Consider not just the physical Tummy-down and will experience new movements, turns, enjoying being now a tangible risk of failure through requirements for the movement of the rests, directions, gradients and settings, outdoors slipping or falling. The failure is good as children in the setting but also the each one stimulating new neural it will lead to learning – in a very importance placed upon it by staff, and pathways and building the infant’s simple sense learning relies on failure; if their expectations or pre-conceptions of mental powers. the world is exactly as you expect it, what children can do. This is a key reason as to why the there is nothing left to learn. Not The quote that began the article freedoms given at this stage must reaching supports, slipping off steps or would be misinterpreted if one was to enable the infant to have as much cushions, being unable to climb onto assume that intelligence may only be practice and experience as they desire. high obstacles will help the child build gained through a child ‘handling’ The parent or carer will obviously focus a more complete picture of the world, objects and materials. It is clear that on keeping the child safe, but this and their abilities within it. Failures there is a great deal of movement should not reduce opportunities. It lead to success, success will bring joy. needed before precise handling can would be ideal if they were aware of The key job of the parent or occur, along with the mental processes risks in the home, and removed or practitioner at this stage is to promote that must take place to enable this. The reduced them as opposed to removing movement and provide challenge that development of the brain through the chance for crawling with freedom. can be led by the child. whole body movements is taking place When at a park, let the infant crawl on Once the child is walking their during our entire childhoods, if not our the grass – go with them to check for development is not then suddenly whole lives, and for that reason it would anything hazardous, and share their switched to fine motor control. As be fair to say that it is the body that is new experiences. When in the home Montessori noted, the proportions of a the instrument of man’s intelligence. let the child crawl from room to room, child’s legs and torso in relation to their Bibliography experience differing floor coverings. If height changes throughout childhood Montessori, M. (1997) The Discovery of the tiles are ‘too cold’, or the wood ‘too and they will be constantly adapting the Child. Clio Press, Oxford hard’ then the child will let you know movements due to their own growth. through their actions and voice. It When she stated that “Such an Montessori, M. (1972) The Secret of Childhood. Ballentine Books, New York would be foolish for the adult to elementary factor with respect to presume knowledge of discomfort growth should be enough to make us Society for Neuroscience. (2008) Brain before it is even shown. understand that children have a Facts. Washington, DC: Author As the child develops they will begin different need for moving, and that it is Jeremy Clarke began his early years to ‘cruise’, walking with the assistance necessary to observe their spontaneous teaching career in 1999. He has been a of furniture and taking the occasional movements in order to help them to Montessori Trainer for three years and is steps without support. These first grow up to their full potential”, currently working in Gorton Mount attempts introduce the child to a whole (Montessori 1997 p.82) the message to Primary School's Foundation Stage.
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physical development
Parents benefit too when they join in physical fun and games with their children, and it doesn’t have to be competitive, time consuming or expensive. Getting some exercise can be a great way for parents and children to just have fun together, at or near home, says Kristin Hulaas Sunde.
Dance! Babies are wonderful, but being stuck at home alone with one (or two, in my case) can feel isolating. When my twin boys were tiny, we discovered the power of a good tune to lift the mood. It led to a now regular habit of bopping around the living room together to loud music. I probably should have attempted graceful movements to the sound of a symphony. But Abba can be just as effective, or anything vaguely melodic with regular beat. It doesn’t have to be the Wheels on the Bus – a song that brings back memories of a long-gone nightlife can be so much more uplifting. Also, tunes from around the world can introduce new melodies and rhythms. Small babies delight in being bounced on a lap, having their arms and legs gently lifted to the rhythm, or being safely rocked in your arms while you move to the music. If you have two or more mini dance partners, taking turns will save your back from agony. I would bounce one down on the sofa before picking the other up for a boogie, quickly and often to keep the momentum up. As they got older we tried daring new moves like dangling upside down (them, not me), maybe with a stylish wheelbarrow finish around the room. We ran around in a circle holding hands and did twirls that ended in a giggling “Movement, or physical activity, is … an essential heap on the floor. They introduced daring musical long jumps from the factor in intellectual growth, which depends upon sofa, holding onto one of my hands and the impressions received from outside. Through landing on cushions. When they started having friends movement we come in contact with external reality, around, musical statues or bumps and it is through these contacts that we eventually became a staple. This game, loved by boys and girls alike, is far too good to acquire even abstract ideas.” keep only for birthday parties. Sometimes the children took turns to Maria Montessori, in The Secret of Childhood control the game. Tears were avoided by awarding a sticker to those who moved or forgot to bump, and letting them carry on dancing. The competitive Ī
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physical development Continued from previous page element often just faded away – they short burst-type activity – it doesn’t take were having too much fun. Musical long before they cotton on to how dull follow-the-leader is a great alternative – housework really is and leave you to it. taking turns to copy each other doing Go outside silly dance moves, skips, hops and jumps around the room or in the If you have outdoor space, gardening garden until everyone is out of breath can be a great activity with children. and laughing. My three have all enjoyed real or Dancing is fantastic: it gets hearts pretend gardening, raking up leaves, rates going, breaks up boredom or bad digging up a pot or flower bed, picking moods and clears out cobwebs in adult apples or just climbing the tree. minds. Music cheers people up and A cheap ball can lead to lots of fun – engages all parts of the brain in anyone babies like to chase them, and children from babies and up. And small children of all ages like to throw, catch and kick could care less if your funky moves date them around. A tennis or cricket ball back to the 1970s. Enjoy that while it can lead to long games of catch in the lasts. garden or a local park. Keep the focus on having fun, avoiding rigid rules. Run! A basic badminton set can be a good Some of us spend a lot of time telling investment, as can swingball: a long our children not to run inside the stick with a thin rope attached to the house, but ignoring that rule can have top end and connected to a ball at the its advantages. A quick game of tag or other, which comes with two rackets. hide and seek gets everyone off the Stick it in the ground, stand at opposite sofa. Children often run naturally when sides and take turns hitting the ball they play, and joining in can help to back and forth. At around £18, it is Getting children to be physically active keep things under control. Make sure both cheap and fun. Whacking the ball does require adult time and everyone knows the rules and quickly is surprisingly satisfying, and you never involvement. But in return, you get calm them down if things get too wild. have to search for missing balls. It can As soon as my boys’ little sister could get competitive – but don’t be surprised hours of quality time as a family and crawl, they invented “hide from the if a 9 year old beats you hands down surprising amounts of relaxing fun. baby”. This game mainly involved her either. cheerfully chasing them around the The ultimate outdoor activity person lose their grip on their knees. house, the boys squealing with laughter investment - bar a pool - is the Beyond the home and garden, try when she discovered their hiding place, ubiquitous trampoline. They take up a taking a walk or scooter ride at the then running away again. I’d bring up lot of space and aren’t cheap (a good children’s pace instead of rushing to get the rear to make sure she was OK on one costs at least £100 - often much somewhere. It’s refreshing to not aim the stairs, or join in the chasing and more). But they do keep children active for anywhere in particular, instead catching. Sometimes I’d leave them to for ages. After overcoming my fear of stopping when they stop, and enjoying it and sneak away for a short break, inflicting myself with a terrible injury, the view and making small, new knowing that they were safe, happy I’ve come to love them as well. The discoveries. A trip to the local pool is and active together. important thing is to have an enclosure hectic, but pays dividends when they safety net, to watch little ones closely so Clean up sleep well afterwards, exhausted. they don’t fly sky high when the big If you really want to wear the Housework can be serious exercise. It’s children start jumping, and not children out, go cycling; spending tempting to just get the children out of attempting anything ridiculous. A good some time teaching those aged 3+ to the way with a DVD while you quickly trampoline game is “crack the egg” - Evie pouring milk ride can really pay off. We decided to vacuum or mop the floor. But inviting one person curls up with their arms The Milkmaid by skip training wheels because they don’t them to join in can be a good rainy-day around their knees, while the others Johannes Vermeer teach children to balance. Instead we activity – although steering clear of jump around to try and make the (c. 1658-1661) took the pedals off two normal bikes, anything involving large buckets of small enough for my boys’ feet to reach water is recommended. the ground. They practised on a small Let them chase dust bunnies with the incline until they could balance with hoover while you tidy up, or squirt their feet pulled up. We popped the spray on a mirror and polish it clean. pedals back on – and they were off. Demonstrate effective sweeping with a Getting children to be physically broom or dustpan and brush, or give active does require adult time and them a cloth and show them what a involvement. But in return, you get skirting board is. hours of quality time as a family and Chances are you’ll end up with a surprising amounts of relaxing fun. slightly cleaner house, they will have learned a new practical skill, and you Kristin Hulaas Sunde is a freelance will all have been working up a sweat writer with an interest in education doing something together. Those who issues. Contact her at feel wary can rest assured that this is a [email protected]
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physical development Montessori, Maslow, and Self-Actualization
By David R. Weinberg This article, reprinted with the kind permission of Montessori Life (from the Winter 2011- 12 issue) and presented to our readership in two instalments, gives Montessorians an hat must never be opportunity to reflect on Montessori’s aspiration to support the child’s holistic forgotten by the development. It explores how all the child’s needs, including physical and psychological Montessori teacher, needs, are met as the child strives to ‘construct the man’. The child’s work is guided and or by any teacher of supported by parents and practitioners, who ensure that children are nurtured as they young children, is strive towards self-construction. Maslow used the term ‘self-actualisation’, which Wthat his or her primary task, his or her encompasses not only the physical elements of our existence but also our emotional and primary obligation, his or her primary spiritual needs and aspirations contributing towards the ‘wholeness’ of each individual. In sacred duty is not the teaching of the this issue we will explore the relationships between biological and physiological needs, “three Rs” but that of nurturing the safety and the need to belong and be loved as expressed in the first three tiers of psychological health of the child. Maslow’s hierarchy. And whilst represented in a hierarchical form it is essential to Montessori stated it very clearly: understand that these three tiers are closely related and provide the child with a “Education must not be understood in foundation for life essential for our well being. Barbara Isaacs the sense of teaching, but of assisting the psychological development of the child” (1965, p.28). Upon this single “whole child”. What we really mean, sentence rests the entire superstructure however, is an education for the of her methodology. And as “whole adult”. Montessorians, we can proudly point to But what does the “whole adult” this single sentence, this new and mean? What goals are we laboring cogent definition of education, as her toward? What kind of person are we monumental contribution to hoping for? What are the humanity. characteristics of such a person? Every element of Montessori The eminent psychologist who methodology is designed for the care of described the “whole adult” was the soul, which for Maria Montessori Abraham Maslow (1908-1970). Maslow begins from the moment of birth. This used a more technical term, “The Self- is her description of welcoming the Actualized Individual,” and he charted Maria Montessori Abraham Maslow newborn and her advice to us: the necessary fulfillment of needs that He is like a Pilgrim who comes from classrooms, teacher concerns are lead one toward self-actualization. As somewhere far distant, worn out and sensory motor development, language opposed to Freud and the Freudians, wounded … The child should be picked development, math concepts, and so Maslow studied psychologically up by means of a light, yielding on. But while these are the direct goals healthy individuals in order to support, like a soft hammock … But the of the materials, Montessori keeps ascertain the determinants that care of the new-born should not be emphasizing the indirect yet profound brought about their state of limited to preserving it from death, to outcomes of the accompanying psychological health. isolating it from infection … There are spontaneous activity, concentration, Maslow's contribution was as Self- the problems of the “psychic care of and repetition, all of which are profound and monumental as Maria Actualization the child” from the very moment of powerful internal psychic values. So Montessori's. Here was a new birth … The new-born is not only a despite the great profusion of the psychology, bold in its break from body ready to function as a body, but a didactic materials, she reminds her Esteem Needs traditional thinking. Maslow spiritual embryo with latent psychic teachers that the “prepared himself stated its vision and capacities … [T]he psychic life of the environment” is not primarily purpose: “Freud supplied to us child needs a defence and an designed for academic Belongingness and Love Needs the sick half of psychology environment analogous to the sheaths learning, as important as and we must now fill it out and veils that nature has set round the that surely is, but rather with the healthy half” physical embryo … (1965, p. 16). designed for psychic Safety Needs (1999, p. 7). Maslow's This concern for the soul is laced health. life's work was filling through all Montessori's pedagogic The terminology in the other half. writings and is at the core of her we use for such an Biological and Physiological Needs His book “prepared environment.” With the education is that Motivation and great variety of didactic materials in the of educating the Abraham Maslow's Hierarchy of Needs Personality (1954)
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began a philosophical revolution for psychologists out of which grew humanistic psychology. It changed views of human nature from those of the Freudians and the behaviorists who believe that man is a conditioned or tension-reducing organism to one in which man is motivated from within to realize his full potentialities. Others worked with the same worldview: the Adlerians, the Rogerians, Goldstein, Homey, Allport, Murray, the Gestalt therapists, the neo- Freudians and post-Freudians, and many others, and the group of theories that developed became known as “third-force psychology”. In his preface to the second edition of Toward a Psychology of Being (a psychological development of the function in less mechanical ways, so continuation of Motivation and child”? that need satisfaction can be fluid, Personality), Maslow grew ecstatic, and Maslow, like Montessori, understood simultaneous, and sometimes deservedly so. He wrote: the self-constructing phenomena of the regressive. I must confess that I have come to child. Montessori wrote: “The human Biological and Physiological think of this humanist trend in personality forms itself by itself, like Needs psychology as a revolution in the the embryo, and the child becomes the truest, oldest sense of the word, the creator of the man, the father of the The basic needs of life, of course, are sense in which Galileo, Darwin, man” (1965, p. 32). Maslow wrote: “We the biological and physiological needs Einstein, Freud, and Marx made can no longer think of the person as ... for air, food, shelter, sleep, and (for the revolutions, i.e., new ways of determined only by forces external to adult) sex. In countries and situations perceiving and thinking, new images of the person. The person is ... his own in which poverty and hunger reign, the man and of society, new conceptions of main determinant. Every person is, in daily focus, the individual's focus, can
Though Maslow may not have been acquainted with Montessori's work... I believe he would have warmed to her theories, for there are so many parallels in their thinking.
ethics and of values, new directions in part, 'his own project' and makes only be on the acquisition of food and which to move” (1999, p. xxxix). himself” (1999, p. 214). shelter. The poverty we see, or should We see here that Maslow's humanity There are far too many parallels to see in those tragic circumstances, is not mirrors that of Maria Montessori's. For document here: on motivation, only human misery, but also human Maslow, “Freud's picture of man was environment, spontaneous activity, waste of personal achievement, growth, clearly unsuitable, leaving out as it did creativity, guiding instincts, etc. But and fulfillment and its effect on the [man's] aspirations, his realizable both these scientists poured their society in which it exists. No doubt, the hopes, his godlike qualities” (1999, p. creative energies into finding the key to waste of human talent affects the 16). And like Montessori, who had psychologically healthy individuals whole world. visions of a “new man,” a “new and their cumulative effect toward Safety Needs society,” and a “new world” (1972), creating the Good Society. Maslow also had utopian visions of a As for the determinants that lead to Safety needs occupy the next rung of “Eupsychia” in which all its inhabitants self-actualization, Maslow's path of the ladder. Here, Maslow's descriptions would all be self-actualized—a little like fulfilling physiological and are pure Montessori theory, especially the transcendentalists' dream of an psychological needs has been in her chapter “Orientation through ideal community (1954, p. 350). traditionally diagrammed as a pyramid, Order” from The Secret of Childhood. Though Maslow may not have been called The Hierarchy of Needs. At the In this chapter, Montessori relates how acquainted with Montessori's work, for base of the pyramid are the the sudden appearance of an umbrella there is no mention of her that I know physiological needs; when these are in an infant's room set the infant of in his writings, I believe he would fulfilled the individual moves up the crying until the baby's mother, “who have warmed to her theories, for there ladder to satisfy the psychological knew something of a child's are so many parallels in their thinking. needs, or “growth needs”, toward self- psychological symptoms, took the His definition of education is actually actualization, at the apex of the umbrella from the table and carried it the same as hers, using different pyramid. out of the room” (1965, p. 51). language: “More positively oriented Maslow tells us that as a need is Maslow states: “From ... observations, education concerns itself more with the satisfied, it largely disappears, and the we may generalize and say that the growth and future self-actualization of individual begins new motivation, new average child in our society generally the child” (1954, p. 365). What could focus, to fulfill the next higher need of prefers a safe, orderly, predictable, be closer to Montessori's definition of the pyramid, though it also should be organized world, which he can count education than “assisting the understood that human beings on …” How descriptive of Montessori
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physical development
Continued from previous page theory, and another instance of the “prepared pension and old age security, loss of homes love”. The child, she says, “is disposed to obey environment” playing a profound and shelter, each of which can become for the adult, in the very roots of his spirit. Only psychological role—the role of fulfilling some an overwhelming, dominant focus with when the adult asks him to deny the psychic safety needs in addition to its psychological ramifications. commands of the inner impulse urging him to academic role. creation by unalterable rules and laws, does it When the child's world becomes less and Belongingness and Love Needs become impossible for the child to obey.” less predictable, from parents quarreling, There is an absolutely beautiful section in Disobedience begins and adults tend to domestic violence, separation, or divorce, the Montessori's Secret of Childhood, titled defend themselves against the child. “The result may be a lifelong psychological quest “Intelligence of Love”, an expression she took naughtiness and disobedience of the child,” for safety at the expense of self-actualization. from Dante (1965, pp. 104-110). She writes: she continues, “are the expression of a vital The need to feel safe can be as dominant and “The whole labour of life, which fulfils itself conflict between his creative urge and his love obsessive as the need for food. It can subject to its law and brings beings into for the grown-up who does not understand monopolize all of an individual's energies and harmony, reaches consciousness under the him” (1965, p. 106). attention. form of LOVE” (1965, p. 104). In the adult, Maslow lists interesting We can better understand the safety need Montessori speaks of a child's love both of contrasts between “the love for the Being of from those in whom it has not been fulfilled. the environment, with its objects that another person” which he labels B-love, and In some neurotic adults, especially the intellectually and spiritually nourish him, and “deficiency love, or D-love, which is love need obsessive-compulsive, psychologists have for the adult, who binds him by a “mystical and selfish love.” The most interesting observed their fear of the unexpected and the love”. She admonishes us because we usually contrast in his list is the following: “The unfamiliar. “The healthy taste for the novel speak of how parents and teachers love the truest, most penetrating perception of the and unknown,” says Maslow, “is missing or at child, but seldom of how “the child loves the other is made possible by B-love … So a minimum in the average neurotic” (1954, p. grown-up beyond anything” (1965, p. 107). impressive is this, and so often validated by 89). So that when love is thwarted or denied, other people's later experience, that far from Who can measure the psychological damage Maslow tells us, this need “is the most accepting the common platitude that love to personal growth after towns and villages are commonly found core of maladjustment and makes people blind, I become more and more destroyed by war, rape, and civil insurrection? more severe psychopathology” (1954, p. 89). inclined to think of the opposite as true, Fortunately, in our society, safety needs are in An endless cycle of the thwarting of love in namely that non-love makes us blind” (1999, general satisfied, though in our current the child can begin with the adult's lack of p. 47). economic crisis, fears increase for personal understanding, lack of sensitivity, or lack of Copyright 2011 by the American Montessori safety, job loss, and unemployment, loss of what Montessori calls “the intelligence of Society. All rights reserved. First Aid For Schools First Aid Training for Schools, Nurseries and Parents • HSE-approved courses (which meet Ofsted’s guidelines) • On completion of the course, each candidate is awarded a certificate (valid for 3 years), training manual and supplies • Active Participation • All our trainers are experienced medics and professional tutors. They are individually HSE-approved and hold enhanced CRB checks • Private Courses, lead by experienced medics, in the comfort of your own home (most suitable for families and NCT groups) • Exclusive Montessori International offer: Free 20 person First Aid Kit with every 12 hour course
First Aid For Schools have trained all our staff (12 hour Paediatric Course) for the last three years (refreshing on a yearly basis.) They teach the pupils (aged 8+), parents, trainee-teachers and staff. It’s a wonderful provision and means everyone at Rainbow Montessori (staff, pupils and children) are First Aid trained. The courses are fun, informative and delivered in a very professional manner. The quality is second-to-none. Beverly Randall, Schools Coordinator, Rainbow Montessori Schools/Training College, London
Call: 020 8883 9613 or 07903 468271 Email: [email protected] Our courses train your staff how to work efficiently in a medical emergency. We believe First Aid is learnt most effectively when the attendees are actively participating in the learning experience: not merely listening to a lecture but learning through movement. www.firstaidforschools.com
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international Using Montessori to break the cycle of poverty In these exceedingly gloomy economic times it’s uplifting to hear news of people being helped out of poverty and homelessness – Keith Whitescarver reports on a long-running program in Washington, D.C. that includes Montessori education.
remarkable education enterprise is taking place for a group of single mothers and their young children in Kensington, AMaryland, a suburb of Washington, D. C. The families in this enterprise came from dire economic and social conditions in the D. C. area. All were in poverty. Some were homeless. Most came from abusive backgrounds. Now, however, all of them are gaining the educational, professional, and personal tools that are necessary for success in today’s society and economy at Crossway Community. Children at [she] did growing up.” Betty is enrolled children with housing, education, and A story of transformation Crossway in Montgomery College as a business a carefully orchestrated network of Montessori wraparound services. Betty and Eric are examples of how program, major. She supports herself and Eric by Crossway Community can change Kensington, working part-time as a pediatric Three educational endeavors are at lives. Four years ago, 19 year-old Betty Maryland assistant where she learns skills that the heart of the model. One is an and her infant son were experiencing will serve her well in her future career. infant and primary Montessori the bleak and soul breaking existence In her own words, Betty acknowledges program for children from 3 months to of life on the streets. Betty was a “Crossway Community has taught 6 years old. Supported with before and prostitute and drug user. The father of both of us to expect more out of life." after school programs, the school has her child was incarcerated and no spacious classrooms, a beautiful Education as the key to longer in her life. Her son’s chance for a outdoor area (complete with a garden), success successful life looked grim. Betty had and committed teachers and assistants. worked herself into this situation, Crossway Community is the In addition to the families who live at incrementally, as she sought to survive innovative, non-profit organization Crossway, the school attracts a number on her own after her sole financial and where these transformations are taking of children from nearby emotional support, her mother, place. The organization has been neighborhoods. committed suicide when Betty was 15. successfully breaking the The second is the Family Leadership Fortunately, the lives of Betty and intergenerational cycle of poverty for Academy. In this classroom, mothers Eric were transformed after entering the over twenty years. Nestled in a are taught to be independent, all-embracing program at Crossway renovated school building ten miles productive citizens and role models for Community, Today, Eric is from the Capital Building and the their children, both through courses in academically and socially thriving in White House, Crossway has served financial literacy, nutrition, and the on-site Montessori school. His hundreds of economically childhood development, and through mother notes that Eric is “smart and disadvantaged families. The focus is on the personalized, direct support of independent,” and she is glad that he a model of community development resident mentors and teachers. will “have more opportunities than that supports young mothers and their Community is at the heart of the
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Crossway approach. Mothers learn to live and work in relationship with others—and learn how to ask for help, how to work as a team, how to give and take in ways that build a foundation of trust, self-advocacy, and purposeful living. The final educational element is the Community Lifelong Learning Center. Nearby residents are steered to the campus through a variety of recreational, cultural, and civic events. The goal is to further Crossway's mission of fostering community, creativity, and learning for all families. Because of the success of Crossway Montessori, another educational component will be added next fall. An agreement with the local school board Children working in is a cornerstone of the charter school to the poor and homeless in the the garden at movement. neighborhood. It was in the spirit of will allow for the opening of a charter Crossway Montessori school. The charter school Montessori Crossway Community is located in Zacchaeus, the righteous New will launch with 3 and 4 year old programs, Montgomery County, Maryland, a Testament civil servant, that the Kensington, children in 2012, eventually expanding bedroom community of Washington, founder of both the soup kitchen and Maryland to grade three (age 9). D.C. The county is one of the most Crossway Community, Kathleen affluent counties in the United States. Guinan, began her effort to eradicate An organization on the move Like many areas in the U.S. though, poverty in the D.C. area. Over the years, Convincing the school board of the there are pockets of deep poverty. Most that one small beginning has evolved value of a charter Montessori school of the adults living here are highly into a varied network of services was a huge victory for Crossway educated. Many work directly for the reaching thousands of homeless men, Community. Montessori schools are an national government. The county’s tax women and children.
The focus is on a model of community development that supports young mothers and their children with housing, education, and a carefully orchestrated network of wraparound services.
increasingly popular choice in the base allows for per pupil spending of Coming out of a background of United States for public school districts $15,181, second highest in Maryland. community organizing, Ms. Guinan looking to improve their educational The county’s civic leaders take realized that traditional efforts in outcomes. Frequently, publicly justifiable pride in their public schools, fighting poverty were not working. It financed Montessori schools are offered and school officials, until recently, had was her vision that led to a by school districts as a charter school, a viewed the charter school movement comprehensive approach of Crossway school that offers an alternative as a nuisance and sideshow to the big Community that relies on multi- curriculum and governance style and is job of school improvement. generation education. A Montessori- freed from some of the legal and This past July, however, after trained colleague, Ann Byrne, provided bureaucratic requirements of reviewing Crossway’s charter the impetus to including a Montessori traditional public schools. application, the school board joined classroom. After just one year, the Charter schools are highly contested, the charter movement. Impressed by strength of Montessori in this model however. Even though the number of the quality of the Montessori program was obvious to all, and it became an such schools is growing in the United and swayed by Crossway’s twenty-year integral component of their educational States, these schools still face a great history of providing families with the framework and infuses all programs deal of criticism from people who fear opportunity and resources to reshape Crossway Community is thriving and that they may further erode the their own lives, the county is fully has proven successful in changing lives. American public school system. supporting the creation of a separate, Their success has led to increasing Wealthy, suburban school districts, in but connected, Montessori school on recognition in the worlds of both particular, are indifferent, or even the Crossway campus. education and social change. The next hostile, to charters. Typically, suburbs phase for Crossway is to take advantage are able to financially support schools Education as social reform of a heightened profile to expand their at high levels and have student The origins of Crossway Community model elsewhere. populations that come primarily from can be traced to 1972 when a small Keith Whitescarver is a historian of families that value education and have group of people opened a soup kitchen, education. He is on the Archives adults that can provide learning Zacchaeus, at a Greyhound Bus Committee and Research Committee of opportunities outside of school. Terminal just six blocks from the White the American Montessori Society, and is Consequently, school leaders do not House. Mother Theresa of Calcutta was the director of Grantify, a research, see a need for the experimentation that on hand to give the first bowl of soup evaluation, and grant writing firm.
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Reuse, Renew, Primed and Recycle Stretched www.absorbentminds.co.uk Canvases Each and every day, people all over the world throw away tonnes www.artfuldodgers.co.uk of items that can easily be Looking for ideal handmade recycled. For example, a single gifts for children to make for aluminium drinks can will sit their friends and families? around in a landfill for around 500 These small canvases (15cm years before it starts to squares or 20cm rounds) are decompose. On the other hand, ideal for making Mother’s Day the energy saved by recycling a and Father’s Day gifts or single can is enough to power a birthday presents. television for around three hours. Why not get each child to Teaching children to recycle is a make a ‘keepsake’ commitment to their education, handprint? It can be done the future and the planet. on the basic canvas or the Absorbent Minds have a bright, background can be painted a visual Recycling Classification wall different shade first. Or, colour hanging that is ideal for the background green, paint in highlighting how many of the stalks and leaves and then stick everyday items we throw in the bin on pressed flowers that you’ve can actually be recycled. The pack made earlier with the children. is supplied with a fold out fabric They are also ideal for mini-collages as they don’t wrinkle like paper. Paint the background and then make display, 7 recycling bins and skip, a fish, flower or bird by sticking on different coloured buttons, wool, felt, glitter or feathers. And the size drawstring rubbish bag, 30 picture makes them so manageable for small hands. cards and 14 labels. The small canvases are available from Artful Dodgers - 15cm x 15cm squares are £1.10 each and 20cm Teacher’s notes are also supplied. rounds are £1.85 each. It can be used as an interactive decompose, the green rake which is priced at nutrients they contain £4.99 plus VAT and is ideal for are broken down and gathering leaves and other returned to the soil, gardening tasks. They also offer where they are available a comprehensive set of to be used by future gardening equipment comprising plants and animals. a garden hand fork and trowel, Why not get the small flower press, child’s children thinking about besom, metal watering can and nature’s recycling by garden bucket, and garden asking questions, such spade, shovel, hoe, rake and as “Where do all the lawn rake (all of which are be locked with a padlock (not leaves go when they telescopic), the set being priced at included) to further work on fall in autumn?” and £59.99 excluding VAT. control and co-ordination. “What would happen The doors are large enough for a wall display, a teacher’s prop or as if those leaves didn’t As one door playing card or similarly sized a pupil activity mat. decompose?” piece of paper to be put inside. opens… This can have a picture, greeting The Recycling Classification wall You could set up your own www.absorbentminds.co.uk message or instruction, giving a hanging is available from composting experiments. Now purpose to opening the doors. Absorbent Minds and is priced at is the perfect time of year. This set of latchboards A good way of encouraging £44.99 plus VAT. You can construct basic from Absorbent Minds interaction is to suggest the compost piles outside in your help to improve co- children leave a picture garden or create an indoor ordination and fine Mother Nature is ready for the next child. worm composting bin. motor skills. They the ultimate To help with foraging in consist of six wooden Cabinets in which to store recycler the garden and learning boards with a small the boards are also available about nature’s door on each as are packs of blank cards. www.absorbmentminds.co.uk composting with a range The set of boards is Mother Nature returns living processes, of different priced at £39.99 (ex organisms back to the earth after Absorbent Minds closures, one VAT) and is available from they die. As the organisms stock a child sized of which can Absorbent Minds.
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MissDela is an African doll who can sing an African traditional lullaby and has afro-textured hair. It is all about giving a small part of Africa to the outside world through a toy and introducing children to the wonderful richness of the African continent.
Should you wish to purchase MissDela she is presently enjoying a launch special at £35.00 plus £7.00 for postage. Please contact: Judith 07989235515 Email: [email protected] Also available on Black dolls direct www.blackdollsdirect.co.uk or from the Montessori St Nicholas website Shopping page
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With spring upon us, it’s time to woods. Look out for animals get outside and explore. emerging from hibernation: Whether you have access to hedgehogs, queen bees, frogs and wide expanses of countryside, lizards. Birdsong increases in patches of woodland, the local springtime, and millions of park or just a small area of migratory birds arrive from around nursery garden, there are the globe. And of course now is plenty of things to see and do. the time to visit a farm to see the The natural world is full of newborn lambs. possibilities, and fulfils the child’s Nature Pizzas fascination with living things. So pull on your wellies, arm yourself Give each child a ball of clay, or with a few simple resources and play dough, to roll or squash flat practice your David Attenborough on a paper plate, like a pizza base. Let them collect leaves, seeds, impersonation – it’s time to head (‘lake’) using twigs and string. encourage the children to build a flower heads, moss, twigs, etc to outside. Return to the puddle later and den for their bear. Make use of press into the clay as the mark out again. Is it bigger or nooks and crannies around the Look, Listen, Note ‘toppings’. Make sure the children smaller? Continue until the puddle base of trees, undergrowth and know beforehand what should and Nature detectives need good disappears. Collect and measure walls. Encourage the children to shouldn’t be collected (e.g. not to observation skills so begin by the length of each string. think about what else their bear pick flowers from plants but only looking and listening. Sit quietly in would need in their den. your chosen area, close your eyes from the ground) and to wash their Teddy Bears Den and listen: to the breeze in the hands afterwards. The pizzas can Whatever else you do this spring, trees or grass, the buzz of insects, be air-dried and varnished with Invite the children to bring a teddy make a resolution to spend more or the gentle trickle of water in a PVA glue. Alternatively, use the or other toy for a walk in the time outside and let the children stream. Encourage children to collected materials to make woods (or other outside area). discover the wonders of the natural describe the sounds, creating an natural portraits. Collect twigs, branches, leaves world. and other materials and Chris Manville onomatopoeic record. Now, look: Colour Palettes not just a casual passing glance, but a close, detailed inspection One of the joys of spring is the MONTESSORI using magnifying glasses, burst of colour that marks the end binoculars and cameras. Let of winter. Using colour tablets from Literacy Curriculum children choose a plant, a patch of Colour Box III, or paint sample Range of boxes suitable for all Montessori Language Work ground or other natural features to strips from your local DIY store, examine. Dental mirrors (available challenge children to find natural from chemists or friendly dentists), objects to match the subtle can be used to explore nooks and changes of shade. Provide paper plates and double sided tape so crannies in walls or tree trunks. Made from durable, wipe clean plastic and they are easy to open Encourage them to look from that children can collect the different angles, notice how things objects and bring them back to behave and find answers to the classroom. questions. (Do all ladybirds have Later, take art materials with you the same number of spots? Do all on a nature walk and encourage children to draw and paint what spiders’ webs have the same We offer a range of objects We offer a range of objects they see, focusing particularly on pattern? Do birds walk or hop?). suitable for the pink series for the blue series using the different shades of green in Having a good range of nature using the cvc format initial and final blends reference books available will help the foliage of a tree, or the exact children to identify the plants, colour of the earth. Packs of picture stamps are available for both the pink and blue series and they can be supplied with or without word cards insects, animal tracks or other Natural Land and Water things they see. Forms Alternatively we can prepare your materials for you to suit you current needs Signs of Spring Children love mud and water. If Spring is a time of new life and you can find a patch of bare earth, regeneration. As the days get or if you have safe access to a longer, the spring sunshine and stream, challenge children to April showers cause plants to burst make lakes, islands, capes and into life and animals to become bays using earth and pebbles. more active. Go on a nature walk These can then be compared with the Land and Water Forms, and look for signs of spring. There Montessori Enterprises, PO Box 1041, GUILDFORD, GU1 9FW, UK may be buds on the trees, fresh providing a wonderful first-hand foundation for later learning. Email: [email protected] growth on shrubs and bushes, new Telephone +44 (0) 1483 449119 Mobile: +44 (0) 7901912009 shoots appearing in flower beds Alternatively, after a rain shower, www.montessorienterprises.co.uk and carpets of bluebells in the mark out the boundary of a puddle
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APRIL – JUNE 2012 Montessori International 25 Issue 103:Montessori International 8/3/12 15:06 Page 28
OUT NOW PARENTING BOOK Learning NEW Together What Montessori can offer your family
Montessori provides
parents with practical ways to enjoy and contribute to their child’s development.” ‘‘ ‘‘Family and Parenting Institute “Effective parenting makes a proven difference to family life and unlocks a child’s potential. Parenting UK
An invaluable guide for parents everywhere ½ Ideal for parents from birth upwards ½ Packed with advice on bringing out the best in children ½ Takes a fresh look at family life
The Author Kathi Hughes attended Montessori schools in the Available US, building a foundation for life. She trained as a now for just Montessori teacher at Montessori Centre * International & is a busy parent to three £6.99 young children. plus p&p TO ORDER THE BOOK
*Discounts MONTESSORI Tel: (+44) (0)20 7493 8300 or visit: available on bulk orders www.montessori.org.uk/bookstore
26 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:41 Page 29
parenting Introducing our new book for parents To help you get a feeling for the new Charity publication Learning Together: what Montessori can offer your family, we are printing here a short extract from Kathi Hughes’ fresh look at parenting, which is inspired by Maria Montessori’s ideas and writings. Promoting positive behaviour A Montessori-inspired approach to parenting starts from a base of mutual respect and trust between each parent and their child, and between the child’s parents and other key caregivers. By support young children to respecting children as individuals and want to do things for other responding to their needs accordingly, people rather than just you create a bond that demonstrates to respond to their own needs. your children that they are understood, But this happens slowly and that they will be helped when help is over time. needed and most importantly, that One of Montessori’s key they are loved. It is very important that principles is freedom for the both parents do this. A good child, but this is a freedom relationship with one parent can be with boundaries. It is undermined by a poor relationship frightening for a child of any with the other – or between the getting the results I want. When I try age to have no boundaries, so rather parents. The quality of the parents’ being firmer, it often escalates into a than ‘impose discipline’, it is important own relationship has an enormous battle of wills, which by its nature has to think about creating consistent impact on their children. to have a winner and a loser, and as boundaries. Along with boundaries, anyone with a two year old can tell routines and predictability also help a Freedom and boundaries you, that will is incredibly strong. child feel emotionally secure. Knowing I am sometimes frustrated when my When it is all going a bit wrong, I try what happens next is comforting and two year old daughter refuses to ‘do as to take a deep breath and remind knowing what is expected of you and she is told’. At the moment this often myself that toddlers do not need what to expect from others leads to a seems to happen when I ask her to get ‘taming’ as if they are wild animals; we feeling of security. Young children her coat and shoes on, and she would do not want to break their spirit. don’t need a whole lot of surprises. rather keep doing whatever she is Instead I like to see children who are What they need is for tomorrow to be doing. It can be especially maddening assertive, at times even feisty, and who very like yesterday, punctuated by your if we are going to be late as a result, and are aware of their own needs, but who family’s own comforting routines – if we are out and about I can start to can also cooperate with others. A play, meals, a walk to the shops, bath, doubt myself as a parent when I’m not strong bond and a loving relationship stories, bed.
APRIL – JUNE 2012 Montessori International 27 Issue 103:Montessori International 8/3/12 14:41 Page 30 reviews Too Much, Too The range of contributions made authors urge us to give children to the book reflects the level of time to be, play and benefit from Soon: early real concern about early childhood the support of sensitive, informed learning and the care and education in England adults who are committed, today. Janet Moyles expresses her knowledgeable and ready to listen, erosion of opinion on the front cover of the observe and engage with each childhood book by stating “Surely the most child. important book on children’s From a practitioners’ point of view, Richard House, editor learning and well-being published it challenges our practice and this year”. Politicians such as urges us to reflect on the values This collection of essays reflecting Barry Shearman and Annette and principles of policies which, on the nature of early childhood is Brooke also give their views of despite their positive intentions, essential reading for everyone who early childhood in this country. do not pay enough attention to really cares about the well-being The book is organised in four current research and expertise of young children. The current sections, starting with ‘Policy made available by all those who conception that young children Making and Erosion of Childhood’ have worked with young children need to be educated is curious, as and contributions from, amongst for many years. The result is that it undermines the role of parents others, Penelope Leach, in the efforts to fix our broken as the child’s first educators and Margaret Edgington, John society we often undermine the book) and Aric Sigman (known to that of early years practitioners as Dougherty, childminders Arthur very essence of what early readers of Montessori International children’s guides in the and Pat Adams and parents, all childhood should be about. There for his research into brain experiences of life. The English challenging the EYFS and are many chapters in this book development). Finally, Grethe preoccupation with educating exploring the perspectives of which would serve well as the Hooper Hansen, Barry Sheerman, young children to learn to read, working with your children here basis for professional discussion Wendy Scott and Richard House write and calculate is in contrast and now. It also includes the view with colleagues. It would be a suggest some ‘Ways Ahead to with the Montessori focus on of two Montessorians – Wendy pleasure to engage the Montessori Achievable Futures.’ children’s learning in the context Ellyatt and Kim Simpson. This is community in a debate sparked by of their own experiences. followed by ‘The Foundations of The book celebrates young contributions to this volume of Too Much, Too Soon invites early Child Development and Early children’s ability to engage with essays – why not use it for years practitioners to examine Learning’ with contributions from their environment and professional development in your their role in the context of young such early years experts as Lillian spontaneously absorb what it setting or in an MSA regional children’s learning and Katz, Sally Goddard Blythe, David offers. It also urges adults to meeting? acknowledge that children’s development, and urges us to Elkind and Tricia David. The third Hawthorn Press, (early years development cannot be ‘sped up’, consider children’s natural path of part of the book includes and series) as each one of us follows our development, giving them time to challenges views on ‘Advocacy, 2011, xvi, 355pp. £20.00 unique path towards maturation explore and investigate their Research and Policy-making…’ as ISBN: 978-1-907359-02-6 environment, which includes not represented by the views of Sue linked closely both with our www.hawthornpress.com only objects but also people, Palmer, Sebastian Suggate, genetic make up and the nurturing experiences and relationships. Richard House (the editor of the experiences in our lives. The Reviewed by Barbara Isaacs
I is for Iran its own brief explanatory caption. be a good addition to the Some of Kamyar Adl’s cultural studies section of your Shirin Adl and Kamyar Adl photographs are revealing nursery’s book collection, I is for Iran is part of the series snapshots of life in Iran, whilst though there is plenty of initiated by Ifeoma Onyefulu others are studies of handicrafts enjoyment to be had from the (author and photographer of A is and the decorative arts. There are simple visual delight of the for Africa) and it is by the wife and four pictures of mosques that pictures. husband team of Shirin and show the beauty and intricacy of Frances Lincoln Children’s Kamyar Adl. She is an illustrator of Islamic religious architecture, and Books children’s books, and his the front endpaper is a picture of 2011, [24pp] £11.99 particular photographic interest is a fantastically intricate documenting street scenes and ceiling decoration. Perhaps people’s day-to-day lives. the most striking photograph Shirin Adl provides a short for its own sake is the close- introduction about Iran, from up – under J for javaher, or where we go straight into the jewellery – of an old ring- country’s A to Z, from ajil (nuts, seller’s hands, fingers seeds and dried fruits) to entirely covered in chunky zourkhaneh (a gymnasium for silver rings for men(gold is men) by way of the masjed reserved for women). (mosque) and the ghahveh Like the other books in the khaneh (coffee house), each with series this title will of course
28 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:41 Page 31 Issue 103:Montessori International 12/3/12 10:56 Page 32 reviews Origami for mother and son team. on suppliers, books and websites, ‘arrow’ guides on which way to fold Mari Ono was born in as well as a pack of 60 pieces of or turn the paper as you work, as children Japan but has lived origami paper. There are 35 well as brief descriptive captions. here for many years, origami projects in all, divided into So, if you quite like the idea of Mari Ono and and is an expert in six sections: toys, origami fun, turning a small sheet of green Roshin Ono origami and other animals, party time, sweets and paper into a kaeru (frog) that A very attractive traditional papercrafts; food, and vehicles. The exercises jumps when you push its back legs book that is likely to her son Roshin is now themselves range from a balloon down gently with a finger, then this be best for practical life and arts 13, and participates in events that can be blown up to a star, is the book for you. promoting Japanese culture. and by way of a goldfish or a and crafts activities for older CICO Books children, though there are some The introduction includes some penguin to a hana-kago, or flower 2009, 128pp. £12.99 ISBN 978- simpler projects (like the ko-bune, basic advice and a key to the basket. Each project has a 1-90652-580-4 or boat) that younger children ‘arrows’ that provide the folding ‘difficulty’ rating, and the reader is might manage with a bit of help directions, and at the end of the clearly guided with step-by-step www.cicobooks.com and guidance. The authors are a book there is useful information photographs – they have the Reviewed by Philip Davies
Pea boy and colourful world of Middle Eastern pictures to the as they transport us storytelling with titles like Miss reader. This is an into a world of intrigue, other stories from Cockroach and Mr Mouse, the ideal book for love and ancient Iran opening tale of the book. It the teacher to wisdom. conjures up the richness of the share with Frances Lincoln Elizabeth Laird Iranian landscape, along with its children in infant Children’s Books myths and demons. The schools. They Illustrated by Shirin Adl contemporary charm of the will be 2011, 64pp. £8.99 This is an exquisitely produced illustrations (by Shirin Adl, author spellbound and ISBN: 978-1-84780- book inspired by the rich culture of of I is for Iran) draws strongly on enticed by the 263-7 Iran. The collection of seven the traditions of the region and magic of the www.franceslincoln.co.uk stories entices the reader into the brings a wealth of words and sometimes quite complex stories Reviewed by Barbara Isaacs
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ask the expert Q&A Ask the expert
Sally Goddard Blythe answers a question about the controversial issue of ‘brain gym’ activities; Barbara Isaacs responds to a teacher asking about forest schools in relation to Montessori practice.
This term my child’s Yoga is a physical, mental, and interdependence is at the heart of or puzzles in our household; my Q nursery introduced “Brain spiritual discipline that originated her cosmic plan – a framework parents worked and so it was the Gym” activities and the in ancient India. The goals of yoga which significantly influences the large garden of our house which children are also involved in range from improving health to the design and delivery of the provided me and my friend with weekly sessions of yoga. Could attainment of a state of perfect Montessori primary curriculum. opportunities for exploration, risk you please explain how these spiritual insight and tranquility. It In the context of Montessori taking and problem solving. We activities may benefit my child encourages self-esteem and body nursery experiences, children are had to create our games and play and why should they be part of awareness with a physical activity encouraged to grow in awareness from what we found in the garden. the nursery’s daily routine? that is non-competitive. Benefits of plants and animals as they sow, This is what the Forest School in young children are thought to Brain Gym is based on the look after and harvest vegetables days offer the children of today: include: flexibility, strength, co- concept that natural learning can and flowers. Many children are being in nature, smelling, feeling, ordination; improved be enhanced and learning also given the opportunity to care hearing, exploring, and concentration, calmness and challenges overcome by carrying for pets either in the setting or at investigating without being relaxation. Certain yoga exercises out certain playful movements home. These experiences constrained by the physical have been selected as suitable for thought to improve stability, enhance their developing skills of spaces of the classroom. They are young children, but as with any mobility, and sensorimotor co- empathy and responsibility, whilst given opportunities to initiate and exercise programme for this age ordination. The repetition of the learning about their immediate to engage with what the forest group, advice is that it should be 26 Brain Gym activities is said to environment. They also offer offers as they make up games, taught by someone qualified in its encourage flexibility, develop children opportunities for use sticks to poke around in the use. hand/eye co-ordination and help purposeful engagement and undergrowth uncovering beetles "activate the brain for optimal A review of scientific opinion about develop their small and large and the like, as well as write storage and retrieval of Brain Gym can be found at: movements and problem solving messages or make fires (with the information." www.senseaboutscience.org/data/fil and language skills as they go help of adults), all such activities es/resources/55/braingym_final.pdf about the daily routines of being symbols of their feeding, watering, cleaning and engagement with this unique I am a newly qualified weeding. This example clearly environment. Q teacher, and I have been demonstrates the holistic nature As a practitioner, you should asked to participate in the of learning of preschool children. observe and delight in children Forest Schools programme. However, there is another element having these opportunities which Could you please explain how which must not be overlooked – “feed their spirit”. Early years this new initiative relates to the wonder at the “secrets or gifts education and care should Montessori practice and what of nature” such as when we consider all elements of our are its benefits for young discover the first snowdrop in our human existence and Forest children who are taken out of garden, a crab in a rock pool, a Schools enhance this experience. the classroom to spend a day rainbow in the sky or when we Listen to the children as they each week in the local wood smell the rain after a summer share their experiences in the having fun. storm. forest and rejoice in their In her first publication, The When investigating the history of discoveries, conversations, and Montessori Method (1912), Forests Schools, I found that they sense of well-being. Although the Brain Gym website Montessori encouraged giving first started around the same time refers to more than a hundred children opportunities to be close as the first Montessori school, just Barbara Isaacs is currently the pilot studies, case studies, and to nature. For her, “being in before the World War I. They have Academic Director of Montessori anecdotal reports, done with nature” represented the richness come to prominence again in Centre International and the people of all ages and abilities, of life’s experience and was an Denmark in the 1970’s and since Senior Accreditation Officer for the and numerous books have been essential element of being a then have become the focus of Montessori Evaluation and written describing how Brain Gym human and, at the same time, early years practitioners in the UK Accreditation Board. activities have benefited specific being part of the Cosmos. She because they offer young children Sally Goddard Blythe is Director populations, a group of eminent believed that whilst we play a opportunities for spontaneous of The Institute for Neuro- neuroscientists have disputed the significant role in shaping our engagement with nature. When I Physiological Psychology (INPP), science behind the claims. children’s environment, the think of my own childhood I Chester environment also shapes us. This remember the lack of toys, games
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education update Spring 2012 Education & Special Needs & Disabilities Update The Education review panels that cannot to be charged on higher Dyslexia Training: reinstate a permanently excluded education student loans should it be Act 2011 pupil; Fees for part-time mandatory in Initial The Education Act 2011 Public reporting of allegations undergraduate courses to be Teacher Training? received Royal Assent on 15 made against teachers will be capped November 2011. restricted; To find out more: the Parliament Schools will be required to take website hosts the Act and the part in international education accompanying explanatory notes, surveys; which can be viewed online. The British Dyslexia Association http://services.parliament.uk/bills/ There will be a cap on the amount proposes that Initial Teacher 2010-11/education.html that local authorities can charge Training course providers should The Act takes forward the for milk and school meals; be required to deliver mandatory legislative proposals set out in the Schools will be required to secure Free webinars about and consistent dyslexia awareness schools white paper, The independent and impartial careers autism sessions. The mandatory Importance of Teaching. Some guidance for pupils from the age minimum should be the existing parts of the Act have already The National of 14; Department of Education 2005 become law, while others are Autistic Society module; available to view at waiting commencement by the Academies will no longer be and Axcis http://nso.archive.teachfind.com/n Secretary of State for Education. required to have a specialism; Recruitment are ode/175600 The Department for Education Schools will no longer be required hosting free, one-hour webinars to (DfE) intends that most sections to publish a school profile. help teachers and other autism All teachers should be trained to professionals learn the tools and understand dyslexia, its impact on of the Act will have come into Bodies that have/will be strategies they need to support learning and what constitutes effect by the start of the abolished: 2012/2013 academic year. children with autism effectively. dyslexia-friendly practice. Teachers General Teaching Council for The subjects addressed include: should be aware of when to Changes that have already England (GTCE); signpost learners for assessment commenced: Communication and Social Training and Development Agency Interaction – understanding the and when to provide appropriate Local Authorities are no longer for Schools (TDA); difficulties people with autism intervention. required to appoint a School School Support Staff Negotiating have with language and Improvement Partner (SIP) in each Independent Schools Body (SSSNB); communication styles and school; developing strategies to support Inspectorate: Qualifications and Curriculum The new OfSTED Framework has social interaction skills. Integrated Inspections Development Agency (QCDA); been introduced; Boundaries, Relationships and Young People’s Learning Agency Schools are no longer required to Sexuality – the impact of autism (YPLA). enter into a behaviour and on social relationships; key tips attendance partnership with other Disadvantaged 2 year olds: and advice on talking confidently schools; The Act gives parents of about puberty and sexuality to The ISI Integrated Handbook- children with autism. The Diploma entitlement for 16- disadvantaged two year olds a Framework for use by Schools and 18 year olds and pupils in Key right to 15 hours free Early Years Here is the link to the free Inspectors was published in Stage 4 has been removed; provision a week. webinars: January 2012, and can be www.autism.org.uk/news-and- The Secretary of State has new Free level two and level three downloaded at events/nas-conferences/ powers to close schools which are qualifications to those under www.isi.net/downloads/ISI%20 24 years of age upcoming-conferences/free- eligible for intervention, rather Integrated%20Handbook%20- webinars-about-autism.aspx than only those in special Progressive rate of interest %20Framework%200112.pdf measures. Changes awaiting commencement: Staff will be able to search pupils without their consent for any dangerous or banned items, and delete data from electronic devices; Schools will be able to give same- Montessori Letter Sounds HD App: English and French day detentions; Another Montessori app by those clever ladies at Les Trois Elles offers cursive letters and letter sounds. There Independent appeals panels will is a French version and an American/English version. http://lestroiselles.com/en be replaced with independent Activities include the classic Montessori sandbox, the phonetic letter sounds, sound-it-out and eye-spy.
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RESEARCHWATCHRESEARCHWATCHRES
National Children’s The ‘mind/body link’ is often regarded as something of a fringe belief, but Football Week 2012 John Clarkson presents some of the more recent research that indicates it is Wed 30th May – Wed 6th June probably more than that.
National ontessori wrote about a experiment was extended by Maria- the case of education, his main point Children’s ‘muscular memory’ which Paolo Paladino and her team at is that embodiment means that all Football Mwas developed by repetition Trento University in Italy (Paladino, the abstractions used in formal Alliance of the exercises and which was the M.-P. et al [2010] Synchronous education (words in reading, want us all foundation of later learning. She saw multisensory stimulation blurs self- operations in maths, etc.) should be to celebrate this as a basic value to Sensorial other boundaries. Psychological grounded in bodily experience. This family Education in particular. To be truthful, Science 21(9); 1202-1207). Using is totally consistent with Montessori, football by I had always taken this to be slightly the face-swap illusion she rated how and Glenberg does acknowledge poetic, everyone knows that memory people saw their own personality and Lillard’s work in this context. encouraging is in the brain – which largely that of the screen alter-ego. Not He points out just how abstract so parents, guardians, teachers, controls the body. But now research surprisingly there was a strong sense carers and friends to support the much school learning has become. is beginning to challenge that view: it of identity – what she refers to as When a child learns the word ‘dog’, children’s game. Whether it is a seems that bodily actions play a vital blurring of self-other boundaries we there is no opportunity to walk or pet simple kickabout in the park, in role in experience and learning, and would probably call empathy. They a dog; they are cut off from actual the garden or with a rolled up this is termed ‘embodied learning’ or then went on to show that cognitive experience. Glenberg has developed piece of paper resulting in a embodied cognition. processes were influenced by what a reading scheme which attempts to kickabout in the living room. The first hint of this arose from a the subjects thought their alter-ego rectify that, and claims some very Children’s Football Week is all bizarre experiment at a Halloween knew. They also drew attention to good initial results (Glenberg, A.M., about children having fun playing football. This year’s events tie in The significance for learning of developing concentration can hardly be with the (adult) European Finals. over-emphasised, but can babies concentrate? www.childrensfootballalliance.com the fact that the degree of Words for Work party in 1997 in Pittsburgh when Goldberg, A. and Zhu, X. [in press] someone brought along a life-size awareness of bodily processes Improving early reading grotesque arm. Matthew Botvinick, varies, and that influences comprehension using embodied CAI. then working on his Ph.D., set up a susceptibility to these illusions. Instructional Science). The scheme party trick where someone’s real People who are aware of their bodies initially uses small world toys to link hand was hidden and he stroked and are less easily fooled by these with the words being learnt, and in tapped, in time, both the actual experiments. You might think that is the later stages relies on hand and the rubber hand (in full a good thing, but subjects who are visualisation. It has been known for a sight). The subject had a vivid and not affected by this sort of long time that visualisation unsettling conviction that the rubber manipulation are less empathic stimulates the same nerves as hand was their real hand (Botvinick overall. So the body has an actual experience, so Glenberg is M. and Cohen J. [1998] Rubber important role in bringing about trying to use this aspect of Words for Work (WfW) is the hands “feel” touch that eyes see. socialisation. embodiment. National Literacy Trust's innovative Nature 391; 756). Later experiments Equally the body is vital for learning. Something analogous is being speaking and listening project. by others have elaborated the illusion Processes which we have always developed by the Royal Society for One of the key aims of the Words so people were induced to feel that assumed were pure brain are now the Encouragement of Arts, for Work project is to improve they had three arms, or even that being shown to have a bodily basis. Manufacture and Commerce (RSA) young people’s employability. The they were embodied in a Barbie doll. It has been know for some while that in London. They have put a series of most effective way to achieve this This has also been put to more the mere act of smiling engenders animated videos onto Youtube where is through the participation of serious use in helping patients with positive emotions, but Arthur the lectures (e.g. Changing pain from phantom limbs, for Glenberg, professor of Psychology at Education Paradigms example. But the crucial point is that Arizona State University, and his www.youtube.com/watch?v=zDZFeD it points up the intricate link between team took that one step further by GpL4U which has been watched by the body and the mind. investigating subjects who had their some 57 million people) are frown muscles frozen by botox accompanied by a cartoon being volunteers from the local business Mirror, mirror (Havas, D.A. et al [2010] Cosmetic drawn as you listen. The combination community who give up their time use of botulin toxin-a affects of the heard word and its to come into school and work with Another aspect of this link was processing of emotional language. developed by Manos Tsakiris at Royal abstractions, with easy and young people. They offer a unique Psychological Science 21(7); 895- humorous visuals, is designed to Holloway, University of London in 900). Amazingly, being unable to insight into the adult world of Egham, Surrey. They found that make education more attractive, and work, direct access to frown made it more difficult for them there are now 14 videos in the RSA synchronous stroking of the subject’s to read angry or sad sentences. communication skills and an own face and the screen image led Animate series. Trevor Eissler (the opportunity for the young people to an illusion that the image was Glenberg has recently reviewed the parent turned Montessori publicist to work creatively and their own reflection (Tsakiris, M. whole field of embodiment who wrote Montessori Madness, (Glenberg, A.M. [2010] Embodiment published by Sevenoff in 2009) has independently in partnership with [2008] Looking for myself: Current as a unifying perspective for also produced a similar piece adults for a common goal. For multisensory input alters self-face recognition. PLoS ONE 3(12); psychology. WIRES Cognitive Science (www.youtube.com/watch?v=GcgN0 more information email Sally 1; 586-596). He looked at a wide 1EL5IA) which puts some basic Melvin, Words for Work project e4040). He suggested that perhaps this illusion might explain the warmth range of fields, including language Montessori ideas across in an manager at we feel to people who have the and memory, child development, entertaining context. But at the end [email protected] knack of subtly mirroring our facial social psychology, neuroscience, of the day there is no substitute for or call her on 020 7840 9556 gestures. In other words, we identify clinical psychology and education, to real physical experience as the assess how the emerging field of foundation for the most effective www.literacytrust.org.uk/words_for with the mirrored expressions and _work thus the other person. This embodiment would impact them. In learning, and this is the immense
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RESEARCHWATCHRESEARCHWATCHRESEARCHWATCH
Continued from previous page [2011] CHRM2, parental monitoring report (Moore, M. [January 9th, ages – though nothing to do with and adolescent externalizing 2012] Little emperors turn to Montessori. How often have you strength of the Montessori behaviour: Evidence for gene- delicate snowflakes. Daily Telegraph walked into a room and then programme. environment interaction. p.14), were some thoughts on wondered what on Earth you had Psychological Science 22(4) 481- China’s children. After the edict that come for? At my age, too often, and Orchids, dandelions, 489). There was a clear link families were to be limited to one I have always put it down to a senior emperors and between inadequate parenting and child (in the face of excess moment. Now research at the snowflakes CHRM2 – again not unexpected. But population growth) a generation of University of Notre Dame in Indiana On another topic altogether, what do CHRM2 was also found in the only children grew up. As a has cast a new light on the you liken your children to – orchids, children who had responded best to generalisation they were chubby and phenomenon (Radvansky, G. et al emperors, dandelions, snowflakes? healthy nurturing families. It is as if spoiled, and came to be called ‘the [2011] Walking through doorways All have featured in recent reports. there are two types of children: little emperors’. Now they are having causes forgetting: Further Following the deciphering of the those who will thrive anywhere and children themselves, and these explorations. Quarterly J. Exp. Psych. human genome, there has been a those who are particularly sensitive children are so wrapped up and 64(8) 1632-1645). Professor series of announcements of genes to their environment. It is the latter cosseted that, in one nursery for Radvansky and her team were which do this or that. One such was type who are characterised by example, they are banned from even exploring the common experience of CHRM2, which was implicated in CHMR2 and who show the extremes dancing or crawling due to the risks, forgetting things after shifting alcohol dependence. However it of outcome. Some years ago, these and they are sometimes called the locations in a computer game. She soon proved not to be quite that children where christened ‘orchid ‘precious snowflakes’. The most used a series of simplified virtual simple. CHRM2 was found to be kids’ (from a Swedish idiom – interesting point, though, is that environments and identified linked to depression (not orkidebarn) in contrast to those with nursery workers report that, not only doorways as the key to memory unexpected given that chemically high resilience who will grow are the children physically weak and loss. This was confirmed by a ‘real- alcohol is a depressant not a anywhere – maskrobarn or they have problems concentrating life’ run. They suggest that the brain stimulant) but also to high dandelion kids. The critical point for on a task, but they are far more subconsciously interprets a doorway achievement. An international team us as practitioners is that, if you aggressive. Does this not also point as an ‘event boundary’ and clears has been studying this gene and its have a child who has been badly up the Montessori view of non- the decks for the next room; hence anomalies. Recently they measured deviated by a poor environment, normalised children being deviated the loss of remembrance. CHMR2 variations in a group of they are probably the very children by misguided adults and then being Interesting enough, but what a children from the USA who had been who will respond best to a positive unable to work peaceably? wonderful excuse next time I forget studied every year for the past 14 environment. Now what did I come what I was asked to do. The other descriptors were emperors years as part of another research in here for? John Clarkson study, and tried to relate them to and snowflakes. In a report in the parental behaviours (Dick, D.M. press, admittedly not a research Finally, my favourite research for Kent & Sussex Montessori Centre
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charity information Why dot2dot?
Gym membership and Insurance aren’t purchases that fit What was the main reason you chose to insure your comfortably into the pleasure principle but are more often nursery with dot2dot described as ‘grudge buys’ that promise peace of mind or, if you’re lucky, a return sometime in the future. Catherine Tubbs answers a question we’re often asked about the Charity’s choice of dot2dot as its own insurer and partner.
hen we began what a company that would listen to our was an extensive members, offer years of experience, selection process of uncompromising standards and an eye Communication/Attention to Issues dealt with insurers almost three for detail, yet be small enough to offer needs quickly/sensitively years ago we were a genuinely personal touch. A tall Competitive price Knowledge of industry looking for a partnership that would order? Croner-i Other W Friendly/Professional Service Personal Account Handler complement the charity’s primary Some of the selection criteria Data source: Customer Satisfaction Survey January 2012 function: “to support Montessori across included: readinesses to discuss our needs and the UK in every way it can”, and to A shared vision and goal opinions were just two of the reasons strive to “ensure that all schools using Open communication the Montessori name in the UK offer why we chose them as the charity’s Industry expert the same high quality of education and insurers. Mutual respect care to children.” Jackie Hyde, the company’s director, Effective conflict resolution One of the charity’s concerns was that writes regular insurance columns for the nursery sector as a whole did not Best practice the insurance industry press and is value insurance properly. We found that dot2dot is also a woman run business much respected in the insurance arena. insurance can be complicated and most that has exacting standards and are dot2dot strive for best practice in all importantly learnt that cheap insurance absolute sticklers for detail. They are they do, and we would go so far as to isn’t always best. uniquely qualified in the specialised say that they aim for excellence in their We explained to the shortlisted area of nursery insurance and their quality of service. companies that the ‘typical’ Montessori policies are underwritten by leading In the long run we wanted a nursery owner was female and educated. insurance company Zurich. company that would help us to Their readinesses to discuss our needs and opinions were just two of the reasons why we chose them as the charity’s insurers.
She’s an independent sole business dot2dot offer the Croner-i early years measure, protect and enhance the owner looking to provide quality management software free of charge to things that matter most to us. We felt education not just childcare, all backed all their clients; this software helps that this would add value to our up by a sound philosophy that has been with the daily management of the business (and hopefully yours) and tried and tested over many years. We business but is also an extra pair of ultimately save the charity money, were looking for a company that could hands and eyes particularly for the time, offer us peace of mind and the support this type of business owner and smaller business. It offers a 24 hour opportunity to learn something along felt the insurance partner needed to be support service, lawyers, HR specialists, the way. one we could all identify with. and so on. We believe dot2dot’s values The Charity is delighted to be The partner would effectively become are aligned with our own and their partnered in this way with dot2dot and a business advisor for our members on products will help to protect the best hope that you will find that our choice all things insurance related. We needed interest of all our businesses. Their is also of great benefit to your nursery.
These results of dot2dot’s 2012 customer satisfaction survey clearly show the opinions of people already insuring with them.
Do our customers feel that we have Would you consider any other insurer Would you recommend dot2dot to Do you use the Croner-i toolkit? other nursery owners? achieved the best possible value for for your nursery? money without compromising quality? 9% No Partially 29% Possibly 2% No 2% 3% Yes 36% 48% 62% 14%
Yes Yes 98% 95%
Have considered and stayed No No comment comment 3% No Yes Data source: Customer Satisfaction Survey January 2012 Data source: Customer Satisfaction Survey January 2012 Data source: Customer Satisfaction Survey January 2012 Data source: Customer Satisfaction Survey January 2012
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brain & behaviour We haven’t moved on Dr Aric Sigman gives us a fascinating insight into some of the recent research tracing vital connections between physical and mental development.
he need to move has a young people to experience how the exceedingly sophisticated information long history. Five hundred world works in practice and to make to their learning brain. Elements of million years ago the informed judgments about abstract hand use, such as speed of movement, nervous system first concepts. direction and mode of co-ordination enabled co-ordinated New thinking in evolutionary are reflected in robust brain activity. Tmovement allowing an organism to neurophysiology is suggesting that the Using our hands seems to satisfy an find food, instead of waiting for the emergence of human cognitive abilities evolutionary need. food to come to it. Yet, today, lack of may be the result of physical movement is literally killing us and it’s movements enabling brain pathways to Physical activity been predicted that a new generation develop that helped language develop, A study published in Brain Research will die younger than their parents due with some believing that language was found an association between physical to a lack of movement. One of the originally gestural. There are many fitness and the brain in 9- and 10-year- most dangerous activities in our day parallels between physical action and old children: those who were more could be lurking right below us: studies language for recognition, imitation and physically fit tended to have a bigger increasingly find that sitting for gestural communication suggesting hippocampus – about 12 percent bigger prolonged periods of time has many that they rely partially on large, relative to total brain size – and perform negative effects. According to a study in common brain networks. better on a test of memory than their the American Journal of Epidemiology, less-fit peers. The hippocampus is sitting more than six hours a day can Hand movement important in learning and memory and raise our risk of death – even for those In chimpanzees scientists have a bigger hippocampus is associated with who regularly exercise. reported a link between their ability to better performance on spatial reasoning At the same time, we are told that the aim and throw missiles and their ability and other cognitive tasks. Movement is inextricably linked to brain development that goes far beyond mere hand-eye coordination. Our evolution and preeminence as a species were the result of it.
world children will encounter is to communicate. They went on to find A new paper in Archives of Pediatrics & increasingly virtual involving less specific brain structures that appeared Adolescent Medicine takes the concept of physical labour, in fact less physical to underlie these skills: ‘a correlation movement and intellect further with movement or manipulation altogether. between aimed throwing ability and the author commenting "we found Movement has been consigned to a white-to-grey matter ratios’ in key areas. strong evidence of a significant positive history of more primitive times. In When you look more closely at our relationship between physical activity education movement is associated with hand-brain relationship, it starts to and academic performance.” Physical ‘vocations’, crafts or recreation such as make greater sense. Our hands are a movement is thought to help a child’s sports or dance. highly evolved mechanism responsible cognitive processing by increasing However, new research shows that we for our high level of adaptation and blood and oxygen flow to the brain, can’t shake off our physical past if we survival. Research on 10-week-old increasing levels of norepinephrine and want our children to have an foetuses indicates that nerve endorphins to decrease stress and intellectual future. Movement is connections from the hands to the improve mood, and increasing growth inextricably linked to brain brain develop before the connections factors that help create new nerve cells development that goes far beyond mere that allow the brain to control the and support the connections between hand-eye coordination. Our evolution hands. It is now believed that the brain cell synapses which are at the and preeminence as a species were the foetus’s hand movements, far from basis of learning. result of it. Children are still subject to a being controlled by the brain, may A review of the literature on the movement imperative: in short, actually wire the brain in a way that, relationship of physical activity to children must ‘upload’ information for instance, reinforces which hand is mental health strongly suggests that about the real world by moving around dominant. the two are closely linked. Physical in it, before they start manipulating it A child’s hands are particularly activity has been reported to reduce in the virtual world. Movement allows sensitive to perceiving and transmitting depression symptoms and anxiety, and
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to improve coping with stress. In 2008, one hundred specialists in exercise and neurobiology attended a two-day conference to explore the potential for physical activity to prevent substance abuse. The conference announced $4 million in new research grants to help. There are some tantalising clues that physical activity might spur changes in the brain to prevent depression, and now the US government is beginning a push for more research to better understand a link. This is not about the mitochondria which are responsible for hormones. Physical activity may also so-called runner’s high, which is generating energy, which in turn is change our sensitivity to signals from experienced after fairly intensive thought to underlie many of the these hormones. In other words exercise. Instead, the question is just positive physical effects of physical keeping children moving doesn’t just how regular physical movement of activity. In a new study in mice, prevent obesity by burning calories, varying intensity – dancing, cycling, researchers at the University of South brain mechanisms are involved in the swimming, football, skate-boarding – Carolina have discovered that regular effects of activity on child food intake. might affect mood and even the very activity also increases mitochondrial At a time when children have never reward systems in the brain that can be numbers in brain cells, a potential cause been so sedentary, movement and hijacked by alcohol abuse, a growing for beneficial mental effects associated physical activity are often seen as problem in younger and younger with physical activity. discretionary. But it’s now becoming children. Movement also affects mood for food. clear that more physical movement Research on how physical activity A study recently reported by the Society may yet be the key to reducing their actually changes our neurobiology is for the Study of Ingestive Behavior waist size whilst increasing their brain getting very specific. Researchers have indicates that physical activity helps size. long known that regular physical control and regulate food consumption Dr Aric Sigman lectures to schools and activity increases the number of sub- by altering the way in which meals parents and is the author of The Spoilt units in muscle cells called release key appetite-regulating gut Generation. www.aricsigman.com
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company profile
Behind the scenes at Feelgood Designs Their philosophy is that good design can have a very positive effect on how children learn and develop,
and on the quality of their play; Matthew Giaretta Atoll by ZPZ of Feelgood Designs tells us more. PARTNERS
When was Feelgood Designs supporting child development. attention given to selecting the launched and what was the Design for children should go furniture and things we put into a motivation behind this? beyond durability, ergonomics, classroom, and the quality of these Feelgood Designs was launched in safety and function to also furnishings, makes an important 2008 after several years working encompass material complexity, statement about how we value with the PLAY+ design project in aesthetic and sensory properties. I children and their education. Italy (PLAY+srl, ZPZ Partners, mean, design should consider What is the design ethos at Reggio Children). In 2007, we how children respond to all Feelgood Designs? environmental stimuli (visual, participated in an exhibition to Our work is about supporting touch, smell, etc.), and how these showcase one outcome of this people living in a better world, stimuli inform experiences and S-table by ZPZ PARTNERS project (the PLAY+soft line of making it more interesting, gentle, affect interactions with their furniture for children) with the V&A fair, lovable, energetic, surprising, enhance life functionally and environment and with other Museum of Childhood in London, etc. We want our designs to be aesthetically. people. with a conference about design for sociable as well as fun. We believe PLAY+soft aims to introduce new children at Southbank. This was In our own design choices, we that children have a right to sensory and aesthetic qualities followed by a UK design project want to make objects that suggest beauty, a right to play, and that into spaces, and also make with T5 Heathrow, to create a new many possibilities to children, they are competent and capable of objects that are open to many kind of children’s playspace (a soft interpretations. So, for example, play landscape) and we then BUGS, by James Irvine, serves formed a new company (Feelgood many purposes because it can be Designs, www.feelgood- used in many ways: as a bench, designs.com) to distribute PLAY+ either through their immediate making choices. Offering designs landscape, role-play, and is itself a furniture and act as point of function and flexibility, or in the and products that are in some way play form for construction. These contact for new design projects. way they can also form part of open-ended creates the greatest possible interpretations are There has been a revolution in the imaginative play, motor play, etc. number of opportunities possible different with the age of the child. way people perceive design, but When we make a product, we for interpreting a place, an action So, very young children will tend even so design for children is consider movement; the or interaction, and this contributes to treat the pieces as part of a somehow still marginal in design relationship between different to development. Above all, we try landscape to explore; older research and production. Often the spaces and activities; colours to make thoughtful products and children will use them to change tendency is to simply miniaturise (which create new space qualities projects, democratic and inclusive their space. themselves); and aesthetic adult furniture or to oversimplify spaces (e.g. furniture and How important is it for children identity. We try to avoid a spaces. So, if there has been a equipment that can be used by all to be able to interact with their ‘childish’ aesthetic (particularly an revolution in design, we want to do children – in many cases not age environment? the same for children’s spaces by adult’s concept of what children specific, or limited by children’s All children are different and enriching their material complexity want), and instead aim to reflect abilities – or that children can respond to environmental stimuli and aesthetic quality. To do this we the diversity and richness of share with adults, to support in different ways. For this reason, start with child children living in the contemporary interaction between parent/carer we try to make environments that developmental/education research world. and child), and we always aim to have an underlying material and experience with children (the What role can children's complexity, incorporating many schools at Reggio Emilia in Italy, furniture play in a child's sensory qualities (rough, smooth, and the research project ‘children, education? elastic, soft, hard, etc). Enabling spaces, relations’ – Domus We develop our senses and children to explore and interact Academy, Reggio Children, 1998). cognitive abilities through with their environment – for Our first motivation is really about interaction with our environment. example by making their own improving the quality of children’s An education environment can't changes to the space, moving spaces. be seen as just a passive setting things, or introducing height What constitutes 'good design' for learning activities: it is an variation, diverse tactile qualities, when it comes to children's integral part of learning, an active etc – supports construction and furniture? element in defining children’s testing of theories and Design is concerned with problem identity. Giving attention to the development of concepts, and solving and about improving the things we put into an education supports the social interactions quality of life. Design choices also space (or any other space for that are fundamental to child play a fundamental role in children) is very significant. The Bugs by JAMES IRVINE development.
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special needs Dyspraxia: what it is and how to help Wendy Fidler, Chair of the Dyspraxia Foundation Education Panel, explores a surprisingly common disability which is still poorly understood. “Everyone says I'm stupid but I know I’m not. I wish Developmental Verbal Dyspraxia someone could understand what it’s like to be me. I “Children with Developmental Verbal Dyspraxia have feel so fed up and lonely.” difficulty in making and co-ordinating the precise Sarah, an eight year-old girl who has dyspraxia movements required for the production of clear speech, and yet there is no evidence of damage to nerves or muscles. They have difficulty in producing individual he Dyspraxia Foundation touch, taste, sight, sound, smell, motion speech sounds and in sequencing sounds together in (www.dyspraxiafoundation. and pressure their neurons (nerve cells) words. As a result their speech is often unintelligible org.uk) defines dyspraxia communicate by an electrochemical even to family members.” as: ‘An impairment or process. Neurotransmitters are released Pam Williams: Principal Speech and Language immaturity in the by a neuron (the pre-synaptic neuron), Therapist, Nuffield Hearing and Speech Centre, Royal Torganisation of movement, which leads and bind to and activate the receptors National Throat, Nose and Ear Hospital, London. to associated problems with language, of another neuron (the post-synaptic perception and thought.’ The word neuron). difficulties with attention, dyspraxia comes from two Greek words, Myelinisation concentration and focus. They tend to ‘dys’, meaning faulty or abnormal and lose their balance and have more ‘praxis’ meaning action or deed. In When children first learn something, accidents, often invading the space of essence, dyspraxia is an impairment of it is slow going, like beating a path others because of a deficit in executive functioning, i.e. the ability to through untravelled terrain. As neurons understanding of spatial relationships plan and carry out thoughts and are activated repeatedly, they lay down in their environment. movements smoothly and efficiently. over the axon a multilayered, white, Such children can run, but they can’t The Dyspraxia Foundation definition phospholipid (fatty), segmented stand still, hop on one foot, skip, jump of dyspraxia refers to sensory/motor covering called myelin. (Neuron was or do the slow, cross-lateral movements development and this can include oral the Greek word for nerve, though its that stimulate new neural cell growth and verbal dyspraxia. Diagnosis is original meanings were sinew, tendon, in the hippocampus. They wriggle in usually made by an educational cord, or bowstring.) their desks because their back and neck psychologist, a paediatrician, or a Myelin increases the speed of nerve muscles have not been adequately speech therapist. impulse transmission, and insulates, trained to hold their bodies upright With Developmental Verbal protects and assists axon regeneration if against gravity. Dyspraxia, speech disorder is the the nerve is damaged. The more myelin What dyspraxia looks like predominant presentation, but children built up, the faster the transmission. In may also have Oro-Motor Dyspraxia, highly myelinated neurons, impulses Difficulty producing fluent, co- affecting their ability to make and co- travel at 100 metres per second. ordinated movements ordinate the movements of the larynx, Therefore, more practice, more myelin, Poor sense of balance leading to lack lips, tongue and palate and /or faster processing – until it becomes easy of control generalised dyspraxia affecting gross and familiar. Thicker myelin coats Difficulty knowing what to do and and fine body movements. translate into brains that are larger and judging what kind of response is better able to co-ordinate rapid acceptable How we learn perceptual decisions. Difficulty retaining more than one A newborn baby’s brain is only piece of information (e.g. slightly organised, responding to Move more, learn more sequencing/first this then that) sounds (aural) and gravity (vestibular), “Exercise is really for the brain, not Weak muscle tone impacting on and ready to absorb, react to and refine the body. It affects mood, vitality, execution of movement patterns his understanding of his environment. alertness and feelings of well-being.” Poor awareness of body parts in Given the proper amounts of nutrients, John J Ratey, A User’s Guide to the relation to one another oxygen, stimulation and freedom to Brain, MD Harvard Medical School, Poor kinaesthetic awareness – how move, repeat and refine, children’s 1999 far and in which direction should I brains develop complex nervous Dyspraxic children may flicker in and move? systems. out of wakefulness especially if there is Ipsilateral hand use (on its own body As children receive sensory stimuli via no movement stimulation, leading to side)
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Whilst working with the insets for design children see, say, hear and touch the shapes, gaining a multi-sensory insight into their properties. Furthermore whilst tracing parallel lines left to right, top to bottom as they fill in the shape they cross the body midline with their hands and eyes. This integrates the left and right sides of the brain and is indirect preparation for reading and writing.
No clear dominant side – directional extensions with arms at shoulder Wall and floor push ups height. confusion Obstacle courses involving crawling, How dyspraxia impacts on Crossing the body midline climbing, jumping, throwing, hopping, swinging education Handcrafts – knitting, weaving, Country Dancing – skipping, crotchet Reversal of numbers, letters, words galloping, dipping, diving, circling, Montessori Red/Long Rods – 10 reds Difficulty with asymmetrical spinning – all good vestibular and from 10 cm to 100 cm to movements e.g. tying shoelaces, proprioceptive fun manipulate from full arm gross using cutlery, holding paper with one But not ‘wheelbarrow’ activities if the motor movement to fine hand/eye hand whilst cutting with the other child’s joints are hyper-mobile, or if control Knowing what to do postural stability or muscle tone are Montessori Insets for Design – a set Getting organised weak. Getting it done of geometric shapes designed for from Dyspraxia 5-15, Christine multi-sensory investigation How integrated movements, Macintyre, 2001 including tracking eye and hand music and play help children movements from top to bottom, left with dyspraxia Sensory top tips to right (in preparation for reading in When children move, damaged tissue Children require maximum English) to and from the vestibular system can opportunities to learn through Exercises to strengthen trunk, be rebuilt as new nerve connections movement, exploration and games; develop and myelinate. shoulders, hips and body Vestibular activities in all three planes awareness Integrated cross-lateral movements (vertical, horizontal and diagonal) such as crawling, climbing, bouncing, Row your boat – taking the weight of can positively influence focus, skipping and jumping, rolling, or a friend by holding hands during bilateral integration, physical and spinning are especially useful. spatial orientation, posture, muscle activity or sitting back to back and Bibliography: tone, moving and static balance rocking smoothly Ayres, A J, Sensory Integration and the skills, functional eye movements Volley ball – patting, throwing and Child, 2005 (fixing on and following objects in catching balls of various sizes and Christmas, J, Hands On Dyspraxia, 2009 different planes) and rapid eye weights whilst in kneeling position Fidler, W, Education through Movement, Montessori Line – walking toe to movement. 1996 heel, balancing objects, walking in Fidler, W, Dyspraxia: A Practical Montessori Bilateral movements 2/2 time 2/4 time along the line and Response 2005 then freely and expressively Bilateral movements involve Gessel, A, Vision – Its development in simultaneous movements of limbs on Infant and Child, 2008 both sides of the body, for example: Denmark case study Getman, G N, How to Develop your Child’s swimming breast stroke “50% of children between 2.5 and 6 years attend Forest Intelligence, 2000 two leg jumping (sack race) Kindergartens where they climb rocks, trees and hills. Hannaford, C, Awakening the Child Heart: making circles with both hands at the They jump, roll, balance and play for at least 4 hours a Handbook for Global Parenting, 2002 same time day no matter what the weather. The children’s vestibular Hannaford, C, Smart Moves: Why Learning is not all in your Head, 2005 Whole arm/leg movements systems are so well developed that learning difficulties are rare.” Carla Hannaford, Awakening the Child Heart, Hastings, N, Wood, K C, Reorganising the Angels in the snow – laying flat on Handbook for Global Parenting, 2002 Primary Classroom, 2002 the ground, making circular arc A child with emergent learning difficulties will be referred Macintyre, C, Dyspraxia 5-14,2009 movements with arms and legs to music and/or choir activities and a movement Mountstephen, M, How to Detect Jumping Jacks – standing, thrusting programme (which develops the vestibular system and Developmental Delay and What to do Next, diagonals movements with arms/legs ameliorates the learning difficulty) with an occupational or 2011 Montessori Long/Red Rods – physical therapist. White, H, Evans, C, Learning to Listen to seated/kneeling kinaesthetic Learn, 2005
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montessori and me An arrow flying in Cambodia
Cleaning the blackboard (sort of)
This article is appearing under the ‘Montessori and me’ tag, but as you will soon see it has a strong element of ‘Global links’ about it as well: Mary Lester tells us about her singular and life changing experience at a Montessori school in Phnom Penh. any people who walk However, Cambodia was always close to in to Seametrey her and Khin’s hearts, although it was Children’s village are never safe enough to return with their surprised by the family. Muoy’s first attempt to return in welcoming calm and 1997 to set up a school failed because of Mserenity of the school, which is in stark the political instability and resulted in contrast to the hustle, bustle, heat and Muoy losing all her savings. dust of the Phnom Penh streets. But she did not give up. Once safely Muoy You founded this unique and back in England, Muoy trained as a thoughtful enterprise, which is a haven Montessori teacher at MCI and began for children from the age of two up to her grand plan to return to her home 18, in 2003. A teacher by trade, Muoy – country. In 2003, with all four of her who was born and brought up in a children grown up and either graduated humble family in Phnom Penh – won a or still studying, Muoy once again Mouy and Mary life-changing scholarship to study returned to Cambodia with Khin and Someone once likened Muoy to an arrow. She is an inspirational woman, with great ambition for her school and country; and, although Muoy has achieved great things, the arrow has not yet reached its target.
French literature in Paris in 1972. This Seametrey Children’s Village was Khmer words for freedom, civilization meant that she and her husband, You founded. and love – sums up the ethos of the Khin – an artist and architect – avoided Fundamentally, Seametrey is a school. the terror of the Khmer Rouge that Montessori school that aims to I first met Muoy in 2005 when, as a killed millions of Cambodians, encourage independence, freedom and 19-year-old gap year student, I came to including many of Muoy and Khin’s thought in a bid to foster a new Cambodia to work as a volunteer at family and friends. generation of youngsters who have Seametrey for three months. After Having completed her course, Muoy pride in their country and traditions, finishing my A levels, I spent six continued to live and teach in France, plus gaining the morals that will help months doing a myriad of jobs in order where she raised a family with Khin, them to cope with the rapid changes in to raise £3,000 to pay a UK-based before moving to the Ivory Coast, their developing country. The name organisation to get me to Cambodia. Qatar and, eventually, England. Seametrey itself – an acronym of the At that time, the project was new and
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montessori and me Continued from previous page
the school was a quarter of the size it is students; anything subsequently learnt now with just 30 students under 6 years within Seametrey primary school is a old. Naïve as I was, I thought I would bonus. We are trying to find a way to be ‘helping’ in a dusty, poor school solve this problem, but for now an with few facilities; I was shocked to important part of my role is to write a discover the Seametrey sanctuary was Montessori based curriculum for the brimming with wonderful resources, primary school, and make all the and not only poor children, but also relevant materials to support it. This fee-paying rich Khmer and expats. My curriculum is intended not only as a initial reaction was ‘this place does not means to teach English, but also to need my help’ and, for a while, I could reinforce and make concrete concepts not settle to it. that have been taught at state school, Fortunately, Muoy took me under her to bridge the gap between knowledge wing and I started to understand the and understanding. many complexities within Cambodia. I Altogether, the school houses almost also realised that real development does 100 students (60% of these children not necessarily emulate popular aid pay little or no fees), 11 Khmer staff, adverts. Why don’t these children myself and a steady stream of deserve the best? And what’s the good international volunteers. One of having a school that only teaches volunteer, Charlotte, has just arrived poor children, reinforcing the social from France after completing a divide? Seametrey has vision, and it is Charlotte with baric could never put Cambodia out of my Montessori Early Childhood course exceptional in the sense that children tablets mind; so I decided to start my with AMI. She told me “I was interested from all walks of life can attend and be Montessori Early Childhood diploma, to work in a school that allows children treated the same – a rich businessman’s and last year, thanks to MCI’s distance to attend no matter what their social son can be friends with the child of a learning program, I was able to return standing; for me this is true Montessori street vendor, and so on. to take up a two-year paid contract as a philosophy. I also decided to come for I have Muoy to thank for the success teacher at Seametrey, whilst continuing the challenge, and for the experience; it of that initial experience and for to study. is important for a Montessori teacher to putting me on my life path so far. I I am now teaching science, social challenge themselves.”I continue to be went back to England to study a studies and English to primary children, amazed and challenged every day, and Bachelors degree in education studies at while also working in the Montessori I hope Charlotte will enjoy the Bath Spa University. Then, a week after nursery. Up to now, there has been no experience as much as I have. graduating in 2008, I returned to set curriculum for the primary aged Someone once likened Muoy to an Seametrey to volunteer for a year. I was students as the classes have been run by arrow. She is an inspirational woman, amazed to find that in the three years transient volunteers. From the age of with great ambition for her school and I’d been away, the school had doubled six, the students must follow the Khmer country; however, although Muoy has in size and had begun a primary school state curriculum, and most attend state achieved great things, the arrow has project. Again, I had a very positive school for a half day, six days a week. not yet reached its target. One of her experience, and after completing one Because of this arrangement, the remaining ambitions is to train all year, I was not ready to leave. During students unfortunately become used to Khmer staff in Montessori by sending the two years I spent back in England copying from a board in fear of corporal them abroad as students or interns. working at various nursery schools, I The boys punishment within a class of up to 60 Some schools in Australia and Switzerland have come forward to offer internships for Seametrey staff. A Montessori Institute in the US has offered a full scholarship to a teacher at Seametrey from September 2012 for a full year, while another one will facilitate a paid internship so that another teacher could get training from September 2012 too. For this to happen, we need Montessori trained/in-training volunteers to come to help the school continue on its course in the absence of its regular teachers. I cannot recommend this experience highly enough. It has, quite literally, changed my life, and it could change yours, too.
For more details about Seametrey, go to: www.seametreycambodia.org and do not hesitate to contact us.
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resource ideas Star products Little Dance Flavourz Little Dance Flavourz is a fun- hotels, Selfridges, and corporate packed collaboration between the events, they have featured in internationally acclaimed Dance national newspapers including the Flavourz troupe and Little Kickers, Daily Mirror and the Daily Mail. the UK's best-loved pre-school Francis is currently teaching activity company. classes at Danceworks London, Little Dance Flavourz started in including Latin workout lbt (legs, earnest after getting through to bums and tums) as well as the Using props with the classes children, Yvonne has started the the semi-finals of Britain’s Got Dance Flavourz workout. means that, in addition to getting Dance Flavourz dance workout for Talent 2010 – they got a standing Utilising her skills Yvonne has good dance exercise, the children Montessori teachers, giving them ovation from all three judges. recently started giving dance are excited that every week they an opportunity to do a workout Dance Flavourz’ husband and wife classes in Montessori nurseries, can get dressed up to match the without leaving their work team Francis and Yvonne Cardoso teaching the 2 to 5 year olds, with different dance styles. They love environment. have a real passion for dance, and even the youngest of them being using the props – they help with If you are interested in getting they have been performing and motivated to join in the classes. posture and rhythm, as well as Little Dance Flavourz to teach at teaching together for over 17 What makes little Dance Flavourz adding excitement to the dance your nursery or need us for a years. They have appeared in so different is the diversity styles moves being taught. The classes children’s party, wedding, or any several different countries of dance it introduces the children also include games that teach special occasion please visit our (including Portugal, Spain and to, including (to name but a few) them about colour, counting and websites Switzerland) and in TV shows on Latin, hip hop, ballroom, and line body parts, and even a little www.littledanceflavourz.co.uk and the BBC, ITV and MTV, amongst dancing, as well as the Little Spanish in the Latin dance www.danceflavourz.com, or others. As well as performing in a Dance Flavourz mixed dance class classes. contact Yvonne on 07588 658 variety of settings like theatres, (a mix of all the different styles). In addition to classes for the 129 or 020 8959 5897. MissDela dolls “I have been working on the for, and hopes that MissDela will MissDela doll project for some embody this philosophy, trusting years now, with a passion to make that the doll will be an a doll in the true image of an ambassador for this way of African child and try and capture understanding life. She also the beauty and sincerity that hopes that MissDela will come exists in all the young. Africa to be seen as a ‘good doll’ and a needs its own reflection in the doll positive influence in those crucial market, a place to appreciate its early years of childhood. original beauty. The rationale For Judith it is also about giving a behind making an African doll was small part of Africa to the outside that there was no real, ethnic- world through this toy and looking doll in the market which introducing children to the reflected the real African look.” wonderful richness of the This is how the creator of African continent, particularly The recording was made by a ten MissDela, South African South Africa – the doll’s year old African girl in Cape Town Judith Oosthuizen, describes dress has all the colours of and the Zulu words and the background to her the nation’s flag. Judith translation are on the packaging, development of this very individual has sold MissDela to but just as a taster here are the doll. She points out that "the nursery schools in the UK, first two verses: and particularly remembers name MissDela came from the Tula Tu Tula baba Tula sana inspiration of the Mandela name”, one that was bought as a Tul'umam 'uzobuya ekuseni and stresses the importance of present for a little African girl the underlying ubuntu philosophy because she had the same Tula Tu Tula baba Tula sana (as expressed by Bishop Desmond hairstyle as MissDela. Tul'umam 'uzobuya ekuseni Tutu for example): "I want you to Perhaps MissDela’s most affecting Hush my baby close your eyes be all you can be because that is feature however is that she sings the only way I can be all I can be. the Zulu lullaby, ‘Tula Tu Tula Time to fly to paradise I need you to be you so that I can Baba’, which certainly makes her Till the sunlight brings you home be me." different and interesting from an You must dream your dreams Judith loves what ubuntu stands educational point of view as well. alone
APRIL – JUNE 2012 Montessori International 45 Issue 103:Montessori International 12/3/12 11:12 Page 48 classifiedads Montessori Teaching Opportunities www.montessori.org.uk
NORTH LONDON Living Spring Montessori WEST LONDON Deputy Head & Class Teachers Montessori based in Dollis Our new nursery in Knightsbridge Montessori Teacher Hill/Cricklewood is looking for two Montessori Teacher requires a motivated, experienced We are looking for a Montessori experienced Montessori Qualified Ealing Green Montessori School. Deputy Head and two class Teacher to join our friendly team Teachers and an Assistant for our We are looking for a qualified and teachers to join our lively team of at our nursery based in Islington, Children’s House of 24 children experienced Montessori Teacher dedicated teachers starting 1 North London. It is a aged 2 /2 years to 5 years. to join our well established team. ASAP/September 2012. The ideal French/English bilingual nursery Requirements: Montessori Sound knowledge of EYFS candidates should have excellent with 24 registered places per day. International Teaching Diploma; 2 required. Our school is located in communication skills, good You must be Montessori qualified. years post qualifying experience, the beautiful Ealing Green area references and fluent English, It is a permanent position, working good spoken and written English; within walking distance to Ealing both written and spoken. A 38 hours per week, 47 weeks of an ability to implement good Broadway tube station. It caters Montessori Diploma, level 3 the year. Salary will depend on Montessori practice; an ability to for children aged 2 to 5 years old qualification or equivalent is experience and qualifications. positively engage young children. and is open term times only. required. The hours are 8.30am Please send all CVs to Jean @: We will consider exceptionally Please contact Manpreet Sethi by to 3.45pm Monday to Friday term [email protected] good newly qualified directresses, email: admin@ealinggreen time only. For more information, however the lead directress must montessori.com or call please phone 020 7371 2306. have two successful years 02085792357/ 07957652105. The Gower School experience of running a class. Website: Based in Islington, London, the Hours: 8am to 5pm, Monday to www.creativemindsnurseries.com EAST LONDON Gower School is looking for 3 – Friday. 40 weeks term time or 44 6’s Montessori qualified teachers weeks year round. Excellent Basic Montessori Teacher Pay + Performance Related with sound knowledge of the Bright Eyes Montessori A busy, friendly Montessori Bonus. Priority will be given to Foundation Stage, and relevant nursery in Bow, E3 is seeking a applicants from the UK and EU. We are a new full day care work experience to work with 3 to Montessori Teacher for a small We will consider applicants from Montessori Nursery in Acton, West 6 year olds. We are also keen to class of 3 year olds. The other parts of the world if they London, looking for two receive applications from 6 – 9 or successful applicant will require meet our requirements. Please candidates. The posts are for 9 – 12 teachers. Term time only some experience in a Montessori send or e-mail CV to: Living Spring Deputy Manager and a Room positions as well as all year round setting. Please forward a covering Montessori, St Michael’s Church Leader. The ideal candidates will available. Our schools are friendly letter and CV to the Manager Annex, St Michael’s Road, have initiative, motivation, a and are well resourced and we Shermin Arkut at Cricklewood, London, NW2 6XG. thorough knowledge of EYFS and take a high quality approach to [email protected] children’s education. We are MSA Email: info@livingspring a passion for teaching. Applicants accredited at both the nursery and montessori.com Telephone: must hold a Montessori teaching the school. If you are passionate 0208 830 7331. diploma and have adequate about using the Montessori experience alongside an SOUTH WEST LONDON approach to children’s education impressive command of both please send your CV and covering written and spoken English. We Nursery Teachers letter to the Principal by email to offer a generous package for the right candidate, a competitive Fantastic opportunities for Nursery [email protected] or call Teachers. Full and part-time 0207 700 2445. To advertise your salary and CPD. Please forward your CV to Estelle at positions available in central vacancy call [email protected] London; Starting as soon as Stephanie on: or call Estelle on 02088104400. possible (term-time only). The NORTH WEST LONDON Please leave details and we will Kindergartens are a successful, 0207 493 8300 get back to you ASAP. well-established group of nursery schools. We are currently seeking Montessori Teacher qualified Nursery Teachers to join The Little Learners Montessori our busy, cheerful team as soon School requires a Montessori Nursery Nurse as possible. Staff are well- teacher to join our lovely team to Chiswick & Bedford Park rewarded and teacher Senior Montessori Teacher start ASAP. We are situated in Preparatory School Nursery. This development and promotion are Wembley Park, near public Our nurseries in Kingsbury, popular independent preparatory part of working for our well-known transport routes. The position Edgware and Golders Green school for boys aged 3 to 8 and schools. For further information, would be full-time (40 hours per require motivated, experienced girls aged 3 to 11 years requires, or to apply, please email your CV week) all year round. We have senior teachers to join our well to join our exciting new Nursery, to: nicky.peckham@the been established since 1993 and established teams of dedicated an enthusiastic and well organized kindergartens.co.uk Website: we are a successful accredited teachers starting as soon as NVQ Level 3 Nursery Nurse or www.thekindergartens.com The Montessori nursery school with an possible. The ideal candidates equivalent. We offer: Small groups Kindergartens Ltd is committed to excellent Ofsted report. The ideal should have excellent of happy and enthusiastic children safeguarding and promoting the candidate must be happy, communication skills, fluent who enjoy learning; Positive, welfare of children, and applicants enthusiastic, passionate, possess English, both written and spoken friendly and supportive staff; A must be willing to undergo child good communication skills and be and sound knowledge of the generous salary; Impressive new protection screening appropriate able to follow Montessori EYFS. A Montessori Diploma, level environment with state of the art to the post, including checks with alongside the EYFS. Salary: 3 qualification or equivalent is facilities. Please contact Natalia past employers and the Criminal competitive Email: also required. We are open for 48 Ambridge by email: Records Bureau and to adhere to [email protected] weeks in the year. Please contact [email protected] and ensure compliance with the Phone: 07508057765 or Neera on 07724224507, email: Website: www.cbppschool.co.uk school’s Child Protection Policy 07538724183. [email protected] Statement at all times.
46 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:54 Page 49
Montessori Teaching Opportunities www.montessori.org.uk
Montessori Directress Montessori Teacher Montessori Directress required for Bishop’s Park Nursery School, school in Balham SW12, due to Fulham requires enthusiastic promotion of existing staff Montessori teacher ASAP or for member. You will have September 2012. This is an responsibility for your own opportunity to work in an classroom and group of children attractive, popular nursery school, and be able to develop a happy with an experienced Montessori and expansive learning experience Directress, and Outstanding Ofsted for them. The hours are 12.00pm Report. Successful applicants can to 6.30pm or 1.00pm to 6.30pm be newly qualified or experienced, Monday to Friday. The school is to join our dedicated team and so open for 44 weeks of the year contribute to a nurturing and you will receive paid holiday environment for 2.5 to 5 years for two weeks at Christmas, two olds. We are committed to weeks at Easter and the whole of Safeguarding Children. Hours: 25 August. Start date: ASAP. You per week, 8.30am to 1.30pm. should speak excellent English, Including some setting up and be well presented, have a record keeping. (Children in 9am cheerful disposition and to 12.30pm). For application enthusiasm towards creating a forms and more information, memorable time for your group. please contact Jacquie Bach Please send your CV by email 02073818717 www.bishopspark initially: themontessorischool nurseryschool.co.uk Email: Jacquie @live.co.uk Website: @bishopsparknurseryschool.co.uk www.themontessorischool.co.uk REST OF THE UK Experienced and Qualified Hertfordshire Montessori Teacher (minimum 6 Little Elms Montessori in Potters months maternity cover). We are Bar Hertfordshire, is looking for looking to appoint an enthusiastic, full-time and part-time qualified, committed and conscientious dedicated and enthusiastic teacher with a passion for the Montessori teachers, with good Montessori approach. The knowledge of EYFS, and fluent candidate must hold a Montessori English. Hours are 8.00am to Diploma and have at least 2 years 3.30pm and 8.00am to 12.30pm experience, be fluent in both Monday to Friday. Both positions written and spoken English and are term time with four weeks possess knowledge of the EYFS. paid holiday. The salary paid will Temporary vacancy for The Studio Montessori is an depend on the level of ‘outstanding’ nursery in Kew, qualifications and experience. Montessori Teacher Richmond, for children between Successful candidates must be 2.9 and 5 years. 25 hours per able to demonstrate confidence in One Term only, commencing Friday 20th April 2012 until Tuesday week (8.30-13.30) and term time planning and observations. A very 10th July 2012. Joint responsibility for a class of up to 16 children only, commencing May or 1 friendly popular Nursery, with aged 2 /2 years to 4 years. Monday to Thursday 8.30 – 12.30 September 2012. CV to three classrooms and large (16 hours per week). Twickenham area. [email protected] outdoor playing field with ample Contact: Lynne Carpenter. Tel: 020 parking. Please send CVs to Temporary vacancy for Nursery Assistant 8408 1950 or 020 8940 0064. Nicky: [email protected] One term only, commencing Friday 20th April 2012 until Tuesday Website: www.studiomontessori.co.uk or [email protected] 1 10th July 2012. Age group 2 /2 to 4 years. Monday to Thursday Telephone 07787922103. 8.30 – 12.30 (16 hours per week). Twickenham area. Montessori Teacher Sheen Montessori Nursery, London, West Midlands Please email your CV to [email protected] or SW14 is looking for a qualified and One full-time and one part-time call 020 8891 2675 Deborah or Eileen. experienced Montessori teacher to teacher required for our join our recently opened purpose established full day care Accredited built nursery. Must have Montessori Montessori Nursery in Moseley, Diploma, with a sound knowledge Birmingham. The ideal candidates of the EYFS and be enthusiastic/ will have initiative, motivation, a passionate about teaching and the thorough knowledge of EYFS and a Montessori method. Set in the passion for teaching. Applicants beautiful surroundings of Palewell must hold a Montessori teaching Common, on the edge of diploma and have adequate Richmond Park, the sole use experience alongside an impressive premises with a large private command of both written and garden offers sessional, term-time spoken English. We can offer a only care for 21/2 to 5 year olds. generous package for the right Salary will be based on experience. candidate, a competitive salary Start date flexible. Please email and CPD. Please forward your CV current CV to Fiona MacLeod to Victoria at moseleymontessori (Principal): fiona@sheen @hotmail.co.uk or call Aaliyah on montessorinursery.co.uk Website: 07917605992. www.sheenmontessorinursery.co.uk www.moseleymontessori.com
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Montessori Teaching Opportunities www.montessori.org.uk
EUROPE Belgium REST OF THE WORLD Ghana Montessori Teacher Required: 3- Montessori Teacher - Accra, Poland 6yrs, Belgium. The European UAE Ghana. The Gingerbread House is Warsaw Montessori and Casa dei Montessori School (E.M.S.) was Looking for something different? A Accra's premier Montessori Bambini are seeking well trained, established in 1981, and is set in family in the UAE are looking for a Nursery School, accredited by MCI kind and knowledgeable teachers a residential area of Waterloo (just teacher to teach English to a in 2002 and MEAB in 2010. We to join our staff. Positions are outside of Brussels), with a large young lady in her twenties. This is are looking for a cheerful, available for Toddlers, Casa and private garden. We are currently a one year contract based in the energetic and enthusiastic person Elementary classrooms. Our looking for an enthusiastic, UAE but with travel to Europe who is passionate about schools are located close to many reliable and motivated Montessori during the year, the young lady Montessori to plan and implement beautiful parks and interesting teacher for the ages of 3-6 to already speaks English but is a program for children from 18 historical sites. Our schools are start full time immediately. A high looking for someone to help her months to 3 years. You will join a equipped with all necessary level of written/spoken English is further in particular with reading happy, friendly and beautiful Montessori Materials. The needed as well as a Montessori and writing. The person must be setting and be responsible for classrooms are beautifully kept Diploma. If you are interested to qualified and a native English training and supervising a team of and are comfortable and safe join a friendly team please send speaker, there is a competitive three assistants, maintaining a environments. We welcome all your CV and letter of motivation salary on offer with living positive atmosphere and qualified candidates to apply. via e-mail to: europeanmon@ accommodation outside the developing meaningful Lessons are conducted in English. skynet.be Website: www. family home with four weeks relationships with the children, Candidate Requirements: europeanmontessorischool.be holiday and one return airfare to parents and staff. Applications are Montessori Teaching certificate is the persons home country. To welcome from both newly a must. Additional degrees in start ASAP. Please email: magma qualified and experienced Education or Child Development [email protected] for further details. teachers with a Montessori are appreciated. Native English Diploma and/or Early Years speakers and candidates with a Foundation Degree. Please email great command of the English France your CV to martinabiney@ginger language are best suited for these breadhouseschool.com Website: English Montessori Assistant 3/6. The Bilingual Montessori School La Tour positions. Application Process: www.gingerbreadhouseschool.com Please send a current resume Rose in Toulouse (France) is looking for a native English Montessori together with a scanned copy of Assistant to work with the French Montessori Teacher in the 3/6 class. It's your Montessori certificate. We will a full time job from the end of August 2012. You can send your CV and also need 3 letters of reference, letter by email at: latourrose.toulouse@ free.fr or write us at l'École To advertise your vacancy and a current photo to complete Montessori Bilngue La Tour Rose, Chemin des Carmes, 31670 Labège, call Stephanie on: your candidates file. Please email: France. Telephone: 0033 5 61 54 66 56. Website: www.latourrose- 0207 493 8300 [email protected] toulouse.com
48 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:42 Page 51
A H Lansley Business Transfer Agents Established 1890
Specialist agent for sale, purchase and valuation of Montessori Nurseries & Schools throughout the UK. Thinking of selling? Contact us in strict confidence for an initial valuation.
[email protected] 0118 9590271 www.ahlansley.co.uk
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MEAB Accredited Schools
This is the current list of MEAB-accredited settings that, through taking part in the rigorous accreditation process, have demonstrated the high quality of their Montessori practice and their commitment to continuous improvement through the supportive MEAB scheme. M•E•A•B Region 1 – Scotland Little Orchard Montessori Nursery South Brent Monique’s Montessori Day Nursery Kent Semley Montessori Nursery School Saxbys Montessori Nursery Cowden Mulberry Bush Montessori Yorkhill Shaftesbury The Five Oak Green Montessori School Mulberry Bush Montessori Glasgow Stoke Bishop Montessori School Bristol Tonbridge The Edinburgh Montessori Nursery Edinburgh The Children's Room Swansea The New Montessori Pre-School Worthing The Rainbow Montessori Nursery School The Old School House Montessori Tenterden Region 3 – Middlesex Winscombe Region 9 – Eastern England Fountain Montessori Pre-School Edgeware Region 8 – Southeast Haydon Hall Montessori Nursery Pinner Absolute Angels Montessori Nursery Milkshake Montessori Nursery School Anne Frank Montessori Southwater Coggeshall Twickenham Anne Frank Montessori Horsham Grasshoppers Montessori Henlow Morton Montessori School Ashley Green Casa dei Bambini Ticehurst Harlequin Montessori Nursery Billericay Rosewood Montessori Nursery School Ruislip Cator Park Montessori Pre-School Beckenham Harlequin Village Montessori Stock Seedlings Montessori Nursery Wantage Discoveries Montessori Nursery School Headstart Montessorians Nursery Ilford The Pavilion Montessori School Teddington Brenchley Kingfisher Montessori Nursery School Hemel Little Oaks Montessori Nursery School Forest Hempstead Region 4 – North England Row Little Montessorians Pre-School Ilford Maynard Montessori Pre-School Stebbing Gorton Mount Primary School Manchester Norfolk Lodge Montessori Nursery School Leeds Montessori School and Day Nursery MEAB Accredited Schools Barnet Leeds Numbers by Region Oaklea Montessori Colchester Malton Montessori School and Nursery Malton Pippins Montessori Colchester Mill Cottage Montessori School Brighouse Sitara Toto Montessori Well End Pocklington Montessori School York Soaring High Montessori School Coggeshall Rigg Farm Montessori School Stebbing Primary School Essex Harrogate St. Thomas More Montessori Pre-School Rooftops Montessori Pre-School Region 1 Saffron Walden Richmond Scotland Total 3 The Village Montessori Nursery nr Epping Wharfedale Montessori School Skipton 122 Westwood Montessori School Saffron Walden Region 5 – West Midlands Wivenhoe Montessori Children’s House Colchester Little Learners Montessori School Solihull Region 4 Region 9 Region 10 – London Malvern Montessori Malvern North Eastern England England Merrydays Montessori Nursery School Henley- Andrea’s Montessori Balham in-Arden 8 18 Barnes Montessori Nursery Barnes Moseley Montessori Nursery Birmingham Region 6 Beanstalk Montessori Nursery School The Elms Malvern East Hammersmith Midlands Tiggywinkles Montessori Nursery School Region 5 Region 11 Beehive on Queen’s Park Newport West 1 East Midlands Anglia Montessori School Brent 8 Caterpillar Montessori Nursery Region 6 – East Midlands 6 School Chiswick Region 7 Region 3 Manor Farm Montessori Nursery School Southwest Middlesex Cherry Tree Montessori East Grantham & Wales 7 Dulwich Region 12 8 Southeast b Hopes and Dreams Montessori Region 8 School Islington Region 7 – Southwest and Wales Southeast a 9 11 Iverna Gardens Montessori Chagford Montessori Nursery School Kensington School Devon Region 10 London Ladbroke Square Montessori School Notting Drakes Montessori Childcare International 33 Hill Exmouth 10 Little Sweethearts Montessori School Little Hope House Montessori Nursery School Exeter Venice
For the most up-to-date details go to www.montessori.org.uk/msa/accreditation/accredited_schools and for more information about the MEAB accreditation scheme contact Philip Davies on [email protected] Issue 103:Montessori International 8/3/12 14:43 Page 53
Little Sponges Montessori Greenwich Victoria Road Montessori Kensington Shamley Green Montessori Pre-School Little Tree Montessori Nursery Hornsey Vale Woodentots Montessori School Camden Guildford Living Spring Montessori School Cricklewood Star Child Montessori Day Nursery Thornton Region 11 – East Anglia Heath Newpark Montessori School Shepherds Bush Steventon Children’s House Basingstoke New Park Nursery and Montessori School Arbor Preparatory School Bury St Edmunds Highbury Cherry Trees Nursery and Preparatory School Tigglets Montessori Nursery School Farnham New World Montessori Nursery School Ealing Bury St Edmunds Weyhill Montessori Haslemere Nightingale Montessori Nursery School Chives Montessori School Ipswich International Clapham Colourbox Montessori School Ltd Newmarket Paint Pots Montessori School Chelsea Peacock Montessori Nursery Diss Gingerbread Montessori Nursery Ghana Paint Pots Montessori School Bayswater Phoenix Montessori Nursery and Day Nursery Gulf Montessori Nursery Kuwait Paint Pots Montessori School Hyde Park Kings Lynn Gulf Montessori Nursery United Arab Emirates Rose House Montessori School Forest Hill Rectory Garden Montessori School Head Start Montessori House of Children Woodbridge Sinclair House School Fulham Bangalore, India Sunflower Montessori Nursery School St Andrew’s Montessori Islington The Montessori Children’s House West Des Saxmundham St Nicholas Nursery South Kensington Moines, USA Streatham Montessori Pre-School Streatham Region 12 – Hampshire, Berkshire The Woodland Montessori Pre-school Tai Tam, Hill and Surrey Hong Kong Tara House Montessori Nursery Chiswick The Woodland Montessori Pre-School Footprints Montessori Day Nursery West The Gower School Islington Repulse Bay, Hong Kong Horsley The Gower School Barnsbury The Woodland Montessori Pre-School Grantham Farm Montessori School Tadley Mid-Levels, Hong Kong The Woodlands Montessori Preparatory School Hopscotch Montessori Old Oxted Stratford Little Explorers Montessori Plus School Ghana Meadowbrook Montessori Pre-Primary The Village Montessori Lewisham Little Gems Montessori Nursery Cyprus Department Bracknell
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52 Montessori International APRIL – JUNE 2012 Issue 103:Montessori International 8/3/12 14:43 Page 55 Issue 103:Montessori International 8/3/12 14:43 Page 56