Issue 104:Montessori International 25/6/12 15:18 Page 1

Issue 104 July – September 2012 £5.00 MONTESSORI

INTERNATIONALpublished by the Montessori St Nicholas Charity www.montessori.org.uk

MONTESSORI Issue 104:Montessori International 25/6/12 15:18 Page 2 Issue 104:Montessori International 27/6/12 14:45 Page 3

MONTESSORI Issue 104 July – September 2012 INTERNATIONAL published quarterly by Montessori St Nicholas, London

Editor: Philip Davies Editorial enquiries Tel: +44 207 493 8300 e-mail: [email protected] welcome Marketing and Display Advertising enquiries from Catherine Tubbs on +44 207 493 8300 e-mail: [email protected] Job advertising enquiries Stephanie Ilo, e-mail: [email protected] the editor Subscription enquiries Stephanie Ilo on +44 207 493 8300 “When I use a word,” Humpty Dumpty said, in rather a scornful tone, “it Annual subscription rates, incl. p&p (4 issues): means just what I choose it to mean – neither more nor less.” UK £19.95; Europe £29.95 / 45.00; € “The question is,” said Alice, “whether you can make words mean so Rest of World £33.00 / US$65.00 Students (incl. p&p): UK £15.95; Europe £23.00 / €36.00; Rest of many different things.” World £28.00 / US$56.00 “The question is,” said Humpty Dumpty, “which is to be master – that's E-magazine (4 issues): UK and overseas £14.95 all.” (Lewis Carroll, Through the Looking Glass, and What Alice Found There) The views expressed in Montessori International are not necessarily those of the publisher and editorial team, nor are advertisements endorsed by them. nd so we come to the third prime area of the Address: Montessori International, EYFS, communication and language, with 18 Balderton Street, London W1K 6TG theme articles from Sandra Morris-Coole, Fax: +44 207 493 9936 A Jeremy Clarke and Elspeth Denchfield. Sandra Montessori International is designed by Stuart O’Neil, tackles the topic of getting the right balance between Design for Print (UK) Ltd, 01442 871144 silence and communication in the classroom, and the Printed by Stones the Printers, Banbury, Oxon role that communication plays in developing social ISSN 1354-1498 skills. In his article Jeremy gives some thought to how the approach to communication in the Montessori nursery can be Congratulations introduced in the home environment as well. Elspeth on the other hand looks at the dialogue from a different angle as she addresses the matter of To all the Montessori nursery schools who were accredited and re-accredited in the effective communication with parents. first six months of 2012 – see pages Apart from the theme articles, other features in this issue include 62 to 63 for full listings. M•E•A•B Shareen Ratnani’s report on the One World, One Montessori Newly accredited schools: conference in Jakarta, sewing activity ideas from Penny Johns, and Beckenham Montessori Preschool Beckenham Maggie Saunders’ reflections on choice in the Montessori environment. Bright Learners Montessori School Barnet Caterpillars Montessori Nursery School Hartley Wintney When I was small I lived with both my parents and my mother’s Chapel Grange Montessori Nursery School Wilmslow parents. Though I don’t actually remember it myself I was often told as I Denning Montessori School Fawley got older how my grandfather and I would go up the garden together, Flitch Green Primary School Gt Dunmow Green Lawns Montessori School Kenton stopping off here and there along the way to see what strange creatures we Jakarta Montessori School Indonesia could find under stones. Once at the greenhouse at the top of the garden Little Tots Nursery Reading we would sit opposite each other just inside and talk. Inevitably, but no Montessori Children's House Sutton less sadly, I also have no memory of what we talked about, but over the The Meadows Montessori Primary School Ipswich The Montessori Nursery School Kingston Blount years I have remained grateful for Granddad Gibbons’ patience and Willow Park Montessori Day Nursery Ipswich understanding. I’d like to dedicate this issue of Montessori International to Re-accreditations him and to all the other adults who talked to us when we were children, Beehive on Queens Park Montessori School Brent and thereby helped us become the communicators that we are now. Iverna Gardens Montessori School Kensington Maynard Montessori Pre-school Stebbing Peacock Montessori Nursery Diss St Nicholas Preparatory School South Kensington St Thomas More Montessori Pre-School Saffron Walden Sunflower Montessori Nursery School Saxmundham Philip Davies, Editor Victoria Road Montessori Kensington Westwood Montessori School Saffron Walden Website: www.montessori.org.uk

JULY – SEPTEMBER 2012 Montessori International 1 Issue 104:Montessori International 25/6/12 15:19 Page 4 contents 16

27 44

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Feature articles Regular departments 16 To speak or not to speak, 30 Classroom activity ideas 3 Charity news that is the question… Penny Johns takes us through the basics of 5 MCI news sewing Sandra Morris-Coole on getting the right 7 MSA news balance in the nursery to allow 32 Montessori Can Parent development of communication skills 37 Bright ideas programme 42 Reviews 18 ‘…wouldn’t it be nice to live Barbara Isaacs introduces the Montessori together, in the kind of parenting classes in Camden, London 46 Education, special world where we belong’ 34 Life at Gorton: what needs & disabilities update Jeremy Clarke gives some pointers on how Montessori means to us the Montessori approach to Kat Price gathers a collage of quotes from 47 Research watch communication can be used at home the staff of Gorton Mount Primary School 51 Company profile 20 Effective communication 39 Discovering treasures 53 Star products with parents Leandra Hine reports on the very 64 Global links Good links between a nursery and its enterprising school group of which she is a parents is also very important – Elspeth member Classified Advertising Denchfield provides some tips 40 Montessori, Maslow, and 56 Teaching opportunities Self-Actualization 24 Alice, language and 60 Teacher Training communication Concluding David Weinberg’s article Philip Davies investigates some of the 44 Choice in the Montessori playful and ingenious use of language in environment the two Alice books by Lewis Carroll Margaret Saunders offers some observations as a practitioner 27 A first in Indonesia Cover Photo: 55 Montessori and me On the roof Shareen Ratnani reports on the recent terrace at The ‘One World … One Montessori …’ Montessori student Samuel Webster Gower School in central conference provides an insight on studying at MCI. London.

2 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 27/6/12 14:45 Page 5 news Book News from the Montessori St Nicholas Charity As this academic year draws to a close and launch at we prepare for the next we can reflect on a year of great progress both for the Montessori movement across the UK and the Abbey also the Charity and College. The present cloisters at The repositioning and acceptance of Montessori as a mainstream educational Westminster Abbey were begun in philosophy in the early years in this country the thirteenth century, and the remains our long term goal, and to achieve east cloister was completed in the this we depend on all aspects of what we fourteenth century. At that time it and you, our schools and supporters, do. would have been enclosed with Thus there is no one thing that will break glass and shutters, and in the down the barriers of prejudice and ignorance. Rather like the children summertime the stone floor and in our schools, we have to inspire the British public and their benches would have been covered representatives in government to want to learn – specifically to want in rushes. When all the guests had arrived to learn about Montessori. Our successful national conference, the work of all our schools, the MEAB scheme, the MSA and our ten Paradoxically, those monks of so we moved from the cloister to the regional Chairs and Vice Chairs, the magazine and all the projects long ago were probably somewhat octagonal Chapter House, which supported by the Charity add to the flow of information which we dates from the 1250s and is better off than us as we gathered hope will inspire people to want to know more. in the east cloister on May 15 for where the monks would meet We have advanced our social media programme as part of our PR the launch of the Charity’s daily for prayer and discussion of strategy. Twitter, Facebook and blogs are all now part of our publication Learning Together: the day’s work. We on the other communication about what you do and what we represent. But there what Montessori can offer your hand listened to short speeches is one danger on the horizon and that is the existence of too many family. On this particular May day by Canon Vernon White and Dr schools calling themselves Montessori when they are not. Those it had been raining quite hard on Andrew Parmley, Chair of the schools I hope will set out to achieve MEAB accreditation and and off, but by the evening it had Charity’s Board of Trustees. Canon become part of a Montessori family that recognises how important it turned beautifully sunny while White welcomed everyone and is that we can speak with certainty about what goes on in a remaining unseasonably cold, reminded us of the rich history Montessori environment. In many respects this is more important than anything else we are doing. from which the ancient open that was represented by the arches of the cloister offered no building we were in. Dr Parmley * * * protection whatsoever. gave a characteristic speech that I am pleased to announce an opened with humorous remarks exciting new charity partnership Although we were all drawing our between Montessori and before moving on to the more coats and shawls tight around our Barnardo’s, who are both serious business of outlining the shoulders against the chill no-one renowned for putting children at was downhearted – the setting value of Learning Together and the heart of their work and I feel was breathtaking despite the thanking all the people who had this partnership will reflect our organisations’ shared values. weather, and Learning Together worked so hard to make the book Montessori has always stressed the importance of values, of taking stands as an important milestone. such a high quality publication. responsibility and relating to the outside world bravely. I am very It is a key part of the Charity’s To order copies of Learning excited about the creative possibilities of the partnership. new parenting strategy that Together: what Montessori can The partnership will provide the perfect opportunity for Montessori schools to help some of the most vulnerable under fives. They will includes the parenting course (see offer your family call Christa learn how they can make a difference to other children’s lives through pages 3 and 32), where it will DeFazio or Sharron Zubaida on the Barnardo’s Big Toddle– a short sponsored walk for toddlers. 020 7493 8300 or online at feature as one of the course Many Montessori schools have already taken part over the years and www.montessori.org.uk by clicking books. It’s simple but highly know how much fun the event is for children, carers and informative content will make it a the ‘Bookstore’ button. Montessorians alike. This year the Big Toddle has a superhero theme. valuable asset for any parent. Philip Davies By dressing up as a favourite hero or heroine, toddlers will raise money for vulnerable children across the UK, helping to ‘save the day’ for them. Over the coming months, we will go ‘behind the scenes’ at Barnardo’s to learn about the projects supported by the money we raise, and discover over 100 years of Barnardo’s history. We will also publish your Toddle stories and photographs showing the creative and exciting ways you have helped us raise money. We want as many Montessori schools as possible to get behind this exciting new fundraising partnership. To join in the fun, just visit www.bigtoddle.co.uk/register or call 0800 008 7005. Have a good end to your summer term, Philip Bujak MONTESSORI CEO Montessori St Nicholas Charity T Philip Bujak talking to Anne Mallinson, Catherine Hobey-Hamsher talking to S ̆ NICHOLAS Andrew Parmley, Gillian Nestor-Smith in the background

JULY – SEPTEMBER 2012 Montessori International 3 Issue 104:Montessori International 25/6/12 17:10 Page 6 news Parenting Classes in Camden Since the publication of the last Montessorians are competing with A leaflet has issue of the magazine, the the Coram Children’s Centre, been produced 4Children, National Childbirth for distribution Montessori St. Nicholas charity in Camden. has been successful in their Trust, The City Literary Institute, application to offer trial parenting The Fatherhood Institute and classes in the London Borough of many others. Camden. The current Government The Montessori parenting is trialling fourteen parenting programme focuses on six key classrooms in their homes. They children from programmes in three topics to be delivered aim to share the principles of birth to five. local authority pilots in over six two-hour following the child. Apart from their endeavour to sessions, which include: Participants will receive the parents of children attending offer universal being a parent, recently published Learning Montessori schools the classes parenting provision in relationships within the Together book and will be guided are attracting interest from new the future. The tender family, communication by Montessori facilitators who are parents and families with toddlers. application was challenging, and with children, insight into both teachers and parents in face More information about the the winning of the bid is an children’s development and well- to face classes and online. The classes and the charity’s plans to exciting beginning of a complex being, and behaviour. All classes pilot classes started in early June introduce parenting classes process of competing with nine are based on the Montessori at the Woodentots Montessori training to heads and managers of other parenting programmes in ethos of encouraging young Nursery School in Camden and at Montessori schools in the UK will the Camden area. All parents of children to be independent and the Rainbow Montessori School in be available in the next issue of children from birth to five living in benefit from freedom with West Hampstead. More venues Montessori International. Also look the area will be entitled to receive responsibility. They are not will be available in other Camden on our website for Montessori a £100 voucher to be redeemed designed to teach parents how to locations from September 2012, canparent.org.uk which has up-to- against parenting classes offered use the Montessori learning offering Saturday, evening and date information about our by one of the selected providers. materials or set up Montessori daytime classes for parents of parenting classes.

4 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:19 Page 7 mcinews A fond farewell to Sandra Morris-Coole What comes to mind when one recommend humane solutions to thinks of Sandra? their academic problems. Unfailing courtesy We will all miss Sandra greatly, A strong sense of humour Barbara most of all. However, she Loyalty leaves behind her a well-organised Unstinting supporter of those in system for which her successor difficulties will owe her a great debt of Courage in the face of adversity gratitude. The rest of us wish her and pain all happiness in the next phase of her life. As the author of the Strong team playing following doggerel suggests: Meticulous efficiency Retirement is the time of life Intellectual rigour For you to be A wide and deep knowledge of the arts All that you planned to be. Sandra Morris-Coole: an encounter in Damascus A powerful grasp of all things To live life for the moment Montessorian To live happy and worry-free! everyone at MCI. We have all the author of the original module Although my knowledge of Sandra Once again many thanks, Sandra, been enriched by Sandra’s specifications for the Foundation has been contained in the narrow for everything you have done for phenomenal use of the English degree and the key negotiator in confines of the Examinations and all of us. All the members of language, her sharp sense of right the validation process with London Assessment Board, I have Montessori Centre International and wrong and her unique ability Metropolitan University. In terms personally observed and admired have been enriched by your to assess students’ work with a of the academic standing of MCI all the above qualities in action. unique contribution. particular eye for plagiarism. She courses, she established rigorous will be remembered by many assessment procedures which She has been indefatigably polite Mike Gibson, Chair, Assessment students who experienced the have been commended in our in answering many of my silly and Examination Board questions. Moreover her renowned depth and breadth of her child recent SIS inspection and much efficiency has prevented the Board * * * development knowledge and appreciated by the Montessori from making many a slip and During her eighteen years at MCI insights into Montessori practice. Board of Examiners, with whom error. In large measure, her Sandra Morris-Coole made a Many were expertly guided by she worked closely over the past constant search for intellectual tremendous contribution to the Sandra in achieving their twelve years. It will be difficult task and professional excellence has college. Her contemporary views aspiration of becoming Montessori for all of us to follow in her helped to maintain the high of Montessori practice highlighting teachers and early years footsteps. She will always be a standards of the Montessori fundamental Montessori principles practitioners with ‘the child in their children’s champion – urging courses. Better still, her and explained in context of heart’. respect, trust and sensitive recommendations have always developmental theory have made From a professional perspective, I consideration when engaging with been tempered by powerful the MCI Early Childhood course would like to thank Sandra for her the young boys and girls of today. empathy, which has enabled her what it is today: Montessori for invaluable contribution in shaping We look forward to sharing her to appreciate and take into 21st century. Her decision to the current MCI early years insights with the readers of the consideration the difficulties facing leave the college and look towards curriculum in terms of values, magazine in the future. students and as a result to new beginnings has saddened content and assessment. She is Barbara Isaacs Third Annual Montessori Saturday at the Museum of Childhood For the third time in as many years the staff and students from Montessori Centre International organised a Montessori Saturday at the Museum of Childhood, Bethnal Green on the 19th of May. The aim was to raise awareness about the Montessori approach by facilitating creative and Montessori-based activities for children and their parents, and at the same time, offer opportunities for parents to ask questions about Montessori education and its relevance in the home. During this year’s Saturday, we also promoted the recently published parenting book Learning Together and the Montessori Parenting Class trials in Camden. Over fifty families (more than a hundred adults and children) visited the Montessori event during the Saturday with children from about 12 month to 8 or 9 years olds, with the majority being 2, 3 and 4 year olds. This year Kati Mencer of Toddler Times and Paula Woodman of Woodentots Montessori organised the creative activities, and Mindi Benskin and Barbara Isaacs supervised the Montessori room. As usual, Tony Isaacs was on hand to provide signing and story time for the children. It was a very happy event and we are already looking forward to next May’s visit to the Museum.

JULY – SEPTEMBER 2012 Montessori International 5 Issue 104:Montessori International 25/6/12 15:19 Page 8

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6 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:20 Page 9 msanews Chairman’s Update May 2012 Martin Bradley reports (now the Foundation Years), training are currently allowed by the local developments and other changes, authority to manage the scheme in This year’s conference surpassed things have been slightly quieter ways which do not restrict settings all expectation with 754 people lately. However I was pleased to see to a strict interpretation of the Code. attending. That compares with 496 that the Public Accounts Committee We will continue to monitor in 2010 and 560 in 2011. My of the House of Commons has been developments, including any impact thanks and congratulations to looking at the Audit Commission’s which changes might have on Barbara, Kristine and all those who report on 3 and 4 year old funding. access to training. Do let us know if helped organise the day. The We have posted a commentary on you are affected. organising team are also grateful to this report on our website and it Another development which we are all those who completed the really is amazing how little the watching is the outcomes of Ofsted evaluation forms: we look carefully Department for Education knows inspections. So much has been said would-be applicants, especially at all of them and will take account about the funding processes at local about tighter judgements with regarding their proposed curriculum. of your comments as we start to levels. MSA sent Margaret Hodge possibly fewer setting being Sarah has also been working hard to plan for next year’s conference. MP, the chair of the Public Accounts considered outstanding and issues support Montessori primary schools Thanks are also due to our Committee, a copy of our around ‘satisfactory’ outcomes that and has planned a two day exhibitors, and in particular to commentary as our contribution to we want to gather clear evidence conference for the autumn. We hope Community Playthings for donating their discussions. Whilst we before making any statements. that this will become an annual so generously for our raffle – we will welcome the debate, our fear is that Again, do keep us informed if you event, along with day meetings in the be reviewing the organisation of that the outcome will be tighter are inspected. spring and summer terms. for next year. application of the Code of Practice Our work with Free School proposals This term sees the first conference After all the events of the last few in a more uniform way nationally. continues and Sarah Rowledge and for MSA accredited schools on June months with revisions to the EYFS That may affect MSA members who Chris Manville have been supporting 11th. It was amazing to see how many people stood up at the March conference when I asked which delegates came from accredited schools – well done! We are now Sound advice for nurseries getting well into the second cycle of The second of four answers to questions from Montessori nursery owners, Jackie three year accreditations and have Hyde of dot2dot addresses the subject of indemnity insurance. recruited two more assessors. As part of the developing scheme we are reviewing and upgrading our MSA Question Who requires Professional Indemnity Insurance, and when? member benefits, so that accredited schools can receive more for their Answer Professional Indemnity insurance section of the policy as it will protect you if a third efforts. We hope to announce the full policies cover your legal liability for loss or damage party alleges that your nursery staff have made an details by the autumn. to third parties arising out of your professional error or omission. Please note that not all We are updating several of our negligence or breach of professional duty. insurance companies provide cover for non- documents and publications during Traditionally the companies that would purchase prescribed medicines. this term. The ‘Guide to Montessori in the EYFS’ (the ‘blue book’) is this type of cover are those who provide an Nursery Nurse Professional Risk advisory service for a fee such as solicitors, being updated by Barbara and I shall accountants, insurance brokers. However although The majority of incidents in a nursery would be be revising the guide to completing your SEF. As we have suggested a nursery business charges fees, the service covered by the above; however, to ensure there before, it is a good idea to continue provided centres around the care of children and are no gaps Nursery Nurse Professional Risk to complete your SEF even though it should be incorporated. This cover specifically not purely about giving advice. This is an important is not a requirement any more – you relates to the failure of a nursery nurse in her distinction and why our view is that there are three still have to provide evidence of self- key areas of cover needed, as follows: professional duty resulting in the injury or death of evaluation, and it does provide a a child in their care. Public Liability comprehensive evidence base. To As it could be very difficult to distinguish between clarify one point from our last This covers your legal liability for any injury or these covers if an allegation was made we magazine: Montessori primary damage to third parties or their property. The key recommend they are provided by one insurer with schools which are independent area here is the injury to children the same limit of indemnity. schools do not have to complete the new phonics test in the autumn. It is It is a difficult question to answer definitively so it Medical Malpractice only compulsory for state schools. is always best to check the cover provided by your We know that more and more nurseries are However, you might wish to have a own insurance advisor if you have any worries or providing care for children with specific needs look at it to see what others are concerns. often resulting in staff being trained in the use of doing. epipens and feeding tubes to name just a few. In Thank you again for your support. We addition, you apply first aid, administer prescribed will continue to work on your behalf. medicines or when necessary over the counter Do let us know if you have any preparations such as calpol. All cover for these Jackie Hyde issues, concerns or suggestions to activities is provided by the Medical Malpractice Insurance Advisor, dot2dot help us take Montessori education forward.

JULY – SEPTEMBER 2012 Montessori International 7 Issue 104:Montessori International 27/6/12 14:46 Page 10 msanews MSA National Confer Sarah Rowledge reports on the conference events

he 2012 Montessori Schools Association Conference went Toff with a bang. It was incredible to see the number of delegates go up over the weeks beforehand, as Kristine emailed the statistics to the Chairs. An amazing turn out, and it is to yourselves, the Montessori Georgina Hood Sally Goddard-Blythe Susie Pearl Charles Fernyhough community, that we owe thanks for your support and making the Education grew ever louder. We nationally in the press and at the dream. Linda is another example day such a successful one. were brought to attention by DfE. The amount of engagement of the Montessori way of life As 10 o’clock drew closer the Georgina Hood (Region 10 Chair) was brought home when becoming a vocation that noise level at the Institute of who, in her now familiar role, representatives of the accredited permeates every corner of your made everyone feel at home, schools and nurseries were asked being. I know of no other job that embodying anticipation, as she to stand up. The sight of so many is bound to a daily gift of making prepared to guide us through the of the audience standing proud differences to the lives of children day. represented the success of and that grounds one to what is I always look forward to Martin’s everyone’s hard of work and really important in life. Although, round up of the year. For me, it is commitment over previous years. as Montessorians we are not the time in the annual calendar It was then over to Sally Goddard- prone to acknowledge the success when we are brought together as Blythe. She set the tone of the of the individual, there has to be a group to look at what the wheels day – an inspirational, an exception to every rule and this in motion have achieved over the knowledgeable, eloquent and witty is one that I totally endorse. previous 365 days. Without all the presenter who brought fresh eyes Speaking on behalf of the individual cogs (be they big or to the inherent Montessori tenet National Council, ‘patting small), the word Montessori would that movement, co-ordination and someone on the back’ feels great. not be generating the energy and balance are foundational to later After lunch, we drew on Susie interest that it is today in the UK, intellectual success. To draw on Pearl’s wisdom on Happiness. both at the coal face and data from current research to Who would have thought that we support that ‘school readiness’ is can have so much control over our not wrapped up in letters and emotional state? Bringing Susie’s numbers (as we know) was a tactics into our everyday life, we breath of fresh air – a reference have the opportunity to guide our point that we can draw on in our thoughts, influence our emotional communications to the wider sense of wellbeing, and educational body. Sally reinforced consequently influence the the fundamental importance for environment that we are providing ‘freedom of movement’, endorsed for the children. Take time for the opportunities that our yourself and consciously create equipment offers to the children positive changes. The message to practice and rehearse that I received was that to be as movements, and gave pointers to good as we wish to be for the the signs indicating those children children, we need to spend some that may require additional time on ourselves. support. Charles Fernyhough took our Who was going to be knowledge of the ‘in utero’ child Montessorian of the Year? Linda and those precious first years to a Madden’s award was collected by new dimension, catalysing her family who are standing strong thought-provoking questions after her recent death, moving around memory as far as the forward and carrying on her unconscious and conscious minds

8 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 27/6/12 14:46 Page 11 ence 2012 are concerned, reinforcing how imperative it is to be child-led in those first months where every hour, whether it is waking, or deemed to be sleeping, is essential for the internalisation of experiences. It was reassuring, on our journey for increased knowledge and the aspiration to be recognised by the wider Early Years leaders in the field, to have Charles talk to us, from a psychologist’s perspective on the evolving brain and once again reinforcing Montessori’s writings Barbara Isaacs around those first few years. Thank you for fighting through the flu Charles to be with us, and delivering your findings. And so the 2012 conference drew to a close with Barbara’s summary of the day outlining all the words of wisdom that we should take back with us to our settings. With a spring in my step and renewed energy for another year, I left the Institute and headed for home. Sarah Rowledge is Chair of MSA Primary and a Montessori nursery owner. Martin Bradley Issue 104:Montessori International 25/6/12 15:21 Page 12 msanews

Region 3 of the meeting Jenny explained ROUND THE REGIONS how Drakes Montessori operated Forest school and as an accredited Montessori child- The MSA region’s news, activities & events minding setting and how the outdoor first aid premises were used. As most of courses being held round the country us were from nurseries, it was an interesting insight. Fifteen enthusiastic and Our speaker for the day was Jenni committed Montessorians gave up Dutton who, along with Early Years four of their precious weekends to Consultants from North Somerset, attend forest school training and has been involved in innovative outdoor first aid. The sessions took practice, discovering the creative place at Rosewood Montessori potential of children using unusual Nursery School, in Middlesex. objects and recycled materials. Chris Dee and Wendy Vick from Some materials were familiar to Forest School Learning Initiative us, such as clay. However instead delivered inspirational practical of giving children a small lump to sessions and continue to give work with, Jenni advocates making support to all through the an enormous block of clay ‘academic’ aspect of this training, available to the children allowing or essay writing as it is otherwise Region 4 Please watch out for the next them to explore it. As well as this known. region 4 events on: ‘Promoting she uses provocation pods which Children from many settings are Inspiring talk on Positive Behaviour’ with Berhane contain ‘stuff’. Examples of this now benefiting from first class Dory, 7 July, Richmond, North were china birds bought from outdoor provision. Sessions are communication Yorkshire; ‘Montessori Outdoors’ charity shops, jewellery boxes, with Dawn Nasser, 29 September, taking place in a variety of Sandra Morris-Coole gave an shoes and boxes of treasure venue to be confirmed; and ‘Yoga’ environments; parks, woodlands inspiring lecture to Region 4 containing mosaic tiles, trinkets by June Rowlands, 13 October, and back gardens. Adult members on language and and jewels. Children are able to York. commitment and knowledge is all communication, covering use these independently without that is needed. initiatives such as ICAN and Regions 5 and 6 adult intervention. Through using English as a second language, the stuff children are able to and shared activities linked to Spring term follow their interests and explore literature and literacy, which were complicated concepts. The World explored thoroughly. The aim of meeting of Stuff and Its Possibilities is a the meeting was to gain a better Members for Regions 5 and 6 research project involving several understanding of children’s travelled to Lincolnshire settings in North Somerset and linguistic abilities and to share Montessori in Caistor to hear has produced considerable ideas on how to support language Barbara Isaacs talk on ‘Exploring documentation evidencing open- development in all settings. MEAB Accreditation’. Barbara ended creative play. Acorn Health and Safety Ltd Attention was drawn to language explained each stage of The day which included a fabulous delivered the outdoor first aid developmental stages and norms, accreditation process in detail, lunch provides by Jenny and her course. It took place over two days as well as to the importance of with an in-depth discussion of the husband, inspired and challenged and was comprehensive, covering attachment with the primary carer self evaluation form. our views of creativity. all aspects of indoor and outdoor as a path for language evolution. This was followed by lunch and a provision. Freezing conditions, Region 8 Members were reminded that a tour of the fabulous school, with deep snow and hazardous road carefully designed language members accessing many conditions prevented some environment is required to nurture activities and materials used in Nonviolent members from attending day two. children and that an open, Lincolnshire Montessori. We would Those who were able to make it communication respectful and communicative like to thank the team at continued to brave the elements tone of voice encourages children Lincolnshire Montessori for their Region 8’s Spring Term Meeting as a large part of the training took to communicate freely at their warm welcome and hospitality. was kindly hosted by Angela place outdoors in deep snow. High individual level. Austin, at Little Oaks Montessori, spirits and determination Region 7 Forest Row. conquered the day and they Learning through verbal or non- 29 members attended the completed the course. verbal communication satisfies children’s curiosity in the world The World of Stuff meeting, which provided us with Due to the success of the training around them. “Sometimes I use a and Its Possibilities the opportunity to share an the sessions will be delivered again word easily misunderstood; the informative and interesting in September. Please contact teacher must be seductive, she On Saturday 11 February, Region morning with Tracy Seed, who has Chris Dee at [email protected] for must entice the children” 7 members gathered at Drakes worked with children and families further information. Open to all (Montessori, The Absorbent Mind, Montessori in Exmouth, hosted by since 1984, and in 2006 became MSA members p.278). Jenny McArthur. At the beginning recognised in the UK as an

10 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:21 Page 13 msanews

independent trainer for nonviolent would do as the sun rose and applying. Montessori communication. The title of her throughout the day until the sun We had a delicious light lunch and Childminders interesting and lively presentation set. a chance to have a look round Network was ‘Montessori and nonviolent Chris also shared some beautiful Spring Close Montessori Nursery, The article in Montessori communication’, and it involved stories written and performed by which was attractively organised International’s October - December us all in discussion, which was past pupils; our older children are with a good range of apparatus, very well received. 2011 issue, ‘Accreditation for going to be doing the same next providing some inspirational ideas everyone’ by Jenny McArthur Our thought-provoking morning week. in the practical life area. created more interest in was followed by a cold buffet In the afternoon we pooled The feedback was very good and Montessori childminding and the lunch, which provided the practical life ideas; many people delegates found themselves much group has developed into the opportunity for us all to chat and had brought examples along and more confident about applying for national Montessori Childminders network, sharing ideas and there was much ‘oohing and accreditation. Four settings took Network. It now has members from exchanging thoughts on topics ahhing’ and photographing of the plunge and completed Greater London and has had which were common to many. wonderful ideas. It was fantastic expression of interest forms, enquires from other areas. There were several members who to be so inspired by other which was very heartening, and The group’s members are very had not previously attended a practitioners and to see just how happily the snow held off until active: the regional training for regional meeting, but all seemed much passion and commitment everyone was home. region 7 was held at Drakes positive about the event and we Montessorians have. Montessori Childcare (one of the look forward to meeting them New chair This was a fun, informative and member’s settings) in Devon on again. inspirational day which we were 11th February, and group members Several members offered their privileged to host. attended the MSA National schools as venues, which will Conference on the 24th March. enable us to meet all around the Region 11 Some members hope to attend the region, and we look forward to our Montessori Europe Conference in next meeting which will be held in Lesson on how to Rome in October 2012 term 6. The group meets termly, and the For further information about prepare for last meeting was held in Bristol on Region 8’s meetings, please accreditation 4 February 2012 the agenda contact our Chair, Chris Manville included: the role of the at [email protected] We arrived safely despite the icy Montessori Childminders Network; roads at the beautiful old Church mixing Montessori materials and Region 9 Hall in Burwell, though somewhat imaginative play materials; free apprehensive due to threats of The MSA is pleased to have Ruth entitlement for 3 and 4 year olds; February drama heavy snow to come. However, our Palmer as the new Region 11 staff contracts; and assessing the intrepid members turned out in chair. Previous chair Clare Harris cost effectiveness of our settings. We were delighted to welcome force and we were only a few will now be taking on the role of Future meetings will be on May 19 region 9 to Flying Start Montessori short of the original 42 delegates deputy in support of Ruth. and September 15 2012. If you Nursery in February. Many people who booked. Ruth Palmer (above) spent 19 are interested in joining us please struggled through snow and ice to years as a Eurobond Dealer in the contact Jenny at 01395 263868 get to us but the day was well Dawn Nasser proceeded with her City of London. A change of career or [email protected] worth the effort. agenda in a very relaxed way, inviting questions and discussion 10 years ago led her to the world We were lucky enough to take part which made for a lively and of Montessori education. Ruth has Outstanding in a drama workshop delivered by focussed meeting. After her initial worked with children aged 12 Chris Manville. He helped us to Ofsted introduction, she covered why it months to 12 years as a think about what drama really Congratulations to Rugby was worthwhile to apply for Montessori teacher and is means and how we can provide it Montessori Nursery School in accreditation, the benefits for the currently the Year 2 class teacher for our children in our nurseries. Dunchurch, Rose House school and the team, the parents at Arbor Preparatory School in Montessori (The Chapel) in We all came away with many and the wider community and how Suffolk. Let us welcome Ruth to Forest Hill, Ealing Green inspiring ideas, many of which we to prepare. She went on to her new role. Montessori School in Ealing, have incorporated into our nursery discuss how the settings meet the Ruth said "I am thrilled and Myrtle Tree Montessori in already. There were lots of ideas principles of Montessori honoured to be taking over from Wivenhoe and Soaring High for group times, simple vocal education, the actual Clare Harris as Region 11 Chair Montessori Primary School exercises and suggestions for accreditation process and the and with her on-going support, which have all been awarded imaginative music and movement outcomes. Both before and after plan to carry on her excellent Outstanding in their latest activities. We used the Gruffalo as lunch the delegates were invited work. I am absolutely passionate Ofsted inspections. inspiration and some of us to form groups and discuss how about the Montessori method of Don’t forget to let us know fluttered like butterflies, others they would complete specific education and the benefits it when you receive Outstanding slithered like snakes, prowled like aspects of the S1 – the school's brings. If anyone in the region has in your Ofsted inspection so we foxes or nibbled on a nut like a application form. There was plenty any questions, ideas or offers of can mention your school in the squirrel imagining how we would of opportunity to talk through any settings for training then please next issue of Montessori feel in the jungle and what we particular concerns about do get in touch." International.

JULY – SEPTEMBER 2012 Montessori International 11 Issue 104:Montessori International 25/6/12 15:21 Page 14 msanews Coping with visual impairment In January, the topic on coping with disability talking watch and the gadget for telling him was brought to life when the children at when his tea mug is full. All the children took Bowland Montessori pre-school were visited by advantage of the invitation to stroke Bobby, Chris Tattersall and his guide dog, Bobby. Chris who in turn revelled in the attention. The pair shared with the youngsters ways of coping with have been together for six years and Bobby visual impairment. If he wants to catch a bus, has his work cut out as Chris has a busy life: he tells Bobby, "bus station", and Bobby guides he teaches braille in Blackburn and is a keen him there. Crossing the road, Chris can listen Rovers supporter. Thanks to both for giving the for cars but Bobby can also watch out for children an insight into the challenges of living bicycles. The children were fascinated by Chris' with blindness.

Different events at Denning Montessori Special visitor Jenny Griffin talked about celebration of the Chinese New Year whilst wearing her beautiful velvet Chinese jacket. She brought lots of wonderful things to show the children, including lanterns (one of which The Dark Side isn’t was musical), a dragon puppet, all bad pictures and Chinese clothes. She A little over two years ago I told the children about the received some information about a preparation for Chinese New Year Montessori school close to Vipingo and the story of why animals were village, Mombasa, in Kenya. The chosen for the calendar. Jenny Future Hope School is owned by brought in red envelopes with a introduced the children to mini- for our young children. We also Carol and Peter Hardman who rely chocolate coin inside for each beast exploring, looking at the had the spring sun shining on us.” on donations to provide not only child, which is a Chinese tradition fauna and flora, searching for The Reserve is open daily 9.00 to education but also a variety of craft and something the children were signs of spring and had a chat 5.00, and more information on and sporting activities as well as very pleased about. about the dangers of litter to Warburg and other wildlife trusts helping clothe and feed the Then, a little later in the year, the animals. Jenny Blain proprietor in Buckinghamshire, Berkshire children. They run a pen pal scheme Denning Montessori children, and founder of The Denning and Oxfordshire can be found on whereby a child can be sponsored parents and teachers visited Montessori School said “This was the website www.bbowt.org.uk, and supported in a very personal Warburg Nature Reserve near our third trip back and the visit but whichever part of the UK you way. They are a remarkable couple Fawley on Monday 19th March. was as special as always. Giles are in, you can approach your as are two of my former nursery Giles Alder, the warden, aims his walk and talk just right local wildlife trusts. children, Luke Newell and Joshua Cobbold, who had a combined "Star Children enjoy Staunton event Wars" 6th birthday party and asked for donations to go to the Vipingo Children of Staunton Montessori School in Village Fund. (Future Hope Nottinghamshire explored snowdrops at the historic Montessori School). Staunton Hall at a Snowdrop Sunday Event in All of us at Foxglove were sincerely February. This community event which was organised touched by the generosity, kindness by the Staunton family raised about £10,000 for the and thoughtfulness of Luke and church tower fund. Children from the school attended Joshua. These two special friends the event with their families, and enjoying walking raised an amazing £240 for our through large drifts of aconites and snowdrops in Kenyan school, and the money is beautiful sunshine. being put towards an outside games A group of Montessori children showed fascination in court. The children who attend the the local history on display, especially the wreckage Future Hope School are all affected from a crashed WWII Lancaster bomber. Teachers in some way by AIDS, and from the school were as surprised as their parents to Staunton Montessori School is situated on an estate donations such as this help to give discover four year olds passionately asking questions in the Vale of Belvoir, which has been in the same them opportunities to enjoy a life about the crash and the historical context. This family since the Norman Conquest. The school which at times must be difficult and incident raises the case for more history to be premises are in three converted 19th century barns; painful in a way most of us will not explored within the early years and especially history the buildings utilise a green oak timber frame experience. Thank you Luke and outings, where children can have a ‘touch and feel’ construction and the site offers a unique rural Joshua. interaction with artefacts. environment with a Forest School nearby.

12 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:21 Page 15 msanews Bath time at school Recycling award for Children at Chalfont St Peter Acorns Montessori Montessori got some lessons in bathing a baby recently, when Nursery they were visited by baby Rory, Acorns Montessori Nursery in five weeks old, and mum Amy Camblesforth, near Selby, North Morris who is a local GP. Yorkshire have been awarded the Amy set up a baby bath in the 'Environment Award' at the Minster classroom, and children helped FM Local Hero Awards event for her check water temperature, and their commitment to recycling assemble all the things needed to products, growing their own bath a baby. produce and caring for their extensive range of animals. They The visit was part of a month long were nominated by parents focus on babies in response to the because Acorns have been number of new babies born over recycling long before it was the Christmas period. The children fashionable to do so. The nursery have been practising changing Community support pays off owner, Helen Bentley, commented nappies with dolls, bathing them Past and present parents of the Clifton Children’s House in Bristol “We are so proud to have received showed their support for the preschool when they assembled at the this award, we have always Bristol Council House during the Easter holidays for a planning recycled products, using old committee meeting. Roz Payne and Sue Lowe, who have been running wellies, tyres, baths, sinks and the preschool together for the past 20 years, are ready to retire and even toilets as planters for Mary Lazo had applied for planning permission to move the school from example. We involve the children Roz’s house to her house in the same area. Although the planners were in the growing of vegetables and reluctant to approve planning permission for the move, the tremendous in caring for our animals – a support the school received from the parents persuaded the councillors goose, chickens, ducks, rabbits, to grant the application. guinea pigs, stick insects and a variety of aviary birds. We do it as in our own toy baby bath, and a learning experience for the have brought in photographs of Village Montessori’s first anniversary children, to teach them about the themselves when they were a Our Montessori nursery school in Rowlands Castle has now been open environment and how we can all baby. Teachers also provided for a year and we recently celebrated this with an Anniversary Party. help to make a difference.” photographs of when they were The children had a wonderful day enjoying a bouncy castle and party babies and the children had great tea with their friends, parents and grandparents. The local newspaper fun guessing who they were. sent a photographer and the following week published a photo and Principal Jacqueline McCarthy said covering article, which was wonderful publicity for us. We have been “We’ve all enjoyed learning about fortunate to find this lovely village location and also to have a babies, and each child has welcoming local community. Our parents are delighted that a produced their very own Timeline, Montessori school is now available and therefore have been extremely with photographs, handprints and supportive. An active PTA was quickly formed and in the short time it height and weight details. We’re has been running they have raised sufficient funds for us to purchase going to use them as Mother’s a substantial wooden Wendy House for our garden. Day gifts for parents to keep. ” We are greatly looking forward to our second Anniversary.

Bag2School collection from Rainbow Montessori Nursery School The children who attend Rainbow Montessori Nursery School in Winscombe, Somerset responded well to the recent fundraising event organised with Bag2School, the UK’s leading textile recycler working with schools and nurseries, and Montessori’s new fundraising partner. Children, parents and staff sorted through wardrobes and cupboards and collected over one quarter of a tonne of textiles that raised £143 for learning equipment for the nursery. The Bag2School collection utilizes a resource that everyone has – unwanted clothes, paired shoes, hats, belts, handbags and soft toys – although judging by the determined look on the face of the little girl fourth from the left, there was no way a certain pink rabbit was going in the bag.

JULY – SEPTEMBER 2012 Montessori International 13 Issue 104:Montessori International 25/6/12 15:21 Page 16 msanews All the way from Rio to Linconshire

Lincolnshire Montessori Director Sylvia Fields and Rebeca Araiyo and Laurinea Bastos Children and staff members from Lincolnshire Montessori recently welcomed visitors from Brazil to Important events at Absolute Angels and Soaring High their school. The teachers from Rio To mark World Book Day celebrations, we wanted the theme of ‘Sharing Stories’ to flow through both of our de Janeiro were visiting on an settings. All the children were invited to choose a favourite story book and encouraged to dress as a character. educational study tour organised Four readers from the Primary School started their day at the Nursery where they embraced their role as by Bishop Grosseteste College, storytellers with maturity, reading non-stop to eager listeners. Back at the school Jill Ford was our special Lincoln, seeing outstanding visitor for the day and we were delighted that she brought along some of her original manuscripts that she has education in the county. The six written and illustrated. The children were enthralled by her stories and I think we have some budding authors teachers were able to observe in the making following their time with her. It was inspiring to see the school come alive with book reviews, Montessori education from birth to character analysis, storytelling and creative writing, and a great day had by all. 11 at the site in Caistor. Director Theresa Ellerby said "We were Soaring High also recently had its Ofsted inspection, and it was with some trepidation that we entered the thrilled to welcome international office for the debriefing after two and a half days of scrutiny. But to our huge relief we were rated Outstanding. colleagues to our centre and following last year's visit by Awards for Gower School educationalists from Cyprus, we The Gower School, Islington, London, received the Environmental are pleased to cement our working Responsibility Award at the inaugural Camden and Islington Business relationship with the college and Awards. Principal Emma Gowers was presented with the award by the grow our network of contacts. CEO of Islington Chamber of Commerce, Ronke Lawal. The award was Because Montessori is a global made for ‘Recognising the efforts made towards environmental movement, it is always responsibility awareness and the sustainable activities that inspire the enlightening to compare notes with rest of the business community to follow suit’. Montessori and non-Montessori teachers. The feedback was very The Gower School also recently won the British Council Best Teaching positive and a great opportunity for and Learning Environment (Independent sector) award. mutual learning." Treasure basket for Little Discoverers Phoenix Montessori Nursery, Terrington St according to the Early Years Foundation Clement staff have collected a vast quantity of curriculum. The children and their carers work items to make a Treasure Basket for the in small groups of up to six children, with special children attending Little Discoverers. specially trained staff. The parents learn the Playing with the Treasure Basket will help to skills to maximise their child’s development develop shoulder, arm and back muscles, fine and the families are helped to break through and gross motor skills and hand-eye co- the barriers of isolation that disability can ordination and help develop communication bring. and language skills in older children. Best of The sessions work to improve the children’s l to r: Maxine Byron, Clare Harris, Tia (4), Steph all, the children love playing with it and even physical skills, the use of their hands, their Corden and Hannah (2) babies will become lost in concentration when ability to communicate, their understanding the Principal of Phoenix Montessori Nursery, they discover an item that fascinates them. and their confidence. The Treasure basket will Terrington St Clement attended, along with be of great help in achieving these aims, Little Discoverers is a charity founded to help Rebecca Galvin, Room Leader and Special helping the children to learn while having fun. support pre-school children with physical Educational Needs Co-Ordinator and Natalie difficulties such as cerebral palsy and their The presentation took place at 2.30 p.m. Smith, Special Educational Needs Co-Ordinator parents. The group sessions use a multi- Tuesday 7 February 2012 at the Little for the Long Sutton Nursery. sensory approach called Conductive Education, Discoverers venue, Dutton Pavilion, Beulah (This is an abridged version of an article that first appeared developed by Peto in Hungary and are planned Street, King's Lynn PE30 4DN. Clare Harris, in the Lynn News; the photo is from the same source.)

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NEW 2012/13 catalogue out NOW

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communication & language To speak or not to speak, that is the question …

Sandra Morris-Coole contributes to the debate about getting the right level of ‘buzz’ in the nursery that permits the children’s development of communication and socialising skills.

t appears that this is still a people’s needs are as valid as their own dilemma today in the Montessori and, when through the developing world. Many practitioners feel will, they are able to defer instant that it is imperative for children gratification of their own desires. It is, to carry out activities in silent of course, a long process linked to the Iisolation. Of course, some children will maturational development of each do so of their own volition, but it is child, and, at times, very fragile. incumbent upon us not to stop others Montessori stated that children would who wish to engage with activities regress from time to time as is shown in collaboratively. Some would argue that the second level of obedience when there should be silence. However, children may not always obey even maybe we have misunderstood the though there are no longer any Silence Card. Its purpose is to reduce obstacles to them being able to obey. excessive noise within the The very act of being able to sublimate environment, not to impose total one’s own needs to the needs/demands silence. Montessori wrote that there of another is an act of the will. The will should be a buzz of activity. Total is our socialising factor and enables us silence is only imposed if playing the to become part of our society. Silence Game where children, through Montessori called this social cohesion – control of the will, make themselves as we respect others and, as a still and quiet as they possibly can to consequence, will abide by the ground

Children in the Montessori environment enjoy certain freedoms, and one of these is the freedom to socialise. One aspect of socialisation is communicating with others.

focus upon minute sounds in the rules of the nursery environment. world and others are also affected by environment. This cannot be the case Children in the Montessori grief through death, bullying and the when children are engaged with environment enjoy certain freedoms, feeling of inadequacy. Stories also activities, as, even if not speaking to and one of these is the freedom to scaffold the cultural aspect of our each other, many children will use socialise. One aspect of socialisation is humour, and songs and rhymes monologue to organise their thoughts. communicating with others. facilitate participation and enjoyment. Vygotsky stated that, with maturation, Communication can be through It could be argued that storytelling, this external speech would become gestures such as pointing, nodding our songs and rhymes are generally teacher internalised thinking. head in approval, or stamping our feet led, but given time, and opportunity, Montessori wrote that we are born in frustration or anger. However, our children will spontaneously engage in with human tendencies, one of which major communication tool is language. such activities with friends. Not a very is the tendency for gregariousness – to Language is vital as it not only enables silent activity. be sociable. The 3 to 6 year stage of the us to share information, jokes and One philosophical perspective that is Absorbent Mind is also known as the stories, it is the bedrock of who we are. revered in the Montessori classroom is social embryonic stage, and this human It is an expression of our culture – our vertical grouping. The virtues of tendency is manifested in the sensitive nursery rhymes (in the UK) have a vertical grouping are widely extolled, period for social aspects. This is a historical base and the antiquated even if it is not always possible to period when children begin to language gives credence to the dynamic practise it in the limited age range of understand the social mores of their quality and versatility of the English some environments. However, the society. A time when they are able to language. Stories enable young children benefits of having children with a begin to acknowledge that other to realise that they are not alone in the three-year age range (in Montessori’s

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terms 3 to 6 years) in the nursery can only be fully realised if we allow free communication. If an older child is passing on information to a younger child, it cannot be done in silence. Communication is vital between child and child and child and adult. As well as a means of communication, language is also linked to cognitive functioning. Montessori considered that the Sensorial materials enabled materialised abstraction. But how? Abstraction can only be achieved once the quality of an object/sensation has been sensorially determined by touch, smell, etc., or through the kinaesthetic or stereognostic senses and the name of that quality is given. It is impossible to hold such a quality in the brain unless it is qualified by a name. Piaget’s views were similar in that the child needed to build a schema guidance, not answers. This would be through concrete manipulation prior to an example of Vygotsky’s theory of the the object being named. Other zone of proximal development where theorists would disagree with this adult scaffolding enables children to viewpoint stating that language and act above themselves – what is knowledge are co-existent (Vygotsky). interpsychological becomes Bruner in his theory of language intrapsychological. This has now been acquisition – the Language Acquisition taken forward by Siraj-Blatchford in her Support System (LASS) – focused on the theory of sustained shared thinking need for an empathetic interpreter to where adults or other children work recast young children’s utterances out how to achieve a certain aim whilst engaging in joint activity in working in collaboration. This is not an turn-taking in games. Joint attention in easy path – giving answers is much terms of pointing and naming was easier. This can only be achieved if free another aspect of his theory. flowing communication is allowed and Bandura in his Social Learning encouraged in the environment. Theory emphasised the importance of The one point I have not mentioned imitation. Gesture and intonation is the child’s sensitivity to language. would be internalised and vocabulary This is the optimum time for children would be greatly enhanced. This will to acquire language with all its joys and Communication can construction. However, the point I not happen unless children are given complexities, and you, as practitioners, be through gestures would like to elaborate upon is the freedom of speech and interaction. such as pointing or or students, are vital partners in this building of language and cognition Children need to hear positive nodding our head in journey. approval through collaborative endeavour as language around them and to be given References children work and play together. If the freedom to use what they have children work/play together, language Bruner, J. (1974) Ontogenesis of absorbed. A nursery with free flowing will almost certainly ensue. As their speech acts Great Britain: Journal of social and language interaction will play becomes associative and more co- Child Language facilitate this. It must also be operative (Parten), language will Siraj-Blatchford, I. (2011) Sustained remembered that many nurseries, become important in sharing ideas, Shared Thinking : Creativity + especially those in Central London and formulating hypotheses, or just plainly Communication + Collaboration overseas, will have many children disagreeing with proposals. The old Presented at Montessori Schools acquiring English as an additional adage two minds are better than one National Conference 2011 language. It is crucial that a language- certainly is appropriate here. The Thornton, S. (1995) Children Solving rich environment is provided so that collaborative engagement between Problems Camb. Mass: Harvard successive learners (those acquiring the children (Thornton) will enable them University Press second or third language after the to try and work out strategies for Trudge, J.R.H. & Winterhoff, P.A. (1993) acquisition of the first language) can problem solving – how to get the Vygotsky, Piaget, and Bandura : acquire English in a meaningful way marble round the board without falling Perspectives on the Relations between where the language is embedded in the in the holes – discuss why a course of the Social World and Cognitive activities/interactions themselves. action has not worked, and what else Development Greensboro, N.C. USA: Earlier in this article, I mentioned the could be done to achieve a successful University of North Carolina cognitive importance of language. This outcome. Practitioners can also be on Vygotsky, L.S. (1978) Mind in Society was focused on individual children’s hand to help the process by giving Camb. Mass: Harvard University Press

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communication & language ‘…wouldn’t it be nice to live together, in the kind of world where we belong’ * A Montessori approach to communication in the nursery is important, and it can be carried over to the home as well – Jeremy Clarke gives some pointers to how this can be done.

t seems almost unnecessary to Meal times are a state that children benefit from great way to catch up, and works well living in an environment where as the child has they feel they belong, but how time to think their many of us actually think about responses whilst Ihow we foster that belonging through they are eating our communication with children at home? Communicating through language is second nature and therefore it is not often at the forefront of our minds when we talk with children, but consider this: at what other time would you have around twenty years more experience in utilising a skill than another person, and still treat them as equals when using this skill? Of course, we do not treat children as equals in their command of a language. But at what age would we? And how do we, as adults, manage our language and world to them; it gives them to the through honesty. Honesty of communication to meet differing needs world. behaviour, of how you communicate, at different ages? In this article I shall So what would a Montessorian and honesty of content are vital, yet be exploring what a Montessorian approach at home look like? I am sure can be easily and unintentionally approach to language at home may be you could imagine being engaged in overlooked. With regards to the like, how self-awareness could alter the conversation with a well-mannered six behaviour of communication and how way you speak, and to begin with – year old, taking turns in conversation this is managed with a child who is why do we even need to think about whilst they express themselves in a immersed within the process of language at all? socially appropriate manner using a learning it, empathy with their position Talking to your child can be one of broad vocabulary. What were the can engender calm and implicitly the most natural interactions a parent experiences and approaches that led to promote respect. By giving the child could ever experience – so why is there this outcome? I believe they could all time without interruption in a need to think about how it is done? be derived from the key principle of conversation, for example time to As parents, you are the prime role respect. The adult should be guided by absorb what you have said and models for a child who is discovering respect for the child not just because of consider a response or time to organise the most powerful and accessible tool the position of power held due to a verbal response, you are for social interaction. Enabling a child greater experience, but also because of acknowledging their skill level and to comprehend and command the significant influence they have as providing an environment without language will open their social world, prime carer. It seems almost too simple pressure to become engaged. and give them greater opportunity to to say that if a child is treated with Another aspect of this patient expand their skills and knowledge respect then they will respect you, but approach is to allow repetition without within it. But beyond the use of in the area of language you will be an end point. I have been engaged in a language lies a deeper role; that of instilling respect both for, and within, conversation with my daughter that telegraphing our emotions and our conversation with others. consisted of her saying “Daddy” and * From ‘Wouldn’t It beliefs, to be able to express who we Be Nice’ by the How would you ensure this respect my reply of “Yes?” repeated four times are. Enabling a child does not bring the Beach Boys arises? Simply put, it would come followed by a long pause. When I

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offered her what I believed to be a Children are may have one later.” or a variant on can alter expectation without having question to help develop her thinking - naturally closer to this ‘not yet’ theme would send a such a damaging effect on the inner life “What do you want?” I was given the their peers than to multi-layered message that will develop of the child with a simple adults simple reply of “Nothing.” As an adult not only the integrity of the adult-child consideration to their choice of words. I occupy a world where conversation Follow the child relationship, but enable the child to A phrase that I find sums up the always has a purpose or a point, so to and show them reproduce honest replies of their own. adult’s ability to be too casual with they are valued by avoid frustration I need to remind If these genuine messages are given language would be “You’ve got to including their myself that for my daughter this could ideas, no matter consistently, then they may become share.” My first point would have to be have been a practice conversation, a how odd they seem accepted without prejudice. In the that if you have to do something then forgotten point, a simple connection to an adult future when a greater emotional it is not coming from within, it is an she was making with another human, attachment is given by the child to a act of obedience. True sharing is an act or something that is completely request, if it is turned down then they of compassion and humanity, not beyond my understanding. will have the security that the rejection obedience. Yet this phrase is comes from a respectful and honest commonplace throughout day care, Listening behaviours base. nursery and school settings as well as in Honesty can also come from what Adults should also be aware that homes. I suspect it is a phrase that has you choose to say to a child. I have when they are talking to children at been used in a well-meaning way, but Talking to your child can be one of the most natural interactions a parent could ever experience – so why is there a need to think about how it is done? As parents, you are the prime role models for a child who is discovering the most powerful and accessible tool for social interaction.

been culpable in the past of inventing home they may well be using language without the understanding of how it white lies to tell my children to either that whilst not inappropriate, is not will be heard. As Montessorians we are shield them from something I would entirely helpful for the child. Self- aware of how the child is better served have judged to have been damaging to awareness of the words and phrases through modelling, opportunity and them or more likely in the belief that it that are second nature to an adult may time whilst developing their own self- would make my life easier. But reveal a few surprises, especially when discipline, up to the point when everyone tells white lies, don’t they? heard from the child’s point of view. It sharing comes naturally from them. Just think of the cultural story telling needs to be remembered that young What I have attempted to do with that is based entirely in fiction, such as children will not have a nuanced this article is to link the fundamental Santa Claus or the Tooth Fairy. I would understanding or verbal intonation, Montessorian value of respect to how not dream of exploding these myths as especially if there are few non-verbal we talk with children at home. An they bring joy and wonder, but I would clues to support meaning. When such understanding of how the child hears question smaller and more casually phrases as “You can’t do that what we say, and how they may told lies that are accepted without because…” the child will hear the interpret and internalise these messages question. A simple example would be a words ‘you can’t’. Does the adult really is essential, alongside our own toddler asking for another biscuit, and mean “I don’t want you to do that” or awareness of what it is we are choosing being falsely told “You can’t have one “I do not believe that you have the to say to them. Empathy for their skill because we’ve run out.” From the adult skills to do that?” Potentially the child level and understanding will guide us perspective this would end the is receiving a blow to their self-esteem, to give the child time to develop, and requests, and no harm has been done. whilst the adult was intending nothing an honest approach will foster true But quite apart from the fact that you of the sort. Similarly, adults can be respect between all. are lying to an innocent and vulnerable prone to using self-fulfilling language, Jeremy Clarke began his early years child to meet your own needs, what or phrases that steer the child’s teaching career in 1999. He has been would be the benefit of telling the thinking. A prime example would be a Montessori Trainer for three years and truth? Replying with “I am not going “You’re going to fall!” What would the is currently working in Gorton Mount to get you one at the moment, you first thought of the child be? The adult Primary School's Foundation Stage.

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communication

Elspeth Denchfield looks into the factors that make developing a sound partnership with parents so important.

oday we are familiar with and acknowledge the importance given to the partnership with parents in the EYFS (DCSF, 2008a; TDCSF, 2012). However, traditionally, many Montessori schools would encourage parents to drop their children at the door. This was intended to protect the children within from obstacles to their development. Much recent research (Sylva, K. et al, 2004; DCSF, 2008b) shows that parental involvement in children’s education has a marked effect on future outcomes throughout life so attitudes have evolved. I intend to explore how we can create an effective partnership with parents with reference to practice in the Sharing a Learning Journey folder setting where I work. One of the many things I have learnt during studies at MCI is that whatever you think of the way a parent interacts with their child, their fundamental Effective commun motivation is their deep, committed love for them. Parents desire the “The parent is, and remains, the first relationship with the environment, absolute best for their child that they and most important teacher that the including all the people within it. As can possibly achieve (Bruce, 2005). This we explore how we can communicate child will have.” (Rabbi Kassel Abelson) might seem obvious, but sometimes effectively with our parents we can the obvious is worth reiterating, keep these aspects in mind: our particularly when we are faced with understanding as a guide in our common goals, listening skills and differing views on what is best for a communication with others.” (Robbins, respect. child. As practitioners in the early years A. 1986, p. 237) Inasmuch as each There are many ways of and perhaps especially as child is unique, their parents and communicating including written and Montessorians, we also, and often families are unique too, and the spoken word, body language and by passionately, want the best for each approaches we take to communicate example. child. This means that we, both parents with each of them will change First communications with parents and practitioners, are headed in the accordingly. Amongst other things an today are often via a website or even same direction. Effective understanding of the culture, parenting social media. We need to communicate communication with parents begins, style, and personality of each parent the essence of our setting to people we underscores and continues throughout might give us some idea of how best to do not know individually. For this to be the process of working towards this communicate. This takes time, effort effective it can be helpful to draw on common goal. and respect. parents’ views. One method is to The extensive knowledge that parents Bruce (p.179) speaks of a need for directly request information from have of their child can assist us in our “respect for each other’s expertise, parents. In our setting we have a short, preparation of the most appropriate respect for each other’s commitment to multiple-choice annual questionnaire environment. Bruce suggests that we a particular child, respect for the with additional space for comments. need to “look below the surface of what different skills and strengths each Comments naturally give more insight [parents] are saying [to find] a shared brings to a complementary and tick boxes let us know simply if we basis for work on which trust can be partnership.” This emphasis on respect are on the right track. We also produce built.” (Bruce, 2005, p. 177) Effective and the phrase “complementary a new parents’ survey when a child has communication is underpinned by partnership” sum up what this been with us for about a term, which respectful listening. Life coach relationship can be about and links helps us gauge our induction Anthony Robbins believes that “To well with the Montessori viewpoint. procedures (including Montessori effectively communicate, we must (Montessori St. Nicholas Charity, 2008) philosophy) and information about realize that we are all different in the Fundamentally our respect is for the their child’s activities. Ours are paper way we perceive the world and use this child, from where it flows into our surveys, but an electronic version may

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Checking the outside notice board for new information unication with parents be more helpful as it is less easily lost, “A partnership with parents gives anecdotes and once video footage possibly quicker to fill out, and could children opportunities to develop their about what her child has done or said. be accessed by parents whenever they These add much to our knowledge wish. These formal methods are helpful full potential and become unique, about her child’s learning and in that we can find out about areas we strong and autonomous individuals development and can be included in consider important. with consideration for themselves and her learning journey. The video was of Parent-initiated information is also her daughter putting on a coat others.” (Montessori St. Nicholas Charity, 2008, p. 4) important and some settings provide a independently while explaining her suggestions box where parents can method clearly. The mother was so make their thoughts known sending of newsletters, which can give impressed that she posted the video on anonymously. It is worth remembering information about the activities that Facebook, illustrating the multi-faceted that parents find out about our settings the children have been engaged in, the and wide-reaching nature of by word of mouth too, which is learning that may have occurred and communication today. We were able to dependent on other parents’ sometimes make links to pedagogical learn a lot about the child and impressions. This indicates the ideas. crucially, outcomes for such a child are importance of clarity in our practice After one newsletter a child and her significantly improved. (DCSF, 2008) and our communication about all father took photos of the child’s “When parents/carers and aspects of our work. favourite birds on their new bird table, practitioners build their observations of We use several forms of general which had been set up in response to children together, and use them to communication. Firstly, a whiteboard her interest. She brought them in, inform the next steps in planning for by the front door for communications talked about them and pinned them to the child’s learning, the impact is on a daily basis. We also have a parent a display. It is good to think that this deep.” (Bruce, p 177) Learning stories information board for statutory and communication with parents might or journeys (Carr, 2001) are a method official documents and a good news also enrich communication between of shared observation by practitioners board. Here parents and staff can post parent and child. If parents are inspired and parents. They are a useful tool in good news such as the arrival of a new to engage with their child’s passions planning, a holistic record of a child’s baby and articles about issues raised by and interests proactively, and then preoccupations and growing skills, and parents including subjects such as share their observations with staff, the a meaningful form of communication Montessori philosophy, bedtime child’s experiences can be greatly with parents. However, enlisting the routines and behaviour management. enhanced due to the growing body of help of parents in this endeavor has Another effective method of knowledge and understanding. One proven harder than I expected. We communication that appears is the mother responds by emailing introduced the files to our parents Ī

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communication & language

Continued from previous page

individually at parent/teacher meetings, using them to guide our discussions and modeling their use, including written comments by staff and children. We exhorted parents to help themselves to their child’s file and add to it whenever they wished, explaining how working together would help us to provide increasingly appropriate experiences. This was not enough. Now we are working on ways to really encourage engagement in this shared observational and reflective process. In a previous setting a special yearly event was arranged when parents could come specifically to share this learning journey with their child. It was well attended, but contributions were still few. Perhaps more frequent events (and a ready supply of pens) might encourage parental contribution. Furthermore we need to ensure parents understand that their expertise and knowledge matters. There are so many opportunities to ࡯ Social events – a great time to Having fun together where children were encouraged and can enhance the cognitively challenged and their tune in to parents and communicate celebrate what the children have partnership effectively, so here are a few more ideas been learning about, for informal learning was promoted. In such centres from our setting – most of which I am discussions and definitely a time to children could truly become the sure are not new to you. feel the community spirit. managers of their own possibilities.” ࡯ Most often communication is face to ࡯ Contact books can be very helpful (Whalley, 2007, p.xii) face on a one-to-one basis dealing for sharing information with other Bibliography / further reading with any concerns, questions or settings or childminders. We use Bruce, T. (2005, 3rd edition) Early information sharing. These can be them for specific children, rather Childhood Education London: Hodder dealt with instantly or by arranging than in every case, but for settings Arnold that take infants they are very an appointment, especially if more Carr, M. (2001) Assessment in Early confidentiality is required. These relevant. Childhood Settings - Learning Stories meetings can give us better insight ࡯ Leaflets - on various topics perhaps London: Sage Publications into situations that might be led by parent requests and also the Department for Schools, Children and affecting a child. A recent meeting parent handbook and prospectus. Families, (2008a) Practice Guidance for highlighted how a strong friendship ࡯ We have recently joined Twitter, but the Early Years Foundation Stage outside the setting that we knew I am not sure about the links with Nottingham: DCSF Publications nothing about was causing jealous parents through this method. Department for Schools, Children and behaviour within the setting. The However our Facebook page is often Families, (2012) Early Years Foundation situation has now been resolved. accessed by parents, and responses Staged (revised) Nottingham: DCSF ࡯ Parent teacher meetings – flexibly are very positive. We post Publications arranged to suit parents – initially a information and photos (that do not Department for Schools, Children and sign-up chart for evening meetings show children’s faces) here. Families, (2008b) The Impact of Parental Involvement on Children’s Education to encourage working parents and I try to make time for parents London: DCSF Publications particularly fathers, but if not whenever they need it, but I am also suitable, arrangements can be made aware that the child is my priority. In Montessori St. Nicholas Charity (2008) Guide to the Early Years Foundation Stage for parents to come at another summary, effective communication in Montessori Settings London: Montessori mutually acceptable time – perhaps with parents can greatly enhance the St. Nicholas Charity during peripatetic teaching sessions experiences that adults can offer Robbins, A. (1986) Unlimited Power: The children and this in turn will impact or at the end of the day/lunchtime. New Science of Personal Achievement ࡯ Information evenings – offered to their life outcomes. We must therefore Simon and Schuster: New York parents on a range of subjects for strive for a respectful, complementary Sylva, K., Melhuish, E., Sammons, P., them to choose from. We may partnership for the good of the Siraj-Blatchford, I. and Taggart, B. (2004) choose the topic from observation of children. “Imagine…centres in which Effective Pre-School Education. Final children’s needs, or parental the adults, parents and staff are Report. London: DfES. Institute of concerns over some part of the rigorous thinkers, focused and Education curriculum, such as how it is taught, analytical…These would be centres in Whalley, M. (2007, 2nd edition) Involving with ideas about what parents can do which children’s rich emotional lives Parents in their Children’s Learning: Sage at home included. were acknowledged and supported, Publications Ltd

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communication & language Alice, language and communication

The two Alice books by Lewis Carroll are classics of English children’s literature, and here Philip Davies highlights some of the linguistic undercurrents that have made them richly enjoyable for generations of children and adults.

harles Dodgson (Carroll’s real name) had a marked gift for communication with children through letters, puzzles, games and Cstorytelling. And in the latter his greatest achievements were of course the Alice books, his tokens of affection for Alice Pleasance Liddell. They originated on a boating trip that Dodgson took with three of the Liddell sisters and a friend, Robinson Duckworth, who recalled “…the [Alice] story was actually composed and spoken over my shoulder [as they rowed the boat together] for the benefit of Alice Liddell to get the joke. When the White … I remember turning round and Above: Alice King, for example, eats a ham saying, ‘Dodgson, is this an extempore Liddell sandwich to help him recover from romance of yours?’ And he replied, Right: Charles feeling faint, but then has to switch ‘Yes, I’m inventing it as we go along.’”1 Dodgson (aka to hay as there are no more What is the attraction of these books, Lewis Carroll) sandwiches. This seemed to help: and why are they still enjoyed and “Alice was glad to see that it highly regarded by readers and writers revived him a good deal. ‘There’s alike? Perhaps part of the reason is that nothing like eating hay when you’re – like the best products of the Pixar and faint,’ he remarked to her, as he Ardman studios in our own time – they munched away. skilfully mix elements for children, ‘I should think throwing cold water elements for adults, and a lot of over you would be better,’ Alice amusing nonsense that pleases both suggested: ‘– or some sal-volatile.’ parties. ‘I didn’t say there was nothing I still have the copy of the Alice better,’ the King replied. ‘I said there books that I was given as a child, in an was nothing like it.’ Which Alice did edition that means I must have been not venture to deny.” around five or six when I first read it, For the modern reader some of what so most of the linguistic and logical So one is able to follow Alice through Carroll was communicating to his conundrums that are embedded in the Wonderland and behind the looking contemporaries is lost on us. For stories would have gone over my head, glass, simply enjoying her adventures, example, almost all of the songs and but as Alberto Manguel has written. the strange creatures that she meets, poems that appear in the books are “There was much I didn’t understand and the nonsense she has to deal with parodies of works that would have in my first reading of Alice, but that along the way. Zadie Smith describes been well known to his Victorian didn’t seem to matter. I learned at a this as nonsense “…that suggest[s] a audience (and some later ones as well), very early age that … you can safely certain English humour and a kind of an instance being Isaac Watts’ poem 3 skim over difficult quagmires, cut your childish absurdism…” However this Against Idleness and Mischief, which way through tangled jungles … and absurdism sometimes also comes in the begins: simply let yourself be carried by the form of puzzling language for the How doth the little busy bee vigorous stream of the tale.” 2 young reader to grapple with in order Improve each shining hour,

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And gather honey all the day account of his school years and the his child-friends, including Alice From every opening flower lessons he learned, which included Liddell, would eventually get older and but in Wonderland becomes “reeling, writhing, and fainting in move on. Through the Looking Glass How doth the little crocodile coils” (which are all very well under the concludes with a poem that embodies Improve his shining tail sea, but on land in Victorian times his sadness, particularly in the fourth And pour the waters of the Nile would have been reading, writing, and verse On every golden scale! 4 painting in oils). Portmanteau words Still she haunts me, phantomwise, are of course another matter entirely, Alice moving under skies So Alice Liddell, her sisters and other being words where the meaning and Never seen by waking eyes Victorian children would have enjoyed sounds of two words are packed into the fun being made of tiresome Our own melancholy in this waking moralising poems, where we just get to one. This is one of the areas where world lies of course in losing our child- enjoy the nonsense. Carroll has made his own contributions self’s unalloyed sense of wonder at the And then there’s the matter of to the English language, gifting us such world; but at least we still have Alice to names. In the looking glass world Alice fine words as chortle (to chuckle and escape with now and again.

“What we readers follow is not Reverend Charles Dodgson’s narrative, translated through the persona of Lewis Carroll. We follow Alice herself, following the White Rabbit, following the elusive Mary Ann. Like Don Quixote and his Cervantes or like Ulysses and his Homer, Alice is more alive to us than her creator. This is perhaps what Dodgson would have wished, both for himself and for his dream child.”7

walks through a wood where things snort simultaneously) and galumph (to References have no names, and promptly loses her gallop triumphantly). Both these words 1 Stoffel, Stephanie Lovett, Lewis Carroll own for as long as she is in the wood. appear in that masterpiece of English and Alice, p.64. Thames and Hudson, “As every child knows, the world of nonsense verse ‘Jabberwocky’ (Alice 1997. experience (like Alice’s wood) is finds it in a book behind the looking 2 Manguel, Alberto, A Reader on Reading, nameless, and we wander through it in glass) that is full of words that need a p.3. Yale University Press, 2010. a state of bewilderment, our heads full lot of explanation, and she gets some of mumblings of learning and 3 Smith, Zadie, introduction to Through help with them when she meets the Looking Glass, and What Alice Found intuition.”5 Part of learning to Humpty Dumpty, despite his rather There, xii. Bloomsbury, 2001 communicate is learning the names of cavalier approach to language and things, and sometimes when we’re 4 Gardner, Martin, The Annotated Alice: somewhat testy nature. the definitive edition, pp.23-24. Allen young and can’t remember them, we But in the end we all have to grow Lane/The Penguin Press, 2000 use our creative imagination. One of up. And for Dodgson this meant that my cousins, when small, unable to 5 Manguel, Alberto, op cit, p.7 conjure up the right name for a spoon 6 Gardner, Martin, op cit, p.75 created the word ‘bim’, and for some 7 Manguel, Alberto, The Universal Dream time thereafter in the immediate family Child, in Alice in Wonderland Through the all spoons from teaspoons upwards Visual Arts (edited by Gavin Delahunty and were bims. Christoph Benjamin Schulz), p.59. Tate Publishing, 2011 Dodgson of course was perfectly well aware of children’s natural interest in words and what can be done with Further reading them, and the Alice books, in addition For anyone who wants to find out to the parodies, are full of riddles, puns more about what is going on – and portmanteau words. Perhaps the linguistically, logically and inventively most famous riddle is the one that – in the Alice books, then Martin the Mad Hatter asks Alice: “Why Gardner’s The Annotated Alice: the is a raven like a writing desk?” definitive edition is the indispensable When she allows that she can’t guide and has been of invaluable think what the answer might be help in writing this article. Both Alice the Hatter replies that neither stories are inextricably linked with can he and, as you might the original illustrations by John Tenniel, but even as a child I was imagine, Alice is somewhat never fond of them (too stiff and annoyed at this. (A good Victorian). For my money the best number of people over the illustrations are by the artist Mervyn years have attempted answers to Peake (himself the author of an this riddle, and I think my favourite imaginative masterwork, the is “Because Poe wrote on both of Gormenghast trilogy), and the 6 them.” ) edition illustrated by him was So far as puns go the most republished in two volumes by beautiful I feel are those we Bloomsbury in 2001. encounter in the Mock Turtle’s

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international

An international conference with cultural touches that is also a new development for Indonesia and South-East Asia – Shareen Ratnani reports Children from Aceh province open the conference with a traditional welcome dance A first in Indonesia ne World… One UK, her talk being on ‘Peace Education’, Montessori…’, an which underlines the real goal of ‘ international Montessori education. These talks conference to provided us with a deeper promote the true understanding of the effect that our essenceO of Montessori education practice can have on the children when amongst teachers, parents and making connections and respecting the administrators, was for the first time differences of others in the wider hosted in Jakarta, Indonesia on 17 and community. 18 March 2012. The conference was Tim Seldin (President of The dedicated to connecting a community Montessori Foundation and Chair of of lifelong learners and creating a the International Montessori Council) greater awareness of the Montessori gave a talk titled ‘Clarifying the philosophy. Montessori educators, Montessori Message’, in which he Carol Engmann Montessori organizations and the education community from the “The conference was a first for Indonesia. It enabled us to meet and Indonesian archipelago and South East connect with other Montessorians. Most importantly the keynote Asia attended the two day conference speakers were inspiring in rekindling Maria Montessori's passion in and made this event a successful debut in the region. serving the child. We came away truly enthused. Thumbs up for the Carol Engmann, the principal of organisers.” Tehmine Lallani Vancolen, Surabaya European School Jakarta Montessori School, opened the event with a welcome address. This was types of Montessori worldwide. ‘One discussed the tangible benefits that followed by a touch of Indonesian World… One Montessori…’ was a Montessori contributes to children and culture: a group of middle school venue to bring Montessorians together families around the world. He students from Ms Engmann’s school to collaborate, share, co-operate and highlighted that Montessori is a tightly displayed their talents in a dance develop the ‘method’ in all its iterations organized and unified approach. performance from Aceh, a province of so that more children and families can Penny Vos, a Montessori teacher from Indonesia. experience what Dr Montessori Australia and an Esperanto speaker, International speakers flew in from expressed as the purpose of education: delivered an eye-opening presentation far and wide to be a part of this “To aid life, leaving it free, however, about this universal language. international conference, organised by that is the basic task of the educator.” Esperanto was created by L. L. a group of passionate Montessorians in The opening keynote speaker, Zamenhof over a hundred years ago; he Jakarta. The speakers delivered a Meenakshi Sivaramkrishnan, Director- wanted all people in the world to be unanimous message about the richness General of the Montessori Directors able to speak to each other. It is a of the Montessori curriculum that Training Centre, India set the tone by phonetic language with simple fosters peace education. The title of the promoting a vision of Montessori that grammar rules, and if implemented in conference ‘One World… One is universal, stressing that we are all in schools, children around the world Montessori…’ was well underlined by this together and we can help children would be able to communicate with the keynote speakers who delivered the no matter our background. one another. message of Montessori’s philosophy, Rosie Roberts, Director of Rosewood The conference came to a close with which has globally been acknowledged Montessori School, UK delivered a the last keynote speech, presented by and embraced in schools worldwide. keynote speech titled ‘Montessori in the Elga Andriana, titled ‘Lab School – The theme was an overarching one that Home’, as did Dawn Nasser, Managing Yogyakarta’. This session presented a strives to bridge the gap between all Director of Spectrum Montessori Ltd, program which outlined the findings Ī

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international continued from previous page

A hundred participants under the banner of ‘One World… One Montessori…’ “The One World One Montessori Conference held in Jakarta last month was an absolutely incredible experience. The keynote speakers Tim Seldin, Barbara Isaacs, Dawn Nasser and Meenakshi Sivaramkrishnan shared generously with us from their cache of experience over the years and I gained an invaluable insight into the world of Montessori from their perspective...” Jenny Amar, Montessori Trainer/Lecturer/Directress, Sunshine Teacher Training Center and obstacles of a program in Indonesia, Montessori environment. The broad The keynote speakers Tim Seldin, where university students delivered the range of topics allowed participants to Barbara Isaacs, Dawn Nasser and Montessori Method, specifically the life choose breakout sessions which were Meenakshi Sivaramkrishnan shared skills, to some street children. most applicable to them. generously with us from their cache of Over 100 conference attendees from At the end of the two days the experience over the years and I gained Indonesia and South East Asia gathered participants were strengthened by the an invaluable insight into the world of to be a part of the two day event. The information, networking and new Montessori from their perspective. The overwhelming response reveals an reservoir of ideas that the conference topics presented were current and interest in training in the region. The had provided. Appreciation and interesting. What impressed me most growth of the education sector in South gratitude is to be extended to the was despite the fact that this event was East Asia has given rise to more teachers, organizers of the conference: Ms Carol the very first of its kind in Indonesia as more schools and more educators, all Engmann, Jakarta Montessori School, well as the first conference organised with one vision – providing quality Mr Darin Bicknell:Big Picture by AIMS, it was impeccably organised education. Montessori, Ms Reshma Bhojwani: down to the finest details. I particularly The lunch break was more than just a Kiddie Planet Montessori Plus appreciated the arrangement of the culinary experience: the room was filled Preschool, Ms Gia Amarania and Ms schedule, with varied breakout sessions with sounds created by a group of Shareen Ratnani, Kiddie Planet sprinkled in between the keynote musicians playing angklungs (an Montessori Plus Preschool. The sessions, giving participants the ancient Indonesian percussion l to r Reshma members are in the process of setting opportunity to choose to learn about Bhojwani, Rosie instrument made of bamboo), up AIMS, the first ever non-profit topics which interested us individually. Roberts, Dawn orchestrated by an angklung Nasser, Carol association of schools and teachers in The atmosphere was casual and professional from Saung Angklung Engmann, Shareen Indonesia promoting Montessori for all. friendly, which allowed me to mingle Udjo. It was a splendid performance Ratnani, Linda “The One World One Montessori not only with other people from this Downey, Tim that transformed the lunch into a Seldon, Lynsey Conference held in Jakarta last month field, but also to speak one-on-one with cultural – indeed harmonious – Gagie was an absolutely incredible experience. the guest speakers. I was able to meet experience. and chat with others who share a The two day conference was an similar passion for Montessori and also empowering experience for teachers: managed to develop some new work over 20 breakout sessions included opportunities for our training center. I topics covering infancy all the way up was filled with a sense of satisfaction to adolescence. These topics included and exhilaration at the end of this the differences between traditional magnificent two day Montessori methods and Montessori methods conference and I look forward to more (outlining clearly how beneficial the similar opportunities in the near latter can be), the importance of future.” Montessori materials, child Jenny Amar, Montessori observations, elementary Montessori Trainer/Lecturer/Directress, Sunshine materials, and special needs in the Teacher Training Center

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classroom activity ideas Sew simple... Learning any skill requires starting off with the simplest operations involved. Penny Johns takes us through the basics of sewing, showing how they are important skills in themselves but also give pointers to other areas of learning.

ewing has been with me day when thick snow covered the since I was a child. I have ground. Out of the window one of the fond memories of making girls excitedly spotted a robin sitting on costumes for a production of a tree: “Look he’s waiting for his Swan Lake for a menagerie of snack!” There was a direct purpose to Sdolls and cuddly toys, trying to work the activity and the girls showed high out how to make a pair of trousers for a levels of concentration and An angel fish to be requires concentration, co-ordination rabbit. Sewing later became part of my engagement choosing the order of the proud of and control. To begin with coloured career, making costumes for the treats to thread on the string. The dots can be used underneath as a visual theatre, and when I later came to pattern making that such a basic support. After repeated practice the teaching sewing to children I was activity can prompt is directly linked to child starts to establish the ‘down and fascinated to observe how positively early mathematical ideas, as “searching up’ rhythm, and the movement starts they responded. As a Montessori for patterns and relationships is to become more reflexive. One girl teacher it is easy to see how well sewing fundamental to mathematics. described the action of the running fits across the whole curriculum. Mathematics is full of patterns and is stitch as “like a dolphin jumping up fundamentally concerned with from the sea and back down again”. As Threading and Weaving differences and similarities.” (Pound, an extension cardboard buttons can be Montessori (1992) suggested that 1999, p40). sewn onto cars to drive along the road weaving prepares the movements of created by the stitches. Starting to sew the hand for sewing and used Froebel Once the movement is established, paper weaving mats with children To introduce the basic running stitch, lacing cards can be introduced. They before introducing sewing. Children strips of black card with holes punched can easily be custom made and start to establish the over and under through the middle could be used. It is personalised to a child’s individual motion and can see the pattern emerge. better to start sewing without a needle interest or linked to topic work using This can also be done outdoors on a and shoe laces are ideal, just long digital photographs, laminated and larger scale, using whole arm enough to sew to the end of the card. punched with a paper drill or single movements to weave through railings, The child threads the lace down from hole punch. My daughter enjoyed fences or garden mesh. the top, catches it underneath and sewing around a picture of her Threading is also a natural threads back up to the top, which Picture cards favourite monkey, my son of his first preparation for sewing. There are football boot. Sewing takes time and plenty of interesting pasta shapes that the child can focus and concentrate on can be threaded (dry pasta can be dyed the fine detail of the image and observe by putting it in a plastic bag with a few closely as s/he sews. drops of food colouring and giving it a Sewing has traditionally found its good shake). This worked particularly place within Activities of Everyday well with children who were settling in Living (AEL) as an activity which at the nursery, and able to sit in a small develops manipulative skills. Hand-eye group, hands occupied, with a co-ordination, fine motor skills and sympathetic adult on hand for support, manual dexterity are increasingly making something that could be taken refined through the manipulation of home. materials and tools involved in sewing. On a recent visit to a setting a There is also a strong sense of order, of student was supporting two girls processes and stages to follow in sewing threading popcorn and raisins onto a which resonates with the child’s woollen thread to feed the birds on a sensitive period for order.

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Once the routine and rhythm of the task was established the children would talk as they sewed, Sewing and Creativity talking things through with each other. Sewing can be There is tremendous creative potential in sewing for an individual or group experience and there is a children. Adults can start by modelling the basic skills and techniques but it is important to let the children direct strong tradition of sewing as a social activity. where they want to take the ideas and to support them without taking over or becoming overly focused on one I observed a four year old girl at the spaces and demonstrates further specific outcome. As in all creative activities the process nursery who had a tendency to flit inherent links between mathematics is usually more important than the product. There is a from activity to activity without and pattern formation. clear distinction between reproduction and creativity; settling for long on anything, choose a reproduction is simply copying from a model, while being sewing card from the AEL shelves. I Designing and Making creative is about making connections, using a range of sources to create something unique or individual and watched as she carefully laced around Sewing is also a construction involves the imagination (Duffy, 1998). Providing open- the card, establishing a steady rhythm technique and provides an opportunity ended resources – scraps of fabric, buttons, beads, to her work. She rarely looked up or for designing and making once basic sequin waste, ribbons and cord – children can gain a around. If she missed the sequence and stitches and techniques have been strong sense of self-esteem and confidence in being able passed the cord down twice, she established. If children are guided to plan and carry out simple textile projects. immediately saw the ‘error’ revealed by through the early stages they will the break in the pattern and self- eventually be able to take over and corrected, unthreading the cord and re- develop their own projects. Felt sewing establishing the pattern. She persevered kits with pre-punched holes can be and showed sustained engagement for sewn with plastic or blunt tapestry over twenty minutes in this one needles and help children regulate the activity. When she had finished she length of their stitches. Self-adhesive unthreaded every stitch and returned felt is useful for applying decoration the activity to the shelf. She then more immediately. At the Museum of looked around the shelves and chose a London Montessori family workshops Sensorial activity before going to have one of the children took great pleasure some snack. The sewing seemed to and pride in designing and making her have focused her mind, established an angel fish. She came back the next day internal order that had prepared her for to show me the fish she had started the the next activity in her individual cycle day before. Her mother was amazed of work. that she had been able to concentrate for so long on one activity. Curve Stitching Sources Cardboard buttons Websites for curve stitching for wheels Duffy, B. (1998) Supporting Creativity and www.montessoriworld.org/Handwork/stitch/ Imagination in the Early Years stitch1.html (Margaret Homfray lesson Maidenhead: OUP plans) Montessori, M. (1992) The Montessori www.mathcats.com/crafts/stringart.html Method New York: Schocken Books (templates to download) Useful Books Penny Johns trained as a Montessori Featherstone, S. (2009) The Little Book teacher and is now a full-time tutor at of Sewing and Weaving London: A&C MCI teaching on both the Diploma and Black Foundation Degree courses.

Curve stitching Social aspects of sewing In the nursery I was intrigued to see how small groups of children would gather around a table and Margaret Homfray, the founder of St colour in pictures seemingly endlessly. It seemed to fill a need to just be together and socialize. By Nicholas College, produced lesson having their hands occupied in an activity that did not require much cognitive effort they were able plans on curve stitching which can still to sit together and share experiences and strengthen friendships. When teaching sewing to young be found on the internet and are children I noticed a similar dynamic, there is a clear social – and even therapeutic – aspect to accessible at different levels for younger sewing. Once the routine and rhythm of the task was established the children would talk as they and older children. By sewing a series sewed, talking things through with each other. Sewing can be an individual or group experience and of straight lines across two colour- there is a strong tradition of sewing as a social activity. coded or numbered axes, as if by magic Sewing can easily also extend into a family activity. Some of the parents of the children I worked and before the child’s eyes a curve with were keen to rekindle old skills. Making simple drawstring bags to become story sacks for a emerges. Once the basic principle is child’s favourite book with some props was an interesting spin-off project from one of the sewing understood the patterns can become classes. Fabric doesn’t have to be sewn: painting on fabric and cutting and sticking fabric to make more complex, as children explore the a collage can be very creative. Collages were produced by young children during a family creative shapes and patterns that can be created workshop. Although all the children were working on the same theme, every picture was individual from squares, triangles or circles. and unique to the child. As parents and children work together they talk, share and explore Indirectly this activity is revealing ideas together. about the geometry of angles and

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60th anniversary Montessori for parents learning together Montessori Can Parent programme

Barbara Isaacs introduces the important new development of Montessori parenting classes in Camden, London

t is fitting that as we are Camden. The University of East Anglia attend Montessori nursery or not. We celebrating sixty years since has been commissioned by the Charity are hoping to attract as many new Montessori’s death we are to provide independent evaluation of parents as possible because this is an continuing her vision in the project, alongside the DfE’s own ideal opportunity for interested parents promoting the Montessori research team from the University of of babies and toddlers to find out about Iapproach in the home. From the early Worcester. The Montessori Parenting what the Montessori approach has to days of the first Children’s House in programme has been further supported offer to their family. The Montessori Rome, Montessori acknowledged the by the Fatherhood Institute which is classes comprise six topics accessible role of parents in supporting their providing their expertise and guidance either in face to face sessions or online. children’s development and learning in engaging fathers. In addition all those registered will and urged close co-operation between The Parenting Classes, which will run have access to the online materials and the nursery and the family, which until the spring of 2014, will be will also receive a copy of the results in better understanding of the available to all parents living in the Montessori parenting book Learning uniqueness of the child. three areas who have children from Together. The face to face classes will be The Learning Together - Montessori Can Parent classes will be delivered by an expert group of trainers... They are all Montessori qualified, all parents themselves, and with an interest in working in partnership with parents and promoting the Montessori approach.

The Montessori St. Nicholas Charity birth to five years of age. Each mother, delivered in six two hour sessions is proud to be associated with the father, relative or foster parent actively offered once a week, in the evenings or recent Government CANparent supporting a child can receive a £100 on Saturdays at Woodentots Montessori initiative to introduce Parenting Class voucher which will contribute towards School in Camden and at Rainbow Trials in three Local Authorities in the cost of the classes. The vouchers Montessori School in West Hampstead, England – Middlesborough, Peak can be collected from designated places and during the day in a community District and Camden in London. St. such as health clinics and Boots the centre in Kentish Town. In addition we Nicholas were successful in their tender chemists. More information about the will be offering classes for mothers with to deliver the classes in the London entire scheme can be obtained from the babies available on a weekly basis from Borough of Camden and have made a CANparent website a home in West Hampstead. More significant investment in the www.canparent.org.uk venues will be found as awareness of promotion, development and delivery The Montessori CANParent classes the parenting classes grows. For more of the classes in Montessori settings are available to all families in Camden details access www.montessori.org.uk and within the local community of with children of pre-school age and look out for our Montessori Can West Hampstead, Kentish Town and irrespective of whether their children Parent information.

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The Learning Together - Montessori Can Parent classes will be delivered by an expert group of trainers who have been preparing for the classes during the past six weeks. They are all Montessori qualified, all parents themselves, and with an interest in working in partnership with parents and promoting the Montessori approach to the widest possible community of parents. Each one of them brings a unique expertise to the group – such as being a grandparent, having worked with teenage mothers, having attended mothers’ group and parenting classes themselves; they are also nursery teachers, managers and owners. They represent the Montessori ¼ Behaviour and independence parenting programme to all MEAB community in diversity of cultures and In the next issue we will bring you accredited schools by offering training ages, and we also have two fathers news of pilot classes which are starting and course materials. Look out for engaged in the training of trainers at Woodentots and Rainbow in June more information in the Autumn issue programme. and more information about other of Montessori International. Bearing in The Montessori parenting classes will venues offering the classes from mind that partnership with parents cover the following topics: September 2012. For further features high in the newly revised EYFS, ¼ Being a parent information contact Barbara Isaacs on this may be a perfect opportunity for ¼ Playing with children [email protected] the Montessori community to engage ¼ Helping children to thrive and Whilst working with the with our parenting programme. develop Government on this specific initiative, ¼ Relationships in the family Montessori St. Nicholas also has plans Barbara Isaacs is the Director of ¼ Talking with children to give access to the Montessori National Strategies for Montessori 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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60th anniversary Life at Gorton:What M The word ‘Montessori’ has become part of the vernacular at Gorton Mount Primary School. We have been training staff in the philosophy and use of materials for seven years. In 2010 we were very proud when our Foundation stage was accredited by MCI and we continue to find new ways to raise the profile of Montessori practice throughout the whole school and into the wider community. Introduction One of my jobs in school is to facilitate visits to school from interested colleagues, of which there have been many. People from all walks of life have contacted me to learn about our Montessori practice, including head teachers from private and mainstream schools, nursery managers, parents concerned about their children’s progress, people interested in setting up free schools, students, and university lecturers. These visitors all want to find out what Montessori has given us and how it has made things better. I interviewed the team to discover what they had to say in response to this question, asking each one what they felt had been the greatest benefit for the children, and secondly, in some cases, how Montessori has supported their own professional and skills development. ‘Sound bites’ from the staff team Gemma Fletcher (T) children to access the curriculum. They can Montessori is particularly make fast progress. I now have a much better Steve Lightfoot (T) good for helping children understanding of how children learn. Montessori has aided who have an unsettled social cohesion; the home life to adapt to Karen Ashton (TA) children look to their the demands of school. Children are more peers for solutions to This is because the focussed and engaged in problems. I have given routines and their learning. Children the children more expectations are so clear to the children. look after one another; freedom to learn for they are more like one themselves. Planning Val Penoyre (T) big group than lots of is more personalised and children are not Montessori enables little groups. The interrupted when they work. children to become atmosphere in the independent more classroom is calm. I know exactly what each Jane Murphy (T) Children quickly. Montessori child is up to all of the time. are able to look after provides a clear order themselves and and structure to Di Marsh (TA) Teaching demonstrate learning. This helps me using one to one independence in their to assess children with presentations helps learning. Engaging in the accuracy. I can spot gaps in learning quickly. children to focus. This Montessori diploma kind of teaching gives prompted me to Sarah Dexter (TA) children the skills to be continue in further Because children are able to work on their studies. I went on to gain a degree and I more independent, I own. Montessori qualified as a teacher earlier this year. can focus my attention opened up a whole where it is needed. I new world – it makes you look at children Mel Lee (T) Montessori can get on with my one differently. It’s not about you telling the enables children to to one presentations children everything; they have to discover settle in more quickly. and no time is wasted. things for themselves. Behaviour has I understand the improved because shared planning I’m given. This has given me Nichola Berry (TA) children can predict the confidence to manage a whole class. Using Montessori has what will be in the improved the children’s environment. Sue Corner (TA) Using behaviour because Montessori materials children can choose Clare Thompson (T) The children’s helps me support pupils and have to make their development is better as a result of the who have English as an own decisions about freedoms they are granted in the classroom. additional language, what they want to learn. Through freedom within limits children are able special educational I enjoyed learning about to learn through exploration in the environment. needs or disabilities. child development, like attachment theory. It I trust the children more. I have learnt about The presentations help helps me to figure the children out and to the value of child-initiated learning. these particular better understand their needs.

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Montessori means to us Shazia Hussain (T) Children are more independent because they have the freedom to choose their own work. This builds the children’s confidence. Having all the equipment laid out makes it easier for children to settle into the nursery. I have learnt that the teacher does not always have to direct the children; children learn a lot from activities they have chosen themselves.

Robina Malik (T) Children are able to learn from their mistakes and can self- correct their work. I also think children benefit from having the freedom to move and make choices about where to work and who with. There have been so many light bulb moments. Montessori is practical – I can apply it to my practice in the real world.

Debs Way (TA) Children do not wait for us to direct them. There is no pressure put on the children; they can learn at their own pace. This helps children to feel good about themselves. I feel more valued in the classroom. I know I can just look at the planning and get to work. My skills are put to better use now. I am more confident in delivering lessons in all areas of learning. “Montessori opened up a whole new world – it

Jeremy Clark (T) makes you look at children differently. It’s not Montessori gives children the freedom to live their about you telling the children everything; they lives. As teachers, we are have to discover things for themselves”. – Di Marsh truly there for the children. The school exists for the children to grow in. It makes me look at Conclusion childcare in a different Reading through these ‘sound bites’ made me realise how far we have come as a team. It way; I can see how simple it can be. was a wonderful experience to speak to staff and hear what they had to say on the subject. Several themes recur throughout the interviews – Montessori makes children independent; Kat Price (T) Montessori freedom promotes better behaviour and engagement; people have a better understanding of teaches children to believe the children and their development. It is interesting to consider our current Year 6 cohort in in themselves and to find light of these comments. This group are highly motivated, are confident, have a great work joy in learning. Teaching is ethic and are not afraid of a challenge. These were the first children to experience the not a case of passing Montessorian Foundation and we believe this has made an incredible difference to their information from one attitudes to learning. As I was speaking to people it became evident to me that there is still person to another. Learning (even after all these years) a buzz about Montessori. People are committed to this practice, is an internal process; the love talking about it and believe in it passionately. We feel very strongly that it is right for our teacher’s job is to help this children and for us. We feel very proud to be part of the wider Montessori community. process along. Kat Price

JULY – SEPTEMBER 2012 Montessori International 35 Issue 104:Montessori International 25/6/12 15:23 Page 38 Issue 104:Montessori International 25/6/12 15:23 Page 39 bright ideas

It’s not just idle Do you see what I see? chatter www.absorbentminds.co.uk

Many parents and educators To help further encourage both communication and believe that being a good thinking skills you could play a game where communicator is one of the a child has to give instructions to another most important skills a child so that they can draw a picture to replicate can learn. Speech, language what the child has in front of them. This game can and being able to communicate be made simpler by instead of describing a picture with others provides a solid or object, you could encourage the child to create You could use: foundation for learning, a pattern using coloured pegs in a board and then personal fulfilment and making give instructions to copy the pattern. Peg Boards - 10 x 10 peg boards with 1000 a positive contribution to coloured pegs in 10 Montessori Both participants have a part in this exercise - one society. colours. So versatile and so has to describe clearly while the other has to simple the mathematical ask appropriate questions to get the possibilities are endless: Telephone Set right patterns, arithmetic, information. www.absorbentminds.co.uk geometry, area, square This exercise numbers and so on. Of course will help with the set does not have to be used for mathematical listening to purposes and will be equally at home on the instructions in practical life shelves. class and talking about something another person Peg Boards are available from Absorbent Minds and cannot see is important are priced at £14.99 plus VAT. when starting to be able to Double Sided Easel is available from Absorbent discuss events in the past Minds and is priced at £55.99 plus VAT. Easel and the future. Companion Set is also available at £25.99 plus VAT.

using them on a white board or Parents can worry that the busy mirror they also have lives we all lead make it hard to hanging/fixing holes for display or find the time to help develop their to make a mobile. child’s communication skills. Talking on the telephone is something children see parents and carers doing on a daily basis they’ve made the right decision. the picture is there. Just make so encouraging role play with this They are made of solid wood – sure you leave a border around speaking and listening phone will lovely to the touch – and your picture so that the paper has spark interest from even the most measuring 50mm x 60mm they something to stick to. reluctant communicators. are ideal for little hands. Or, if you want to display your The set includes two colour coded Weight Prism Set is available collage at the window, seal it with realistic telephone handsets and Splats are available from Artful from Artful Dodgers and is priced another sheet of film. Use a three metres of hollow flexible Dodgers and are priced at £14.99 at £19.99 plus VAT. permanent marker on the non- tubing which can be buried if you plus VAT. In this pack you get 10 sticky side to draw a design if you wish. It encourages speaking and acrylic ‘splat’ shapes No Mess Collage want the children to collage a listening, taking turns and grace (approximately 120mm). Class Pack picture or you could let them just and courtesy. create patterns out of a variety of www.artfuldodgers.co.uk The Telephone Set is available Weight Prism Set materials. Small, individual collages can be made or you from Absorbent Minds and is www.artfuldodgers.co.uk Yes, you’ve read it right – no-mess priced at £14.99 plus VAT. collage. Instead of using glue to could design a long one for These are a great addition to the stick your collage materials several children to work on. Splats sensorial equipment. There down, you stick them onto No Mess Collage Class Pack is www.artfuldodgers.co.uk are two each of six self-adhesive clear film, available from Artful Dodgers and different weights better known as sticky- is priced at £14.32 plus VAT. These are transparent coloured – each pair backed plastic. The pack contains: roll 25cm pieces in red, blue, yellow, green, colour coded. The Once you’ve self-adhesive film, 25g bag purple and orange, plus opaque children can finished placing all feathers, 50g bag sequins, 4" white, black and double sided match the the collage tissue squares pack of 480 mirror. The ‘splats’ can be used to corresponding materials, stick sheets, 1 permanent marker, teach colour mixing and pattern weights and card or paper instructions - all presented in a making – but are more fun than then check to over the top, white box to keep everything tidy regular shapes. In addition to ensure that turn it round and and together.

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enterprising youth Discovering treasures Link2nature are the winners of Young Enterprise’s Area and County Finals; Leandra Hine tells us what the group have done so far, and about their plans for the future.

tudying the oval piece of Adventures of Piney Conus to wood pensively, I count the inspire children to use their Srings and then continue to imaginations and to gain respect chamfer the edges smooth with a for their surrounding environment. piece of sand paper. I am In the story a pine cone man surrounded by a group of 11 other experiences a series of close calls teenagers who are all members of as first his forest is felled, then Link2nature, a student-run burned, and machines constantly business that provides natural roar by. Finally, when Piney Conus educational materials which awakes from sleep he realises support the development of that many small pine trees are children through play. As the growing; as he fled for his life he minutes pass by I reflect on our left a trail of seeds that are company’s mission. sprouting into trees. The forest is Link2nature has been in operation regenerated despite human since October 2011 under the destruction. charity Young Enterprise. In With The Adventures of Piney response to recent concerns that The Link2nature group; Leandra Hine is second from the right in the front row Conus we hope to continue the quality of children’s education expanding our market. Ultimately is decreasing through screen- pinecones, seashells and pebbles. our products children gain skill we are determined that every child based play, our goal is to offer a Consequently, we now provide a and experience in concepts of experiences the wonder of nature natural alternative that inspires basket and cloth bag that contains building, balance, counting, through open-ended and heuristic parents and educators to only wooden pieces and bamboo. sorting and symmetry. play. During the last month stimulate the imagination and Exactly 59 pieces of wood – small Mathematics and communication newspaper articles have spoken creativity of children. From the and large discs, oval slices, short skills are also thoroughly utilized in about the recently named “nature start we wanted our business to and tall pillars, and rectangular a very natural way. deficit disorder” which is harming have value for others as well as slices are included, all of which We have also found that our the development of so many ourselves and as each of us has a are ideal for construction. product can aid children suffering children. Each one of us common love for nature and But what is so from selective teenagers are passionately children, we decided to fulfil this special about our mutism. A study concerned for the well-being of gap in the educational market. We products? done revealed small children, many of whom are started Link2nature with the aim Throughout the that children who unable to experience the wonder of making the outdoor world year of marketing have previously of the outdoors. However through accessible to children across the our Nature Basket been unable to our Nature Baskets we hope that UK. and increasing speak in even these children can touch the The Nature Basket is our signature and diversifying our product line particular environments are able outdoors indoors. Our product is product, of which we offer two we have observed its incredible to overcome this inhibition by inspired by nature and loved by varieties: Nature Treasures and value in children’s play. Through playing with the Nature Basket. children. Nature Blocks. Nature Treasures playing with natural materials Due to its open-ended nature, consists of seashells, sheep’s children’s capacity for creativity these children are able to play and Editor’s note wool, pebbles, pine cones, a expands. In such open-ended play talk happily in surroundings where Since Leandra first submitted this bamboo bridge and a large a pine cone can become a they feel comfortable and article, the Link2nature group assortment of carefully cut and person, a dog, a tree, or whatever continue to do so in environments have won Young Enterprise’s sanded wooden pieces. This a child’s imagination makes it out where formerly they have refused (southeast) regional stage, and will be going to the national generous collection, contained in to be. to speak. The Nature Basket has competition on 1 to 3 July. a sturdy cloth bag, fits snuggly in From an early age children learn opened up a door for children who a wicker basket and has amazing by using their senses. The range most need security and Technically, the Link2nature project will be wound up at the potential for enhancing children’s of textures in our first product confidence. end of July (unless a buyer can play. Our Nature Treasures have Nature Treasures is versatile and At Link2nature we also feel it be found), but the Piney Conus important that young children been a tremendous success, yet fun; smooth pebbles, soft wool, book will continue to be sold. nursery teachers already rough pinecones, and hard wood learn to love and care for the For more information go to immersed in rural surroundings do are all sensory objects that cannot natural environment. We are now www.link2nature.co.uk not see the need to purchase be replaced with plastic. Through selling a children’s storybook, The

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physical development Montessori, Maslow, and Self-Actualization This concludes David Weinberg’s article (originally published in Montessori Life), which began in the last issue with an introduction by Barbara Isaacs.

Esteem needs Here I shall try to give only its broadest of the type we have learned to call outlines. philosophical or ethical ...” and as a Parents and teachers must realize the A complete definition of self- result they “impart a certain serenity importance of self-esteem, self-respect, actualization is difficult, but in its and lack of worry over immediate and esteem from others. Without these simplest terms, we can say that self- concerns that make life easier not only come devastating feelings of inferiority actualizing people have psychological for themselves but for all who are and worth-lessness. No one can move health. That is, they have fulfilled associated with them.” (1954, pp. 211- toward self-actualization harboring physiological needs and psychological 212) such feelings. or ‘growth needs,’ and can (1) begin Thirdly, the character and As I stated earlier, that “every element fully living one's ‘real self,’ (2) labor characteristics of fully mature human of Montessori methodology is designed Abraham Maslow toward fulfilling one's he mission and beings are perhaps the most important for the care of the soul,” we can turn potential, and (3) conduct themselves aspects of self-actualization. It seems again to the ‘prepared environment- for with the character and characteristics that the quality of life on this planet, the construe- lion of a firm foundation of a fully mature human being. except for natural disasters, depends of self-esteem in the child. For example, First, living one's ‘real self’ means almost entirely on the character of while the child is engaged in placing being psychologically free. This takes human beings who inhabit it, from the cylinders in the cylinder block, and the many forms. It means acceptance of small kind or unkind gestures of teacher is focused on its ‘primary’ one's self and one's shortcomings everyday living to the enormous purpose of refining the child's without guilt, shame, or anxiety. It consequences of ethical or unethical perception, the even more important means living with zest. Maslow acts by political leaders. ‘happening’ is that with each inser-tion describes self-actualizing people who: Maria Montessori understood this by those little hands of a cylinder into tend to be good and lusty animals, deeply. In the preface to her book an aperture of the block come the hearty in their appetites and enjoying Education and Peace, she wrote: "An internal feelings of "I can", "I'm able", "I themselves mightily without regret or extremely important social task lies am worthy!" Thus, unnoticed, we shame or apology. They seem to have a before us: actuating man's value, provide for the incremental building of uniformly good appetite for food; they allowing him to attain the maximum self-esteem. seem to sleep well; they seem to enjoy development of his energies, truly Reading Abraham Maslow on this their sexual lives without unnecessary preparing him to bring about a different subject, we think we are reading a inhibition … form of human society on a higher Montessori text: With this freedom comes also plane." (1972, p. xiv) The healthily spontaneous child, in spontaneity. “Their behavior is marked What are the characteristics of the his spontaneity, from within out, in by simplicity and naturalness, and lacks self-actualized? Maslow employed a response to his own inner Being, artificiality or straining for effect.” German word invented by Alfred Adler, reaches out to the environment in (1954, p.207) another of the important third-force wonder, interest, and expresses Secondly, fulfilling one's life's mission psychologists. The word is whatever skills he has … If he can Self- is what Maslow calls ‘problem gemeinschaftsgefühl, which Maslow choose these experiences which are Actualization centering.’ “Our subjects,” he writes, says is the only one available that well validated by the experience of delight, “are in general strongly focused on describes the flavor of the feelings for then he can return to the experience, Esteem Needs problems outside themselves …” mankind expressed by self- repeat it, savor it if to the point of They are not ‘ego centered’ as actualizing subjects. They have for repletion, satiation or boredom … Such generally insecure people are, human beings in general a deep experiences not only mean moving on, and they usually have a life Belongingness and Love Needs feeling of identification, but have a feedback effect on the Self, mission. And there is even sympathy. and affection … in feeling certainty, … capability, a deeper characteristic to Because of this, they have a mastery, self-trust, self-esteem. (1999, p. problem centering. Safety Needs genuine desire to help the 65) Maslow found these human race. (1954, p. Self-Actualization individuals 217) Biological and Physiological Needs Self-actualization is a very rich and “concerned with We might call this multifaceted subject, on which Maslow basic issues and their democratic expended much labor to illuminate. eternal questions Abraham Maslow's Hierarchy of Needs characteristics.

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This gemeinschaftsgefühl spills over toward psychological serenity, toward into other democratic traits. Maslow personal fulfillment. This is the new found his self-actualizing subjects to be vision and understanding of man that “friendly with anyone of suitable Maslow and the third psychologists character regardless of class, education, gave us. It becomes derailed when basic political belief, race, or color” (1954, p. needs are not fulfilled. Even for those 220). who are fortunate to have their needs Related to this characteristic are their fulfilled, it is still always a work in perceptions of right and wrong. “They progress. Human psychological health rarely showed in their day-to-day living is difficult to measure exactly. Being the chaos, the confusion, the "self- actualized" is an ideal state, inconsistency, or conflict that are so perhaps unattainable, like any other common in the average person's ethical ideal slate. Certainly self-actualizing dealings … These individuals are individuals are not saints and have strongly ethical, they have definite imperfections, as do all human beings. moral standards ....” (1954, p. 220). But what is most important for teachers In addition, they show great and parents of young children is their indignation at injustice and are duty to foster self-actualization. intolerant of dishonesty, cruelty, and Abraham Maslow and Maria hypocrisy. Perhaps these are the more Montessori both understood that the important character traits of the fully totality of a child’s environment, mature. meaning things visible and invisible, In their daily lives, the self-actualized concrete and abstract, must offer the exhibit some interesting qualities. One raw materials for fulfilling needs. The of the more endearing is that they child will spontaneously absorb those exhibit a non-hostile sense of humor, raw materials for his or her unique that is, they do not laugh at others’ growth. Collectively, through self- expense or make people laugh by actualized children, society will follow, diminishing another person. Their because these children “have led loving humor is rather sophisticated and lives, have loved and been loved. philosophical; they poke fun at the Furthermore, they are now loving human race, not at individuals. people." (1954, p.347) Self-actualizing people have a wonderful capacity to appreciate again and again, freshly and naively, the basic goods of life, with awe, pleasure, wonder, and even ecstasy, however stale these experiences may have become to others.

In daily pursuits, although they may casual workaday, moment-to-moment References not exhibit the genius of a Mozart or a business of living can be thrilling, Maslow, A. H. (1954). Motivation and Michelangelo, they appear to be very exciting, and ecstatic …” (1954, p. 214) personality. New York: Harper & Row creative. It seems to Maslow that this Maslow declared this ecstasy as a Publishers. stems from their having retained the phenomenon that can happen to Maslow, A. H. (1959). Cognition of naïve creativeness of children; whatever anyone, but in self-actualizing being in the peak experiences. The they do is done with spirit and joy. individuals seems to happen more Journal of Genetic Psychology, Vol. 94. Among all Maslow's lengthy works on frequently and more intensely. This this subject, I believe this is his best phenomenon is called ‘peak Maslow, A. H. (1999). Toward a description: Self-actualizing people have experiences’ or ‘moments of highest psychology of being. New York: John Wiley & Sons. a wonderful capacity to appreciate happiness and fulfillment’. They result again and again, freshly and naively, from the parental experience, the Montessori, M. (1965). The secret of the basic goods of life, with awe, mystic or oceanic or nature experience, childhood. Calcutta: Orient Longmans. pleasure, wonder, and even ecstasy, the aesthetic perception, the creative Montessori, M. (1972). Education and however stale these experiences may moment, the therapeutic or intellectual peace. Madras: Kalakshetra Press. have become to others. Thus for such a insight, the orgasmic experience, person, any sunset may be as beautiful certain forms of athletic fulfillment … David R. Weinberg, PhD, was as the first one, any flower may be of It is felt to be so valuable an president of AMS from 1975 to 1980. breath-taking loveliness, even after he experience, so great a revelation, that He is cofounder and head of Brookfield has seen a million flowers. The even to attempt to justify it takes away Academy, Bloomfield Hills, MI, and thousandth baby he sees is just as from its dignity and worth. (1959, p. cofounder and director of Michigan miraculous a product as the first one he 43) Montessori Teacher Education Center. saw. He remains as convinced of his Conclusion Contact him at luck in marriage thirty years after his [email protected]. marriage and is as surprised by his wife’s It is in the nature of the human beauty when she is sixty as he was forty being to strive toward self- Copyright 2011 by the American years before. For such people, even the actualization: toward a healthy psyche, Montessori Society. All rights reserved.

JULY – SEPTEMBER 2012 Montessori International 41 Issue 104:Montessori International 25/6/12 15:24 Page 44 reviews Headline to come structures from around the world. used the perspex blocks to create a Both girls and boys were drawn to great glass elevator. for Blocks the block materials and although As you can imagine, much their play was very different, it was collaborative construction took place Many settings will have blocks as a clear that the open-ended nature of with these resources. staple element of their continuous the resources stimulated real provision, and indeed we already The value of block play is well imaginative opportunities. These are had an established block area which documented, including work from truly wonderful materials for is well used and has plenty of space the Froebel Blockplay Research language development, designing for large creations. Adding the Early Group. Although they highlight the and making, physical development Excellence Building collection to our difference between Montessori's pink through fine motor skills and well-loved blocks brought another tower with discrete didactic problem solving. One of our pupils dimension to the play and learning. intentions and the more open ended blocks, it is now widely accepted The Building collection comes with a that free and spontaneous play sturdy bag of good quality unit with unit blocks can enhance high quality range of other blocks as well as flat boards and an early childhood setting, collections including small world, 'extras' of perspex and mirror blocks, Montessori or otherwise. musical and baking resources. tops, spires and wooden people. The collection can also be enhanced This collection has been a http://shop.earlyexcellence.com/coll with additional resources such as wonderful addition to our ections/building-and-structures non-fiction books on buildings and classroom. Early Reviewed by Nathan Archer, beautiful A4 posters of famous Excellence also has a Lincolnshire Montessori

Montessori Print not familiar with the Montessori However, there are also over 40 free method and these provide a step- printable Montessori materials which Shop Website by-step guide on how to teach each can be downloaded from the website www.montessoriprintshop.com of the lessons. so you can get a feel for what the website has to offer. This is a very useful website that Obviously this all comes at a price: The website also includes a number provides over 1,100 printable good you can either buy all 1,142 of articles and tutorials which are quality Montessori materials to help printable materials on one CD Rom free and can be used to help learn engage and inspire your children about the Montessori theory and and use in either your home or how to prepare and use the school. The printable Montessori printable Montessori materials. materials are instantly downloadable and cover a number of the price CAD $2 to $4) or bundles Note that this is a Canadian Montessori curriculum areas of files straight from the website and therefore all the prices including Sensorial, Language, website. The Teaching Manuals are quoted in Canadian dollars – Maths, Science and Culture. There cover Practical Life, Sensorial, the current exchange rate is CAD are also Primary Montessori (for CAD $599.99) or you can Maths and Language and range $1.60 to £1.00. Teaching Manuals for those who are download individual files (average from CAD $15.99 to $21.99. Reviewed by Helena Kay

appeal of these practitioners – towards learning. I must not forget the The Inspired Child books. It is evident discoveries which are creative, booklets devoted to Painting and booklets: that much inspiration linguistic as well as cognitive, Drawing and Mark Making which has been derived whilst using remind us that the quality of Natural Materials; Clay & Wire; from the Reggio physical resources is of paramount Drawing & Mark Making; Painting; importance when encouraging approach particularly NATURAL MATERIALS capabilities and Reflection, Light & Shadow; and when looking at the enhancing social children’s self-expression and that Sorting & Arranging volume entitled and emotional for many children this is the starting Written by Liz Buckler, designed Reflection, Light and PAINTING well-being. This point of their creative experience. by Lisa Hellier and Lucienne Shadows in which volume resonates The booklets were written by Liz Evans children explore with the Buckler and produced in partnership shadows, form and Montessori notion When a friend showed me these six with Herefordshire Council and Arts light inside and of taking the inside out and slender volumes documenting Alive, Crickhowell Community Art outside the classroom. bringing the outside in. children’s creativity I immediately organisation. They are a celebration SORTING & ARRANGING felt they needed to be shared with Clay and Wire reminds This is further enhanced by of the potentialities of self- my Montessori colleagues. It is very us of young children’s ideas presented in Sorting and expression of young children and rare to find a publication which has ability to work in a three dimensional Arranging, which in artistic terms should be in every Montessori the child at heart and which explores format and of the open manner in could be seen as the beginning of classroom as an inspiration and children’s creativity with such which they use resources, if given any composition. It guides us motivation for further professional intimate knowledge of their the opportunity, combining natural towards organisation of ideas and development. Find out more by capabilities and potentialities. and man-made materials with ease gives children opportunities to visiting www.theinspiredchild.co.uk or emailing info@theinspired The ideas are not new but are and joy. Looking at use of Natural spontaneously arrange materials and child.co.uk. They can be purchased presented in an inspiring manner. Materials highlights the holistic resources. They provide the adult from the website at the cost of The small square format, careful use nature of learning in the early years, with real insights into individual £22.50 including postage & packing. of colour in the text, and high quality where exploration of natural preferences regarding shape, colour of reproduction of the children’s materials and real experiences guide and format often contributing toward Berrington Press, 2009 work all contribute greatly to the the child – with the help of skilled schematic behaviours in children’s Reviewed by Barbara Isaacs

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practitioner’s reflection Choice in the Montessori environment The power to act from real choice For Maria Montessori choice was a fundamental requirement for learning in young children; Margaret Saunders recaps the ways this can work in the nursery.

hoice is the buzzword of each other. They can and do teach discrimination and differentiation have our time. It is one of those themselves if the techniques are made been assimilated. The vast range of emotive philosophical available to them. sensorial materials gives children a concepts like freedom In the nursery, skills come before range of choices which again are which gets people going. knowledge, and for a child to be able to designed to lead to the same end: the CWe are extremely sensitive to the role exercise choice she must master certain development of powerful intellectual of choice in early years education, and, skills. In practical life, the children can tools of discernment and analysis. as usual, Maria Montessori had a well choose between a bewildering array of The principle of choice in the worked out stratagem as to how choice activities which are all designed to prepared environment is designed to was relevant and could be offered to produce the same outcome: give the freedom for the children to very young children. It is a complex independence, confidence, explore activities which will satisfy the notion which must be taken in context concentration, coordination, control, children’s developmental urges and and viewed in a multi-layered fashion and order. The child gains mastery over needs. Only with a proper to include physical, psychological, his or her own self by exercising real understanding of the developmental social and spiritual choice. It is not just choice only because he or she wants to stages which all children go through is a supermarket concept of deciding learn how to do something. If the it possible to offer choices of activities which type of cereal you want for activity is challenging and achievable, which are going to satisfy their need to breakfast. satisfaction is gained and further learn. The exploration of the sensory Montessori regarded choice as the experiences will be sought by the child world and the order and pattern underpinning condition of of his or her own accord, not through underlying it plays directly into the development for the young child: adult interference. Through choice the concept of mathematics, with shape, without choice there can be no child gains knowledge which spurs mass, number and quantities being learning. The small child reaches out to him or her on. eagerly explored through the rich array its environment and explores it in The first level of choice in the of mathematical activities in the maths order to try and make sense of it. So, Montessori nursery is, therefore, curriculum. The limit to the choice first and foremost, the Montessori intensely personal and rooted in the would be that a child will be directed environment provides order. Without need to achieve physical mastery. away from activities which would be order, the child will continue to live in Children acquire the ability to beyond his or her intellectual chaos and fail to become independent. manipulate a vast range of everyday readiness. This creates a sense of pride The prepared environment provides objects and processes which give them in what is achieved and a sense of freedom within limits, and this is functional independence in, for anticipation and eagerness for what lies essential if the child is to be safe and example, pouring water, putting on ahead. Younger children watch older secure. The choices offered must be their coats, going to the lavatory alone, children and yearn for the choice of conducive to the developmental needs wiping up spills, serving lunch, using a complicated looking piece of of the child, as the power to act from washing plates, and many, many more. equipment. This limit to choice acts as real choice means being independent. This independence creates confidence a developmental check which enables Every feature in the Montessori nursery which then leads the child to want to the child to have a degree of self- is designed to help independence. make further choices which are more awareness about his or her level of Children struggle intensely to master intellectual, more refined. achievement. Choice then, in a the basic skills they need to take care of Intellectual choice is only possible Montessori nursery, is closely allied to themselves, their environment and when fundamental principles of development. Our first goal is to

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facilitate development so that the between adult and child which the environment to provide clarity and child’s hunger for learning is satisfied. encourages the children to express their purpose, and restricting all the materials As the child becomes functionally and inner adult and let you know what they to only those which provide specific perceptually independent, the curiosity want, what they like and don’t like. learning outcomes means that the to articulate the world drives the urge to Children who feel safe and respected children are given maximum freedom describe and share experiences. The have no difficulty in telling you what’s to frame their learning day to suit their large number of activities available is a what and making their views known. If own tastes, readiness and inclinations – rich source of language knowledge, younger or less settled children stray in other words, they are given the which adds to the independence of the from the path of civil conduct they are power to act from real choice. child. Older children are then often soon reminded, either by the other The evidence that choice is intrinsic seen talking to and explaining and children or the adults, of alternative to the nursery and that it enhances helping younger children, and this ways of communicating, creating learning lies in the calm, happy expands the choice to work alone or choices about how to behave which are atmosphere where children move busily with others, in a capacity as teacher or even more important at the early stages. and purposively with minimum adult learner. This social choice is enabled by If a child develops an aversion to some interference. This is the meaning of the high degree of independence part of the school day (refusing to go acting from real choice. They are in fostered in an environment where outside with everyone else for example) control and have at their disposal a vast children are effectively teaching then patient negotiation will take place curriculum which meets the needs of themselves and – as a knock-on effect – and a solution will emerge. At nursery children up to and beyond their age, If a child develops an aversion to some part of the school day (refusing to go outside with everyone else for example) then patient negotiation will take place and a solution will emerge.

each other. With minimum adult level, choices often arise from variations with, for example, cultural materials interference, the choices are being made in mood and so have to be seen in the and maths and language, arts and by children who govern their own light of learning to achieve some science activities testing for any six year patterns of activity and learning and consistency and internalise a sense of old. It is testament to the power of a playing throughout the day. routine and responsibility. These controlled learning environment that The power to act from real choice choices are more delicate and difficult the children often reach a level of goes much deeper than just deciding and often make up the ground of learning well beyond that which is whether to have banana or apple for learning to act from real choice. expected at nursery level. snack, or read a book about aeroplanes Behavioural choices at the pre-school This is the product of an environment or tractors. What is at stake in the age often form a larger part of the which offers real choice, through giving nursery is the development of the developmental task than intellectual children freedom within limits in a rich whole person, a process which requires choices because young children are still and varied learning environment, a delicate process of integration. learning to manage their moods and where they direct and maintain their Children are encouraged to express develop consistency and fortitude. own learning in line with their their views, make requests, share their From day one in the nursery the individual developmental drives. feelings, describe their experiences, give children are faced with an open Margaret Saunders was Montessori- advice, and make recommendations; environment whose integrity and order educated in Great Missenden, and took what is more, in an environment where is maintained by the children the postgraduate Montessori Diploma at they feel that they are in control, they themselves, who embrace the ground the London Montessori Centre in 1990. actually do this of their own accord, rules and take ownership of their daily She opened Netherton Montessori and the adults consider it natural to routines, learning tasks and social Nursery School in Perthshire in 1992 respond accordingly. There is equality interactions. The rigorous ordering of and it is still going strong in 2012. Issue 104:Montessori International 25/6/12 15:24 Page 48

education update Summer 2012 Education & Special Needs & Disabilities Update

New Quality Standard for Children with Autism Revised Early Years Foundation Stage (EYFS) The Department of The EYFS is a statutory ț Stronger emphasis on three prime Non-Statutory guidance on Health has asked the framework that sets the areas which are most essential for implementing the Revised EYFS is National Institute for standards for the learning, children’s healthy development – at: http://media.education.gov.uk/ Health and Clinical development and care of communication and language, assets/files/pdf/d/development% 20matters%20in%20the%20eyfs. Excellence (NICE) to children from birth to five. physical, and personal, social and publish a quality emotional development; pdf A revised, simpler framework for the standard for children ț A Summary of the Key Revisions is Early Years Foundation Stage (EYFS) A progress check at age two will with autism. at: http://media.education.gov.uk/ was published on 27 March 2012, to inform parents about their assets/files/pdf/y/eyfs%20summary% NICE quality for implementation from September child’s development. This links 20of%20changes.pdf standards are a set of 2012. (EYFS [2008] will continue to with the Healthy Child review specific, concise statements that set be in force until 31 August 2012). carried out by health visitors, so A raft of extra information and out markers of high-quality, cost- that children get any additional guidance, including the new Early The new EYFS Framework includes effective patient care. Quality support they need before they Years Foundation Stage profile the following revisions: standards for children were a key start school; (eProfile) and Applying for ț demand of the National Autistic Less bureaucracy for ț Strengthening partnerships exemptions from the learning and Society (NAS) campaign You Need professionals; between professionals and development (L&D) requirements To Know, which aimed to improve ț Simplified statutory assessment of parents, ensuring that the new under the existing EYFS framework mental health services for children children’s development at age framework uses clear language. for providers can be found on the with autism. EYFS homepage at: five; ț Non-statutory guidance on the Research has found that over 70 per ț Simplified learning and Children’s 2 year Progress check http://www.education.gov.uk/ cent of children with autism also development requirements by is at: http://media.education. schools/teachingandlearning/ experience mental health issues, so reducing the number of early gov.uk/assets/files/pdf/know%20ho curriculum/a0068102/early-years- it is vital that Child and Adolescent learning goals from 69 to 17; w% 20materials.pdf foundation-stage-eyfs Mental Health Services (CAMHS) are able to fully meet the needs of the communication barriers children with autism. As details Organisation: Montessori Education videos on everything from arithmetic experienced by deaf teenagers by about the content of the quality for Autism (MEfA) to physics, finance, and history and downloading and sharing the free standards emerge, the NAS will be www.montessorieducationfor hundreds of skills to practice, the resources at pushing hard to ensure that they autism.com Khan Academy is on a mission to www.buzz.org.uk/looksmilechat help your students learn what they have a strong focus on mental Playday 2012: want, when they want, at their own health support to help to fully Wednesday 1 August entrench the needs of children and pace. You can even apply to become www.playday.org.uk/events young people with autism into the a translator or subtitle any video. Try First Steps Nutrition Trust it out at www.khanacademy.org/ health and social care system in National Deaf Children’s England. First Steps Nutrition Service (NDCS) ࡯ Class Central Trust, a new charity that National Children’s Bureau: Look, Smile, Chat is a offers information and Class Central holds a complete list of Montessori Research on Play campaign to help resources to support free online courses offered by Following a request from hearing teenagers good nutrition for Stanford's Coursera (MIT and the Play Research break down the children, has produced a report Harvard led edX (MITx + Harvardx), Network, which is co- communication barriers that can called Infant Milks in the UK. and Udacity: www.class-central.com/ ordinated for the make socialising and school life The report provides information on The number of universities offering National Children’s tough for some deaf young people. the composition of infant milks courses through the Coursera Bureau by Play To help schools to take part, the available for sale in the UK and also platform has also been expanded. England, The NDCS has created free, easy-to-use covers some of the key issues The participating universities include Children's Play Information Service resources for secondary school relating to formula feeding. It’s a Stanford, Princeton, University of (CPIS) has set up a database of on- teachers: one stop shop for accurate Michigan, University of Pennsylvania going and recently completed and University of California, Berkeley. ț A series of short films to bring the evidence-based information on good research related to children's play issue to life nutrition. It also has information on The breadth of courses has also and informal recreation. nutrition for children up to the age of been expanded beyond Computer ț Lesson plans with activities The full range of projects can be five, eating well during pregnancy, Science and include courses including lip-reading, different found at: http://www.ncb.org.uk/ and food composition and additives. belonging to the fields of Medicine, ways of communicating and media/456754/play_research_cpis_ Download the pdf at: Mathematics, Economics, Finance, perspectives on what it's like to be 0911.pdf www.firststepsnutrition.org/children/e Humanities to name but a few. deaf Project: Evaluating and Measuring ating-well_first-six-months.html You can access the complete list of ț Campaign posters Outcomes to new courses offered below. These ț On-line learning: Demonstrate the Downloadable logos to add to courses have also been added to ࡯ Impact of your website or resources The Khan Academy the list of courses from other Montessori Play You can get involved in the Watch, practice, learn almost universities at www.class- Therapy campaign and help to break down anything for free; with over 3,200 central.com

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Pay attention everybody – John Clarkson is going to introduce us to some of the research past and present that focuses on concentration.

he ability to concentrate is performance in any context). First one of the major results of is the loss of a sense of time, TMontessori education. It is another is that motivation is also one of the great values of entirely intrinsic, thirdly is the normalisation and a significant sense that the difficulty of the component of the brain’s task is perfectly matched to your executive functioning. You might ability and finally there is a sense think, then, that a child whose that the actions have become mind wanders has failed to automatic (“the piano is playing achieve that desired itself”). Not surprisingly, concentration. That may be a too Csikszentmihaly later became simple conclusion: research at the involved in researching the Max Plank Institute in Leipzig, effectiveness of Montessori Germany (Mrazek, M.D., schooling. Smallwood, J. and Schooler, J.W. Later researchers showed that [2012]. Mindfulness and mind- flow (intense concentration) wandering: finding convergence in involved less activity in the opposing constructs. Emotion prefrontal cortex, i.e. conscious role is to ensure that this February 6) has suggested that a thought interferes with the willingness to fix slip-ups was concentration or flow is not wandering mind can be a sign of a process. This has been likened to linked to one type of reaction. The interrupted. sharper intelligence. Children, and the paradoxical Zen philosophy of students were then interviewed adults, doing a routine task, may action without thought (Adee, S. about their beliefs about whether be paying attention to several Environment and intelligence was fixed or not. [2012, February 4]. Zen and the intelligence other concerns. The research Art of Genius. New Scientist 33- Those who believed it was fixed suggests that this is due to their 35). This sort of expertise can For many years there has been an made more errors as the trials having a developed working typically take 1,000 hours of assumption in psychology, which went on. In other words, learning The Montessori classroom must be a haven where children can concentrate on whatever their inner needs dictate, with the tacit support of the teacher - whose role is to ensure that this concentration or flow is not interrupted.

memory (another of the executive practice to achieve (Feltovich, P. has filtered over into general is affected by belief. Applying this functions) and their task J., Prietula, M. J, and Ericsson, K. awareness or ‘common sense’, to the classroom, children who performance does not suffer. In A. [2006]. Studies of Expertise that mental features like believe they are ‘bad’ will be less the classroom, a wandering mind from Psychological Perspectives. intelligence or personality type are able to learn than those who think may be a sign that the children In K. A. Ericsson, N. Charness, P. more or less fixed. However, more you can change. Apply this to the have been given too simple a Feltovich, and R. R. Hoffman, R. and more research is showing Grace and Courtesy exercises. task, but it is not a cause for R. (Eds.). Cambridge Handbook of intelligence can vary according to Children will learn better if they concern. We need to accept that Expertise and Expert Performance, environment. In other words, believe they can change individual children work in pp. 39-68, Cambridge University intelligence is not a fixed quantity themselves. Our role as teachers different ways and we should not Press). Worryingly however, that you are born with. Your is crucial here. If we believe a try to impose a single scheme on military sponsored studies are abilities can be increased through child is beyond helping, then they all of them. looking at ways of using electrical learning or experience. This is now will probably become so. If we stimulation to shortcut this becoming a more general belief believe that what we are doing Zen and the art of going process, in the training of snipers, than it was a few years ago. can make a difference, then it is for example (Bullard, L.M. et al However, not everyone agrees. more likely to do so. with the flow [2011]. Transcranial Direct But, curiously, what you believe Now a new study (of 7,500 Concentration is an area that is Current Stimulation’s Effect on about intelligence can actually adults) has shown that there can increasingly becoming of interest Novice versus Experienced affect how well you learn. In a be dramatic personality changes to psychologists. Over 40 years Learning. Experimental Brain study at Michigan State University as well, even over a period of a ago, Professor Mihaly Research 213(1): 9-14). (Moser, J.S. et al. [2012]. Mind couple of years (Boyce, C.et al. Csikszentmihaly, then at Chicago Hopefully this will never be your Errors: Evidence for a Neural [2012]. Is Personality Fixed? University, pioneered the extended to the classroom, and Mechanism Linking Growth Personality Changes as much as academic study of concentration, one way of ensuring this is to set Mindset to Adaptive Post-error ‘Variable’ Economic Factors and and later wrote the best-seller up situations where children learn Adjustments. Psychological more Strongly Predicts Changes to Flow. By interviewing outstanding to concentrate naturally. The Science, in press), Life Satisfaction. Social Indicators athletes, surgeons, artists, and so Montessori classroom must be a undergraduates were given a Research 10 [1007]). People’s on, he pinpointed four essential haven where children can simple repetitive computer task. wellbeing was found to depend far features of flow (that sense of concentrate on whatever their Errors were instantly recognisable more on personality factors than effortless involvement that inner needs dictate, with the tacit and electrical responses in their external factors like changes in Ī accompanies outstanding support of the teacher - whose brains were measured. The

JULY – SEPTEMBER 2012 Montessori International 47 Issue 104:Montessori International 25/6/12 17:10 Page 50

RESEARCHWATCHRESEARCHWATCHRESEARCHWATCH

Continued from previous page We all have two brains system), which best-selling author in isolation from the body but is Michael Gershon, professor of inextricably linked to it. We have a employment or personal Sometimes research into areas far anatomy at Columbia University, picture of the brain as a control relationships. This study was removed from education can have New York, controversially centre, a sort of super-computer, conducted with adults, but as massive implications for our work. described as our ‘second brain’ which is in charge. That is too young children are far more One example is the discovery by (Gershon, M. [1998]. The Second simplistic. Montessori, rightly, impressionable than adults, it is Gerard Karsenty, chair of the Brain. New York: HarperCollins). stressed the importance of the perfectly reasonable to assume Department of Genetics and Serotonin imbalance is implicated hand in learning; but research is that children’s wellbeing is even Development at Columbia in many conditions as diverse as showing that this applies to far more dependent on personality University Medical Center, that a depression, Parkinson’s and more than just the hand, including factors. The UK government drug which inhibited the release of autism. And it is the enteric (surprisingly) the gut. makes sporadic pronouncements serotonin from the gut had the nervous system which controls Concentration is also linked to the about teaching happiness; side effect, in rodents, of that serotonin. It is becoming physical side of ourselves, working wellbeing itself is a major strand in counteracting the bone- increasingly clear that our general best when conscious thought is the Early Years Foundation Stage, deterioration of osteoporosis wellbeing is critically influenced by reduced. We accept that our albeit not by name in the new (Yadov, V.K. et al. [2010] the gut’s nerves. Without that bodies can change; we diet and version. This research highlights Pharmacological Inhibition or Gut- general wellbeing, higher exercise to change ourselves. If the possibility that external factors derived Serotonin Synthesis is a functions are inhibited (think of the brain is so intimately linked to are less important than what is Potential Bone Anabolic Treatment Maslow’s famous hierarchy of the body then why is it so going on inside the child’s mind. for Osteoporosis. Nature Medicine needs). This is another example of surprising that it can change Happiness and wellbeing are not 138(5): 976-989). This was a the embodiment of learning. For a dramatically too? All this is true directly ‘teachable’ (like totally unexpected finding and has consideration of the philosophical for adults, and young children are mathematics or good manners been challenged by other research implications of this sort of work, even more susceptible to their are) but depend on the child’s groups. But how does it relate to try Jesse Prinz’s book Gut environments. We have an state of mind. Dealing with this education? This is a little Reactions published by Oxford enormous potential for creating demands much more subtlety and complicated. Serotonin is a University Press in 2004. the conditions for the understanding. Achieving this neurotransmitter which is almost development of so much. empathy demands, at the very entirely produced in the gut. It is Much of the research cited this least, an ability to observe in not widely appreciated that the month has turned around the John Clarkson detail and at length, and to reflect gut is home to 100,000,000 theme of mental embodiment, the Registrar, Kent & Sussex on those observations. nerve cells (the enteric nervous idea that the brain does not work Montessori Centre

48 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 17:11 Page 51 Win an iPad! With the launch of their new product range, Upson Downs are giving you the chance to win an iPad 16GB with Wi-Fi.

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JULY – SEPTEMBER 2012 Montessori International 49 Issue 104:Montessori International 25/6/12 17:11 Page 52

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50 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:24 Page 53

company profile Behind the scenes at Suma In a time where it is increasingly important that we do all we can to ensure we have healthy diets and take care of the environment, Suma’s products play a big part. Daniel Norvell takes us through a history of this co-operative business.

A bit of history rise will go to a quarterly general meeting for approval. Reg Tayler, who initially employed a few friends to help him, started What Suma Does Today Suma in 1975. The business was set up in the back kitchen of a When Suma started out in the house in Victoria Road, Leeds, 70s it mainly used to supply large and sold cereal flakes, dried fruits sacks of pulses, nuts and fruit that and brown rice. Soon they needed people would split down to sell or more room, and so rented a lock- share. Although we do still supply up garage nearby, which is where these types of product they aren’t the name ‘Suma’ was first used now the bulk of our business. The rise of convenience stores, for the growing business. weekly basis. Those elected serve delicatessens and farm shops Within a year they needed proper a two year term. They meet have meant we have needed to premises, and in 1976 acquired a weekly and scrutinize the react to the market, and stock tiny two-storey warehouse in performance of the business. products that people want. Wharf Street, Leeds. It was at this Their role is close to that of a over the past few years has been point that Reg sold the business board in a regular business, but Our catalogue has extended to our range of Ecoleaf cleaning to the then seven employees, who outside the meeting committee something like 6500 products, all products developed to became the founder members of members will be loading trucks, of which we try very hard to keep complement our long established Triangle Wholefoods Collective, picking orders or working on in stock. As well as expanding the toilet roll and kitchen towel trading as Suma. reception like anyone else. range overall we have also added ranges. Suma is a wholly worker-owned business, which means that the people who work in the business both own it and control its direction.

In 1978 Suma moved into a Most of us do more than one job a significant chilled range and just The Ecoleaf range is an much larger three-storey in a week, but we are all paid at last year a frozen range. environmentally friendly cleaning range that includes everything warehouse across the road at 46 the same rate regardless of the From our base here in West from washing up liquid to liquid The Calls, Leeds. By 1986 the role we are doing, the aim being Yorkshire we deliver in our own hand soap, and toilet cleaner to whole place was again bursting at to encourage multi-skilling and fleet of temperature controlled multi surface cleaner. As well as the seams and Suma moved to a flexibility. vehicles as far north as Perth in being Vegan society approved and 70,000 sq. ft. warehouse shed in Day to day business is looked Scotland and as far south as confirmed as animal friendly by Dean Clough Mills, Halifax. after by people taking on roles to Totnes in Devon. Orders to areas BUAV, the products are also made Fifteen years of steady growth co-ordinate particular parts of the further afield are dispatched via in the UK which has been a big followed and Suma moved to its business, whether that be sales, third party carriers. draw for many customers. current purpose-built premises in transport or our warehouse. These We have long exported to Western Because the products are Elland in 1991. Today Suma roles take any necessary decisions Europe, but more recently we have biodegradable, phosphate free employs around 150 people, all and report to the management seen an explosion in demand for and available in bulk sizes as well on the same hourly wage. This committee on a weekly basis. This our expertise in exporting as retail packs we have had year we expect to turnover around allows smaller decisions to be worldwide. Pallets now leave our success in supplying it to marinas £30 million. made quickly and in the area warehouse for destinations as and holiday complexes around the where they arise, while larger diverse as Lebanon, the Maldives, Why Is Suma different? country. The non-hazardous decisions such as approving Hong Kong and Japan. Suma is a wholly worker-owned business plans or agreeing a pay nature of the ingredients makes business, which means that the Suma Products the range particularly suitable for people who work in the business Suma not only distributes brands properties with septic tanks, or both own it and control its for the likes of Green and wherever there is a need to direction. As with any Blacks, Provamel and protect the local aquatic business we have systems Clipper, we also have our environment. and a structure, but things own well-respected brand. You can find out more about are organized slightly This covers everything from Suma at www.suma.coop differently. Organic Italian tomatoes, If you would like a product list pesto and pasta, to peanut All the members elect a please call us on 01422 butter and fruit concentrates. management committee to 313861 oversee the business on a A particular success for us

JULY – SEPTEMBER 2012 Montessori International 51 Issue 104:Montessori International 25/6/12 17:11 Page 54 Issue 104:Montessori International 25/6/12 15:24 Page 55

resource ideas Star products Stacking hoops

“Like a work of art” is how one children on this exciting journey of satisfied customer described Play growth and development, as well to Z’s gorgeous Stacking Hoops, as helping practitioners bring the and it certainly lives up to that new EYFS to life. Stacking Hoops expectation. It’s a truly innovative offers an exciting sensory product, combining much of the selection of age-appropriate awe and wonder of a Treasure experiences and opportunities, Basket with what children love each of which are vital for doing - building towers, sorting, developing brain connections. transporting and discovering. The creative brains behind this Made from an array of unusual wonderful resource is Sue materials including banana leaves, natural reed, chamois leather, recycled sari thread and Gascoyne, founder of Play to Z resource and being impressed by sustainably managed wood, with and published author, Early Year’s its quality and uniqueness. Its many pieces handmade by adults researcher, educational consultant natural appearance offers great with physical disabilities, or in and trainer. “Most homes and visual appeal, while its textural community projects, each hoop settings probably have a stacking contrasts absorb and delight. This has been individually selected for resource of sorts which sadly offer resource has clearly been the stories they tell, themes they limited sensory appeal or play designed with versatility and play introduce and richness of sensory potential once children have value at its core, from the range experience offered. This resource mastered the sophisticated art of of ages and developmental levels invites children to touch and stacking. What sets this resource for which it is suited, to the experiment, inspiring rich apart, is its versatility, as with breadth of curriculum areas and language, communication and adult supervision, babies will enjoy ways of learning that it supports. critical thinking. With our senses exploring the hoops without the Like an open-ended treasure the gateway to all learning in the stand; toddlers and pre-schoolers basket it offers age-appropriate early years – something will love the challenge of building play potential, whatever a child’s that Montessori with the stand; and older children age. It certainly seems to be practice pioneers – will be inspired by its ‘wow factor’ hitting the spot. Or as another Stacking Hoops is and the stories it unfolds.” Few customer put it “A brand new perfect for supporting adults can resist touching this sensory toy is born.”

campaign simple, easy and Swish Kids hassle free. We supply I don’t know about you, but I you with everything you am always looking for need to promote, something unique that facilitate and manage captures my children’s the fundraiser. individual creative spirit. Includes: Swish Kids turn children’s artwork • A Fundraising Kit into hard wearing plastic plates, with posters and a CD clocks and trays. The products are with all your information. made of melamine which is platform for creativity and kids can need to run the fundraiser and are Drawing templates and felt tip brilliant for kids especially as they • use anything to create their here to support you every step of pen’s (which you then keep for are 100% food and dishwasher masterpiece. Some children love the way. You collect the orders future art projects) safe. from the parents, organise the to draw, others use paint to add • A pre paid envelope to return Kids love eating off plates they drawing session and send the hand prints and photos look great drawing templates have designed themselves, too – the blank canvas is theirs to drawings back to us in our pre- Free delivery of products making meal times fun. Parents explore. It also develops a duty of paid envelope. You pay the cost • love them as they promote healthy responsibility to their environment, price and keep the remainder of With no cost to your organisation, eating and preserve the memory with the funds they have raised the funds – this is your fundraising no minimum orders and a of their children’s artwork, long being used to bring more profit. We turn the drawings into guaranteed 20% fundraising after they have grown up. resources to their own classroom. products and return them back to profit, it couldn’t be easier. This is the perfect fundraising you individually labelled for easy For your free Fundraising Pack, How it all works project for children of all ages to distribution. It’s that simple. call 02890 731222 or visit us at enjoy together. It provides a We supply you with everything you Swish Kids makes your fundraising www.swishkids.co.uk

JULY – SEPTEMBER 2012 Montessori International 53 Issue 104:Montessori International 25/6/12 17:11 Page 56 Issue 104:Montessori International 27/6/12 14:47 Page 57

montessori and me Studying at MCI In an interview with the editor, Montessori student Samuel Webster provides an insight on studying at MCI. How did you hear about America, and I think one can truly Have you had Montessori and MCI? call this a once in a life time any previous experience. When I came back to I heard about Montessori through experience of London, I tried many options in my mum, Elizabeth Webster, who working with terms of work experience including was a lecturer at MCI for 21 years; children? setting up a new website for a she left there 10 years ago. I I have been building company, working at worked for a month in a working in the Freuds PR company and at the Montessori school on a voluntary Beehive Beehive on Queens Park basis and was convinced this was Montessori Montessori School in Brent in the method I wanted to focus on. School since September 2011 London. So I had quite a variety of children. It enables teachers to and have thoroughly enjoyed my What course are you taking experience, but there is no doubt become more aligned with the time there. It has been a fantastic and what in particular that working with children in child’s learning journey through experience so far and the skills attracted you to Montessori accordance with the Montessori observations. It is a method that that I have acquired there have in and studying at MCI? method was the most enjoyable fosters independence through a turn aided me in my studies. and interesting for me. structured environment. It is I am doing the early childhood amazing the degree to which diploma course on Tuesday and I feel very fortunate that Lucilla What does Montessori children react in a positive way to Thursday evenings. I visited an Baj offered me a job at the mean to you? the structure of a Montessori open evening with a friend and Beehive and I have been working Montessori is a holistic learning school, and I really enjoy watching this enabled us to choose which there ever since, alongside my process, which uses its related and helping their progress through course best suited to me. I was college studies. I really enjoy materials to aid and encourage using Maria Montessori’s very interested in the way the working at the nursery but there is the learning process in young teachings. Montessori method met the no doubt that studying and individual child's needs according working is very hard work. to their developmental stage, and I found Barbara Issacs, the Why do you want to Discover principle, inspiring. become a Montessori teacher and what are your It seemed to me that the college career aspirations? would be a very welcoming Montessori environment, and this proved to I love teaching children: it is of be the case, as all the people course a truism to say that they ONLINE involved – both students and are the future but that doesn’t teachers – are extremely friendly. make it any less true, and I feel Montessori St privileged to be able to teach Nicholas has made What did you do before the them. It is my ambition to start up shopping easier for course and are you working my own nursery with a close friend schools and parents alongside your studies? who also plans to study at MCI. by adding popular I did a business and marketing BA Should it prove possible I think it Montessori books to degree at university in Brighton. would be beneficial to broaden the its online shop. When I graduated I travelled quite scope of my Montessori Montessori Titles now available extensively to Australia, South East experience by working in settings Asia, China, Tibet and South abroad. online include: Bringing the Montessori approach To Your Early Years Setting; Montessori: A Modern Approach; Montessori from the Start; The Secret of Childhood, The Absorbent Mind Also available to buy: Magazine subscriptions Tickets for upcoming events Charity Publications Montessori DVD with Tana Ramsay

VISIT www.montessori.org.uk/shop FOR MORE INFORMATION

JULY – SEPTEMBER 2012 Montessori International 55 Issue 104:Montessori International 25/6/12 15:25 Page 58 classifiedads Montessori Teaching Opportunities www.montessori.org.uk

NORTH LONDON The Gower School Full-time Montessori Teacher Teacher & Assistant Based in Islington, London, the Full-time teaching job 08:30 – Class Teacher & Assistant Teacher Senior Directress Gower School is looking for 3 – 16:00. We are a large, friendly, for Nursery classes; To start Senior Directress required for 6’s Montessori qualified teachers well equipped and well September 2012; Broadhurst well-established school in North with sound knowledge of the established Montessori nursery School, NW6 3LP. A large nursery East London. This is a fantastic Foundation Stage, and relevant school in Kensington, London. We school taking children aged 2.6 – opportunity for a very experienced work experience to work with 3 to have an opening for a full-time 5.11 in 7 classes looking for a teacher who has some 6 year olds. We are also keen to teacher starting in September committed and enthusiastic QTS, management experience for our receive applications from 6 – 9 or 2012. You will be one of a happy Montessori Teacher, NNEB, NVQ school of 2-11 year olds. Must 9 – 12 teachers. Term time only group of teachers, each of whom level 3 or equivalent to work as a have English as a first language positions as well as all year round has varying talents, and will be Class Teacher or Assistant Teacher and have loads of experience, available. Our schools are friendly expected to work very much as subject to a satisfactory enhanced energy, enthusiasm, initiative and and are well resourced and we part of a team. Please telephone CRB check. Please email excellent communication skills. take a high quality approach to 020 7937 0794 or 020 7565 [email protected] or We have a lovely team of staff and children’s education. We are MSA 0850. CVs can be emailed to telephone 020 7328 4280 for an children and 2 spacious buildings. accredited at both the nursery and [email protected] or sent to: application form. The school is This is a great position to work in the school. If you are passionate Felicity Marrian, Iverna Gardens committed to the promotion of a happy and dynamic school and about using the Montessori Montessori, c/o Admin address, equal opportunities and diversity. to develop your teaching and approach to children’s education 1 Coulson Street, London We are committed to safeguarding management skills. Must hold full please send your CV and covering SW3 3NG. and promoting the welfare of Montessori diploma and letter to the Principal by email to children and young people. preferably a degree. Must be [email protected] or call based in or near to North-East 0207 700 2445. Teacher wanted ASAP London. Please contact Lorna Experienced and dedicated Mahoney on 07557 504540 or WEST LONDON Montessori Teacher required to SOUTH WEST LONDON email: [email protected] teach 3-5 year olds in a friendly Montessori Teacher wanted ASAP setting in Little Venice, London Early Years Teaching Assistant We are looking for a Montessori W9. Must have excellent English A well-established co-educational Teachers & Classroom Assistant teacher to join our friendly team at skills. To start ASAP. Please call independent prep school with a The Montessori House in Muswell our brand new nursery in Mrs Eaton on 07973 508 511 for Montessori nursery, Parkgate Hill are recruiting 2 qualified Paddington, W2. Les Trois Oursons more details. House provides children aged 2-11 Directresses for a full-time is a French/English bilingual with a nurturing learning position and a part-time position nursery accepting children from 1 environment. With purposefully to start in September 2012. We – 5 years old. Newly qualified To advertise your small class sizes, non-selective are also looking for a Classroom Montessori teachers are entry yet a focus on high standards Assistant on a part-time basis, encouraged to apply as well. Open vacancy call and creative learning, the school also from September 2012. We 48 weeks of the year. Permanent Stephanie on: caters to the individual and are a well established school open position; 38 working hours per achieves impressive results. The term time only. The new members week. Please quote reference: EN- 0207 493 8300 school requires a teaching of staff will join an existing team MONT-ASAP when submitting your assistant to join our successful of 3 Directresses and 3 Assistants CV. Please contact Jean Grace on early years department for in a mixed age environment 00447796272057. Email: NORTH WEST LONDON September 2012. You will combine accommodating 40 children. For [email protected] excellent communication skills with more information, please call Web: www.languagefantastic.com Pre-school Teacher a real commitment to assisting to provide a safe and stimulating 0208 444 4399 and speak to We are looking for a highly Montessori Teacher & Assistant learning environment for our pupils. Lisa and email your CV to her at qualified, enthusiastic and driven [email protected] To apply, please email your letter of Little Cherubs Nursery School, teacher, to work in a lovely, newly application and CV to Nicola Willis Kensington W8 - Montessori opened Pre-School in St Johns at: [email protected] qualified Teacher and Teaching Wood. The suitable candidate will Montessori Teachers required Tel: 020-7350-2452. Assistant required from Summer be working pre-dominantly with Monty's Montessori School – term or September 2012 at a fun the 2-3 year olds, and should “where individuality blossoms”. and nurturing nursery school in have good knowledge of the Montessori Teacher – Fulham Monty's Montessori requires two the heart of Kensington. We run EYFS, planning and profiles. We experienced Montessori Teachers two nurseries in the area, for incorporate both High/Scope and Dawmouse Montessori School in to work as part of a team in a children aged 2 to 5 years. A Montessori teaching methods. Fulham is looking for a vertical grouped indoor classroom loving, caring disposition is Candidates with second qualified/newly qualified for children aged 2.6 - 5 years. essential, together with languages are desirable. We are Montessori teacher to join one of Our ideal candidate must enjoy motivation, enthusiasm, initiative open term time only, 9:15am - our busy schools in Fulham. You learning outside as our school is and the ability to work 2:15pm, with extra time spent must be ready for interview and expanding and outdoor learning independently and as part of a planning and setting up. This is should send your current CV to environment will soon be up and team. Knowledge of EYFS and an excellent opportunity, and [email protected] The running. We have a generous perfect written and spoken English there is a lot of room for career position will start in the September package with ongoing CPD for the are essential. Term-time only. progression! Please contact Anna term and the applicant will enjoy right applicant. Please forward an Contact: Mylene Colvin on Whitehouse on 07968070093 good terms of employment and updated CV and covering letter to 07810712241 or email CV with a or email: access to further training. For [email protected] covering letter to: littlecherubs [email protected] further information please call Website: @tiscali.co.uk Website: Website: Miss Emma on 0207 381 9385. www.montysmontessori.co.uk www.littlecherubsnursery.com www.tigerlilliespreschool.com Website: www.dawmouse.com

56 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:25 Page 59

Montessori Teaching Opportunities www.montessori.org.uk

Montessori Teacher Montessori teacher Lion House School is looking for a The Village Montessori, London qualified Montessori teacher SE13 is looking for an enthusiastic starting September 2012. Initially person who has a passion for one year maternity cover which teaching to join our dedicated and may lead to a permanent position. committed team of Montessori We are looking for an teachers in September 2012. enthusiastic, energetic and Applicants will preferably have an motivated teacher to join our busy International Montessori Diploma nursery which is part of a larger with minimum of 3 years teaching pre-preparatory school. It is a full- experience but we will consider a time position, term-time only. The newly qualified teacher who is very candidate must have fluent enthusiastic and very capable. You written and spoken English and a will have an ability to implement sound working knowledge of the good Montessori practice and a EYFS. Sense of humour also an good understanding of Montessori advantage! Lion House School is principles, and show effective committed to safeguarding and classroom management skills. promoting the welfare of children Responsibilities will include and to providing equal planning and delivering an exciting opportunities in employment. curriculum in line with the EYFS Please contact: Jane Luard on and liaising with parents/carers. 02087809446; Email: office@ Applicants should also have good lionhouseschool.co.uk Website: written and spoken English as well www.lionhouseschool.co.uk as the ability to take on responsibility of being a key SOUTH EAST LONDON worker. Please contact Melanie Simpson on 07931500598 or Montessori Teacher/Deputy Manager email: [email protected] Web: www.thevillagemontessori.com Small Montessori nursery in East Dulwich is looking for a part-time Montessori teacher 2 or 3 days EAST/EAST CENTRAL per week and a Deputy Manager. LONDON The Deputy Manager must have experience with the day to day Head Teacher required running of nursery, good communication skills, sound Green Gables Montessori School; knowledge of the Montessori Salary £35,000-£40,000pa; Ethos, EYFS and be able to work Starting as soon as possible or as part of a team. Will consider Sept 2012 will be considered. This REST OF THE UK To advertise your vacancy experienced and newly qualified is a new modern fully equipped call Stephanie on: for the Montessori teacher Elementary School currently with Buckinghamshire position as long as the person has 35 children building up to 98 in Montessori Practitioner. Cookham 0207 493 8300 good knowledge and total. The ideal candidate should Montessori School and Forest understanding of the Montessori have an entrepreneurial spirit and School (SL6 9TH near be able to create and implement method and EYFS. The person Maidenhead) has a vacancy for a Buckinghamshire must be willing to develop strategies aimed at student Montessori practitioner (or student Hiawatha Montessori School, personal skills, have a passion to retention, growth of the school and may be considered) to start in Sept Beaconsfield, Buckinghamshire work with children and bring new enhancement of the schools 2012. We are a 36 place term- (near M40, J2) is looking for an ideas to the setting. Contact reputation. We are located one time only nursery for children aged enthusiastic teacher to join a Name: Julie Thompson; Phone: stop from Bank Tube in the City of 2-5 years. Hours 8.15am - friendly and motivated team. 07801947404; Email: London. Address: 4 Wapping Lane, 4.15pm. We can be adaptable for Applicants should be committed [email protected] London E1W 2RG. the right applicant. Commitment, a to the Montessori philosophy, and Please email CV to: sense of humour and willingness to [email protected] be passionate in meeting Halfmoon Montessori SE24 be involved in forest school are children's individual needs. important to us. You are most We require an enthusiastic and Experience of planning and record Head of Toddler Programme welcome to come and see our committed Montessori teacher to keeping would be beneficial, along nursery before applying. For an join our expanding team in Green Gables Montessori School; with the ability to help maintain application pack please phone: September 2012, with scope for Salary £18,000-£23,000; and develop the Montessori 01494 442057; Email: roden- a senior role for the right Starting ASAP. We are looking for environment. Forest School [email protected] Website: candidate. Candidates should a dedicated reliable person who sessions are run weekly. CPD is www.cookhammontessori.com demonstrate their ability to deliver loves their work and who can run actively supported. Applicants "Outstanding" OFSTED. the EYFS curriculum in a our toddler programme in the must hold a Montessori Diploma; Montessori setting and be nursery section of the school. have good written and spoken committed to children's personal Ideally you should have Essex English, and the ability to take on and social development. Infant/Toddler training but Maytime Montessori Nursery & responsibility of being a key Applicants are welcome to view someone 3-6 trained who loves Preparatory School: Full-time or worker. 7.45am - 2.15pm Term- the school and should apply in this age group would be part-time vacancy available for a time only. Please contact Sarah writing with a copy of CV to Miss A considered. We are located at: Montessori Teacher in a Children’s Kettlewell on 07837 955094 / Meehan. Please email: St George in the East, 14 Cannon Day Nursery in Ilford. Please 01753891446 or email: [email protected] Tel: Street Road, London E1 0BH. contact Denise on 020 8554 3079 school@hiawatha- 0207 3265300. Website: Please email CV to for further details. Email: Maytime montessori.co.uk Website: www.halfmoonmontessori.co.uk [email protected] [email protected] www.hiawatha-montessori.co.uk

JULY – SEPTEMBER 2012 Montessori International 57 Issue 104:Montessori International 25/6/12 15:25 Page 60

Montessori Teaching Opportunities www.montessori.org.uk

Dorset Middlesex Surrey Belgium Two qualified Montessori teachers Milkshake Montessori School in Treasure Montessori Nursery and AC. Montessori Kids, a bilingual are required for our large, friendly Twickenham, is looking for a Pre-school is set in the heart of school for children from 18 nursery in Bournemouth. One qualified and experienced Frimley, Surrey, providing nurturing months to 12 years old located in position is a permanent full time Montessori Directress & or with an full day care within a homely well the Brussels area (Belgium), is role, the other to cover maternity Early years professional status to equipped environment. What we recruiting for September 2012, an leave (although may become join our friendly, established are looking for: Qualified English-speaking Montessori permanent). Both based in our accredited school. The role Montessori teachers with teacher fully trained (AMI or 3+ classroom. Hours range requires management, close team awareness of EYFS; Experience a equivalent) for a 3-6 class and an between 8am - 6pm over a 42.5 working with a talent to inspire plus, but newly qualified with a English-speaking Montessori hour week. The candidate will young minds. Candidates must be mature attitude welcome; teacher 6-12. Only applications have a good understanding of the self-motivated, conscientious with Responsible, honest, reliable and from native speakers will be EYFS, hold a Montessori an impressive command of keen to contribute to a growing considered. We offer a challenging qualification, good initiative, a spoken and written English, have setting; committed to self- position in a beautiful school with shared passion for the Montessori a passion for “The Method” and development and helping children a very pleasant environment. method and will be part of the have a minimum of 1 successful to be the best they can be What Knowledge of French would be an term taking the school through re- year of managing a class in we offer: Attractive and asset, though not essential. accreditation. Please send your addition to great references. competitive salary depending on Please contact: Randoux CV to Gemma Stone, Nursery Hours are 8-4.30pm, for ages 2-5 experience; Ongoing training and Laurence on 00322 633 66 52 Manager at Kingsnursery@ and is term-time only. Negotiable development with ability to or email: info@acmontessori tuckton.eclipse.co.uk or telephone start between September 2012 - implement full Montessori kids.com Website: 01202422235. Website: January 2013. We offer an method; Ability to grow www.acmontessorikids.com www.bournemouth-nursery.com excellent salary with fabulous responsibilities within an development opportunities for the expanding setting; Extensive right candidate. Please send your Dorset grounds for provision of nurturing To advertise your vacancy CV to: info@milkshake early years development; Ample Montessori Teachers required for a montessori.co.uk and harry.lal@ call Stephanie on: parking. Please contact Ginika brand new school in btinternet.com Website: Ogidi: admin@treasure 0207 493 8300 Bournemouth. We are seeking to www.milkshakemontessori.co.uk appoint 13 well-qualified montessori.co.uk Tel: 01276 Montessori teachers with a range 29774/07946648441. Surrey Germany of responsibilities. Parkfield School is a brand new all-through school Montessori qualified practitioner West Sussex Pre-school Teacher. Am opening for the first time in required for Shamley Green Sternenwinkel is a small bilingual Our growing state-funded September 2012. Situated in the Montessori Pre-School (MEAB (English/German) Montessori pre- Montessori primary school is heart of Bournemouth, it will accredited) near Guildford, Surrey school and nursery in Munich, seeking: one specialist eventually have students from age to start September 2012. The Germany. Due to expansion we (languages/music) associate 4 through to age 19. The Trustees postion is Monday-Friday, are recruiting for the 2012/2013 teacher; two teaching assistants; of the school have developed an 8.30am-1.45pm, term time only. school year. If you are qualified in one family link worker. We are innovative and creative vision for We are looking for someone who Montessori and child care, and is professional, motivated, located in a beautiful grade II the school with children being would enjoy working in a small reliable, willing to work as part of listed building in Crawley, West taught through the Montessori friendly team with children from 9 a team and cares about providing Sussex. We educate 64 pupils method in the early years and The months to 7 years, we would like an excellent service for the aged 4+ years of all abilities and International Baccalaureate to hear from you. Please send a children and their families. backgrounds. All class teachers curriculum in the Secondary detailed CV including copies of Experience with working with EYFS hold honours degrees and sector of the school. Please email your qualifications and work desirable but not essential as Montessori qualifications or QTS. Terry Conaghan: terry.conaghan@ experience to Mr. Hopfensperger support and training will be given. We have small class sizes and parkfieldschool.org Visit the via email: info@am- For more information please would suit dynamic, hard working school website for further details sternenwinkel.de To find out more contact us on 07786 677913, or and flexible people, with a sense at: www.parkfieldschool.org/about- about Am Sternenwinkel, please email at info@shamleygreen of fun and commitment. Please parkfield/careers.html visit our website www.am- montessori.co.uk Website: www. see our website for full details sternenwinkel.de shamleygreenmontessori.co.uk including person specifications Oxfordshire and hours for each post. Email: Germany The Bix Montessori School, based West Midlands [email protected] in Henley-on-Thames. We require Moseley Montessori; One full-time Website: Montessori trained Lead Teacher a qualified Montessori Teacher to and one part-time teacher www.discoverynewschool.org/#/va for the English Montessori join our small and friendly team in required for our established full cancies/4548962003 Preschool in Munich Bavaria, September 2012. The ideal day care Accredited Montessori Germany for one of three groups candidate will have a thorough Nursery in Moseley, Birmingham. EUROPE of 15 children. Excellent English knowledge of the EYFS and be The ideal candidates will have skills required. Complete health France enthusiastic and dedicated. Our initiative, motivation, a thorough package, 11 weeks paid vacation nursery is in a rural setting on the knowledge of EYFS and a passion English Montessori Educator. per year. 12 months salary. side of a beautiful common where for teaching. Applicants must hold International Montessori School Minimum of two year contract you will be working with children a Montessori teaching diploma Athena located in Bailly (West of with longer term desired. Come between the ages of 2 and 5 and have adequate experience Paris) looks for a Montessori join us in beautiful Bavaria and years old. We keep the class size alongside an impressive teacher with a diploma 3 – 6 and learn more about Europe first small in order to provide the command of both written and 6 – 9 for a full-time employment hand. Job is open for September highest quality care for the spoken English. We can offer a starting at the beginning of 2012 but start in July would be children and also place a large generous package for the right September. We propose help for preferred. Please send inquiries emphasis on the outdoors candidate, a competitive salary accommodation and are ready to to: English Montessori Preschool, including holding Forest School and CPD. Please forward your CV move to meet the candidates. Perhamerstrasse 49, 80687 sessions. Please send us your CV to Victoria at: moseleymontessori Please send your CV to: Munich, Germany. Fax: 49-89- to: Sophie Jackson on @hotmail.co.uk or call Aaliyah on [email protected] 546-9051; Email: office@ 07795168293 or email: sophie 07917605992. Website: www.lyceeinternational englishmontessori.de Website: @bixmontessorischool.co.uk www.moseleymontessori.com montessori.fr www.englishmontessori.de

58 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 15:25 Page 61

Montessori Teaching Opportunities www.montessori.org.uk

Luxembourg China Sunflower Montessori Crèche Two Lead Montessori Classroom Luxembourg – "Where care and Teachers. Soong Ching Ling education go hand in hand". Kindergarten - International Luxemburg's Premium English Division, Shanghai. Native English Language Crèche - established speaker or an excellent command 2001. Are you interested in of English, both written and joining our international team to spoken. Strong interpersonal and work in a Montessori environment communication skills; Recognised with children from all Nationalities Montessori qualification; Minimum from 0 to 4 years? Please contact of 1 year classroom working Sam: 00352 26 35 10 30 experience. Please contact: Ye Yi [email protected] or Helen: Yun on 86 21 62429851 ext 66 00352 26 35 10 31 or email: [email protected] [email protected] Website: www.sunflower.lu Address: 13, route de Trèves, L-2632 Findel; Hong Kong Tel: 00352 26 35 10 and 72, rue de Remich, L-5330 Moutfort; Tel: Discovery Montessori School of 00352 43 15 23-1. Hong Kong seeks Principal, MCI Teachers for 1.5 – 3 years, 3 – 6 years. Immediate/Sept 2012 positions available. Our beautiful Switzerland European-designed Montessori Qualified & Experienced Preschool is situated at a Montessori Teacher – Switzerland. culturally rich and diverse A qualified and experienced environment of residential Montessori teacher (3-6) required neighbourhood mostly by in Geneva, Switzerland for August expatriate community in Hong 2012 in a bilingual French-English Kong. We are seeking for a class, 30 hours per week. Principal and experienced Enthusiastic person able to work Montessori Teachers and who are as a team with the French teacher passionate about Montessori in a beautiful section of Geneva teaching and love working with and an international environment. children. Requirement: AMI / MCI Competitive private school’s Certified Montessori teacher; salary. Candidates must hold a Native English speaker; Minimum recognised Montessori diploma 2 years experience in teaching; with English as mother tongue. Mature, loving, creative, dedicated European citizen or EU working and diligent, innovative, detailed- permit only. CVs to be sent to the minded, strong analytical skills, Principal at: ecole@montessori- excellent communication. We A H Lansley nations.ch offer competitive remuneration package, Medical, Provident Fund and Bonus to the right Business Transfer Agents candidates. Interested parties, REST OF THE WORLD please send your resume, with a recent photo by email/phone/fax. Established 1890 Indonesia Contact: Ms. Christie – Tel: +852 2987.1201; Email: job@ Pre-school Principal & Montessori discoverymontessori.info Website: Directress. Kiddie Planet, a www.discoverymontessori.info Specialist agent for sale, Montessori Preschool, is internationally recognized in purchase and valuation of Jakarta, Indonesia. It blends Montessori pedagogy with an Thailand Montessori Nurseries & Schools international early-childhood Wanted: Volunteer Montessori curriculum. We invite passionate Teacher for Chiang Rai, Northern throughout the UK. and competent candidates to Thailand (Min 6 Months Between commence in June 2012. Sep 2012 And Mar 2013). Two Thinking of selling? Prerequisites: A Bachelors/ UK volunteers have set up a Masters degree in Early Childhood scheme to introduce Montessori Contact us in strict confidence for an Studies/Psychology; Diploma in education to ethnic minority Montessori education (Early kindergarten children and now initial valuation. Years); Fluency in English; have 41 participating schools Motivated, experienced & strong (see our website at http:// leadership qualities; Good health. khomloy.org/?p=45, volunteer Remuneration: Annual salary (US$ blog at www.janandemilycook. [email protected] 30.000- 35.000); blogspot.com and article in Jul 10 Accommodation; Medical MI). We need a volunteer insurance; Annual return ticket to qualified Montessori teacher to 0118 9590271 hometown. Please email your train staff. Living expenses paid resume (include a photo, relevant and fare refunded after qualifying www.ahlansley.co.uk certification) to: period. Contact: [email protected] [email protected]

JULY – SEPTEMBER 2012 Montessori International 59 Issue 104:Montessori International 25/6/12 15:25 Page 62

60 Montessori International JULY – SEPTEMBER 2012 Issue 104:Montessori International 25/6/12 17:11 Page 63

MONTESSORI Post Graduate Certificate in Literacy Curriculum Range of boxes suitable for all Montessori Language Work SPECIAL EDUCATIONAL Made from durable, wipe clean plastic and they are easy to open NEEDS The fourth cohort of the MEfA Montessori Special Educational Needs (SEN) Continuing We offer a range of objects We offer a range of objects suitable for the pink series for the blue series using Professional Development (CPD) Short Course: using the cvc format initial and final blends A Blueprint for Observation commences in

Packs of picture stamps are available for both the pink and blue September 2012. Students attend once a week for series and they can be supplied with or without word cards six weeks, followed by a six week personal project. Alternatively we can prepare your materials for you to suit you current needs The course includes an overview of neural, physiological and psychological development, the links between specific learning difficulties – ADHD, Autism, Dyspraxia, Dyslexia, Down Syndrome, Synaesthesia and the therapeutic use of art, diet, movement, colour and music. Montessori Enterprises, PO Box 1041, GUILDFORD, GU1 9FW, UK Email: [email protected] For more information please call Wendy Fidler on Telephone +44 (0) 1483 449119 Mobile: +44 (0) 7901912009 07710 433 994 and/or visit the MEfA Montessori www.montessorienterprises.co.uk website: www.montessorieducationforautism.com

JULY – SEPTEMBER 2012 Montessori International 61 Issue 104:Montessori International 25/6/12 15:26 Page 64

MEAB Accredited Schools

This is the current list of MEAB-accredited and re-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 The New Montessori Pre-School Worthing Semley Montessori Nursery School The Old School House Montessori Tenterden Mulberry Bush Montessori Yorkhill Shaftesbury Mulberry Bush Montessori Glasgow Stoke Bishop Montessori School Bristol Region 9 – Eastern England The Children's Room Swansea Region 3 – Middlesex Absolute Angels Montessori Nursery The Rainbow Montessori Nursery School Coggeshall Denning Montessori School Fawley Winscombe Bright Learners Montessori School Barnet Fountain Montessori Pre-School Edgeware Region 8 – Southeast Flitch Green Primary School Gt Dunmow Green Lawns Montessori School Kenton Grasshoppers Montessori Henlow Haydon Hall Montessori Nursery Pinner Anne Frank Montessori Southwater Harlequin Montessori Nursery Billericay Milkshake Montessori Nursery School Anne Frank Montessori Horsham Harlequin Village Montessori Stock Twickenham Beckenham Montessori Preschool Beckenham Headstart Montessorians Nursery Ilford Rosewood Montessori Nursery School Ruislip Casa dei Bambini Ticehurst Kingfisher Montessori Nursery School Hemel Seedlings Montessori Nursery Wantage Cator Park Montessori Pre-School Beckenham Hempstead The Montessori Nursery School Kingston Blount Discoveries Montessori Nursery School Little Montessorians Pre-School Ilford The Pavilion Montessori School Teddington Brenchley Maynard Montessori Pre-School Stebbing Little Oaks Montessori Nursery School Forest Norfolk Lodge Montessori Nursery School Region 4 – North England Row Barnet Monique’s Montessori Day Nursery Kent Oaklea Montessori Colchester Chapel Grange Montessori Nursery School Wilmslow Saxbys Montessori Nursery Cowden Pippins Montessori Colchester Gorton Mount Primary School Manchester The Five Oak Green Montessori School Sitara Toto Montessori Well End Tonbridge Leeds Montessori School and Day Nursery Soaring High Montessori School Coggeshall Leeds MEAB Accredited Schools Stebbing Primary School Essex Malton Montessori School and Nursery Malton St. Thomas More Montessori Pre-School Mill Cottage Montessori School Brighouse Numbers by Region Saffron Walden Pocklington Montessori School York The Village Montessori Nursery nr Epping Rigg Farm Montessori School Harrogate Westwood Montessori School Saffron Walden Rooftops Montessori Pre-School Wivenhoe Montessori Children’s House Richmond Colchester Wharfedale Montessori School Region 1 Region 10 – London Skipton Scotland Total 2 Andrea’s Montessori Balham Region 5 – West Midlands 133 Barnes Montessori Nursery Barnes Little Learners Montessori School Solihull Beanstalk Montessori Nursery School Hammersmith Malvern Montessori Malvern Beehive on Queen’s Park Montessori School Merrydays Montessori Nursery School Henley- Region 4 Region 9 North Eastern Brent in-Arden England England Caterpillar Montessori Nursery School Chiswick Moseley Montessori Nursery Birmingham 9 20 Cherry Tree Montessori East Dulwich The Elms Malvern Hopes and Dreams Montessori School Tiggywinkles Montessori Nursery School Region 6 East Islington Newport Midlands Region 11 Region 5 1 Iverna Gardens Montessori School West East Kensington Region 6 – East Midlands Midlands Anglia 6 10 Ladbroke Square Montessori Manor Farm Montessori Nursery School School Notting Hill Grantham Region 7 Region 3 Little Sweethearts Montessori Middlesex Southwest School Little Venice Region 7 – Southwest and Wales & Wales 9 8 Region 12 Little Sponges Montessori Region 8 Southeast b Greenwich Chagford Montessori Nursery School Devon Southeast a 12 12 Little Tree Montessori Nursery Drakes Montessori Childcare Exmouth Hornsey Vale Hope House Montessori Nursery Region 10 Living Spring Montessori School Cricklewood School Exeter International London 11 33 Newpark Montessori School Shepherds Bush

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 104:Montessori International 25/6/12 15:26 Page 65

New Park Nursery and Montessori School Cherry Trees Nursery and Preparatory School Montessori Children's House Sutton Highbury Bury St Edmunds Shamley Green Montessori Pre-School New World Montessori Nursery School Ealing Chives Montessori School Ipswich Guildford Nightingale Montessori Nursery School Colourbox Montessori School Ltd Newmarket Star Child Montessori Day Nursery Thornton Clapham Peacock Montessori Nursery Diss Heath Paint Pots Montessori School Chelsea Phoenix Montessori Nursery and Day Nursery Steventon Children’s House Basingstoke Paint Pots Montessori School Bayswater Kings Lynn Tigglets Montessori Nursery School Farnham Paint Pots Montessori School Hyde Park Rectory Garden Montessori School Weyhill Montessori Haslemere Rose House Montessori School Forest Hill Woodbridge Sinclair House School Fulham Sunflower Montessori Nursery School International Saxmundham St Andrew’s Montessori Islington Gingerbread Montessori Nursery Ghana The Meadows Montessori Primary School St Nicholas Nursery South Kensington Ipswich Gulf Montessori Nursery Kuwait Streatham Montessori Pre-School Streatham Willow Park Montessori Day Nursery Ipswich Gulf Montessori Nursery United Arab Emirates Hill Head Start Montessori House of Children Tara House Montessori Nursery Chiswick Region 12 – Hampshire, Berkshire Bangalore, India The Gower School Islington and Surrey The Montessori Children’s House West Des The Gower School Barnsbury Caterpillars Montessori Nursery School Hartley Moines, USA The Woodlands Montessori Preparatory School Wintney The Woodland Montessori Pre-school Tai Tam, Stratford Footprints Montessori Day Nursery West Hong Kong The Village Montessori Lewisham Horsley The Woodland Montessori Pre-School Victoria Road Montessori Kensington Grantham Farm Montessori School Tadley Repulse Bay, Hong Kong Woodentots Montessori School Camden Hopscotch Montessori Old Oxted The Woodland Montessori Pre-School Mid-Levels, Hong Kong Little Tots Nursery Reading Region 11 – East Anglia Little Explorers Montessori Plus School Ghana Meadowbrook Montessori Pre-Primary Arbor Preparatory School Bury St Edmunds Department Bracknell Little Gems Montessori Nursery Cyprus

JULY – SEPTEMBER 2012 Montessori International 63 Issue 104:Montessori International 27/6/12 14:47 Page 66 globallinks

Teachers take international diary Montessori to Ghana Europe Two teachers from Chalfont St 26th – 28th October 2012 Peter Montessori School in Congress, Montessori Europe, South Bucks are embarking on Rome a trip of a lifetime next Easter to Bolgatanga in Northern USA Ghana. 19th – 21st October 2012 The Institute of Montessori The school linked up with Education (TIME) Conference & award-winning child rights Expo, Houston, Texas organisation Afrikids last year, and has already sent out books Canada and Montessori materials to a 2nd November 2012 local school. It managed to do Left: Jacqueline McCarthy (l) and Debbie Lomax (r) this with the help of Usborne CAMT Annual Conference, Toronto sponsored listens which the parents Debbie and Jacqueline need to raise If anyone wants to make a donation and children got involved with. They £4,000 for the trip, which includes a towards the appeal please visit Asia have also sent out sets of sandpaper donation that will directly help the www.justgiving/Debbie-lomax 1st September 2012 school that they will be teaching in. numbers which are currently being A full account of their trip complete Modern Montessori International, Fund-raising activities have already used by groups of blind women who with photographs will appear in the Asia Montessori conference, started in earnest, with a yearlong Singapore weave baskets by day, and learn summer issue of this magazine next schedule of pub quizzes, bag their alphabet by night using the year. The Relevance & Effectiveness of sandpaper letters. packing in a local supermarket, Montessori Education in the 21st babysitting, bedtime storytelling, For more information on Afrikids Afrikids works in northern Ghana to Century pamper evenings and lots more. please visit www.afrikids.org alleviate child suffering and poverty. Its philosophy is to listen to what the community says about its needs, Update on Montessori in the hills of Northern Thailand empower them to make the necessary changes themselves and News of the Khom Loy Foundation in Thailand first ensure absolute sustainability. It appeared in issue 97 of Montessori International operates 16 projects including (October – December 2010), and in this issue we are schools, a district hospital, child able to give an update on progress there. trafficking initiatives, night teaching The Khom Loy Foundation works with ethnic minorities for street children and a foster and refugees on the Thai/Burma borders to convert home. village daycare centres into simple Montessori-based Wanting to build stronger links with early learning centres. Local teachers and child-carers the charity, Principal Jacqueline are given training in classroom management and McCarthy and Deputy Principal material-making (using locally available products) so Debbie Lomax, approached Afrikids that they can operate after the one year training period. to find out what more they could do. After one to two years in a converted schoolroom, It was agreed that Jacqueline and children have a much greater chance of being admitted Debbie will spend the two week to the Thai education system. Easter holiday next year working and Since the project started in 2004, over 40 rural living alongside some of Africa’s schoolrooms have been converted around Khom Loy's most isolated communities. Damaris Chao with some of the children bases in Chiang Rai and Mae Sot. The time will be spent working in the Five volunteers from Western countries (all recruited via More information can be seen at www.khomloy.org and local school as Kindergarten and Montessori International) have helped set the project up our blog http://khomloymontessori.blogspot.com Primary 1 teachers and sharing the and one – Damaris Chao, from Kenya – is still here after (If you are interested in supporting or volunteering at this homes of the teachers and their almost five years. She has learned to speak Thai and project, contact Paul Hancock at families in their mud hut now manages up to eight local staff in two centres. [email protected]) compounds, as well as teaching street children at night at The School of the Night Rabbits and in Mama Montessori International contributors Keith Whitescarver and Jackie Cossentino both have Laadi’s foster home, which cares for positions in the American Montessori Society’s newly-launched National Center for over 50 children. Montessori in the Public Sector (NCMPS), as director and senior associate respectively. NCMPS aims to work in four essential areas: advocacy, technical assistance, dissemination Jacqueline McCarthy said “Debbie of information, and research, as Keith Whitescarver explains: "Our intent is to be responsive and I both feel strongly that this to the needs and interests of educators, parent organizers, state legislators, scholars, and experience will enable us to teach others interested in providing true Montessori programs that meet state and federal our own children the different ways standards. The Center for Montessori in the Public Sector will serve and advocate for all children live and the challenges that public Montessori schools, regardless of geographic location, affiliation, or school type." In people in other countries face. We addition, AMS’s executive director, Richard Ungerer, commented that “We are thrilled that want to foster strong links with the more than 50 years after the founding of our organization, we are finally poised to take a school in Ghana so that we can leadership role in the critical effort to make quality Montessori education available for all organise activities which will benefit children nationwide.” Everyone at Montessori International trusts that this will be a very the children on both sides of the successful venture for Keith, Jackie, and all involved. globe.”

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