Issue 100 July - September 2011 £5.00 MONTESSORI

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

MONTESSORI

MONTESSORI Issue 100 July – September 2011 INTERNATIONAL published quarterly by Montessori St Nicholas, London

Editor: Amanda Engelbach Assistant Editor: Philip Davies welcome Editorial enquiries from Tel: +44 207 493 8300 e-mail: [email protected] Catherine Tubbs on +44 207 493 8300 e-mail: [email protected] the editor Job advertising enquiries Stephanie Ilo, e-mail: [email protected] t’s hard to believe that this is the 100th issue of Subscription enquiries Montessori International. It has given me so much Stephanie Ilo on +44 207 493 8300 Ipleasure putting together such a landmark Annual subscription rates, incl. p&p (4 issues): edition which I hope reflects the important history UK £19.95; Europe £29.95 / €45.00; of the magazine. Rest of World £33.00 / US$65.00 Montessori International is what it is today thanks Students (incl. p&p): UK £15.95; Europe £23.00 / 36.00; Rest of € to a number of dedicated individuals. Paul Ryan, World £28.00 / US$56.00 Sheila Allen and Esther Ripley are three of those E-magazine (4 issues): UK and overseas £14.95 people who have been instrumental in shaping the development of the The views expressed in Montessori International are not necessarily those of the publisher and editorial team, nor are advertisements endorsed by them. magazine and on page 12 they share their memories of their time working

Address: Montessori International, for Montessori International in the feature ‘Where are they now?’ 18 Balderton Street, London W1K 6TG The 100th issue of the magazine just happens to have coincided with Fax: +44 207 493 9936 the 100th MEAB school accreditation. Kristin Hulaas Sunde interviews Montessori International is designed by Stuart O’Neil, the school’s Headmistress, Sophia Russell-Cobb, on page 10 and Design for Print (UK) Ltd, www.dfponline.com Printed by Stones the Printers, Banbury, Oxon discovers that Ladbroke Square Montessori School has a rich history with ISSN 1354-1498 direct ties back to Maria Montessori. This issue also has a strong international flavour. Barbara Isaacs EDITORIAL ADVISORY BOARD recently visited Dharamsala in India to give a workshop for the Tibetan Marlene Barron, PhD. Professor, Education, New York University, teachers at the Norbulingka Institute. She talks about what she describes NY, NY; recently retired Head, West Side Montessori School, NY, NY; as an ‘experience of a lifetime’ on page 15, while on page 18, Chris and past President, American Montessori Society. Sue Briggs, BA (Hons), Mont Dip and Advanced Mont Dip and MA Wendy Compson describe their impressions of a Montessori school they in Early Childhood Education. 18 years teaching experience. discovered on the island of Phuket in Thailand. John Clarkson, BA BSc(Hons), MEd, AdvMontDip, FLS MIBiol AASM LIHP, Registrar, Kent & Sussex Montessori Centre L-MD, I had great fun delving into the archives of the magazine and Montessori Assessment & Education Ltd. discovered a number of gems which we have reprinted in this edition on Wendy Ellyatt, MA. Consultant, writer and researcher in holistic pages 36 to 42. I especially like the timeless appeal of the article by education systems. Founder www.F2be.com Wendy B. Fidler, Mont. Dip(Hons) MCMI DMS AI RgNI CCI CMed. Virginia Buckley on preparing an optimal environment for a new Montessori and Special Educational Needs Research Consultant baby, which I’m sure will be of interest to parents who are keen to bring and Expert Witness, Dyspraxia Foundation Trustee. the Montessori approach into the home. Sighle Fitzgerald, International Montessori Consultant, Dublin, Ireland. Finally, I would like to thank everyone who has contributed to Barbara Isaacs, Academic Director, MCI and Senior Accreditation Montessori International over the years, and made this magazine all that it Officer for MEAB. Shirley Maxwell, MA Lecturer, University of Surrey, Roehampton, is now. I hope you continue to enjoy reading the magazine as we move London, UK. into a new era. Have a wonderful summer. Mairi Maciver Clark, Dip Pr Ed, Dip SW, CQSW; MD of Mulberry Bush Montessori Killearn & Glasgow, Director of SINA. June P. A. Rowlands, Cert. Ed, Mont. Dip, International educational consulting in UK, US and Far East. Phyllis Wallbank, M.B.E, Founder of the first ‘all age’ Montessori Learning Centre in the UK, 1948 and friend and associate of Dr Maria Montessori Amanda Engelbach, Editor Aline D. Wolf, Co-founder of 3rd US Montessori school, international lecturer and author of 26 Montessori-related books. Website: www.montessori.org.uk

JULY – SEPTEMBER 2011 Montessori International 1 contents 17 21

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Feature articles Regular departments 10 Part of the family 33 Joining the dots for an even 3 News Kristin Hulaas Sunde reports on the bigger picture 24 Bright ideas 100th UK Montessori setting to receive Jackie Hyde from dot2dot reflects on a 28 Reviews accreditation successful partnership with Montessori 32 Ask the expert Q&A 12 Where are they now? 36 Editor’s selection from the 34 Education & Special In celebration of the 100th edition, we archive Needs and Disabilities Update talk to some of those involved in the 36 March 1988 – Preparing the magazine’s early years home 35 Research Watch 47 Star Products 14 Montessori in Dharamsala 39 Autumn 1999 – Montessori on Barbara Isaacs comments on her recent the move 48 Personal Profile 59 Global Links week-long Montessori workshop for 40 Spring 2000 – The children of local Tibetan teachers the favelas 60 MEAB Accredited 16 Montessori family packs for Schools 42 Oct/Dec 2001 – Student under 5s activity ideas Classified Advertising Amanda Engelbach talks to Carolyn 52 Teaching opportunities 43 Into the mouths of babes... Chinn about the exciting partnership with 57 Teacher Training the V&A Museum of Childhood Aric Sigman gives some details about the dangers of early drinking in childhood Cover 18 The Montessori school on Picture: an island 44 iCan Communicate – how A montage Wendy and Chris Compson share their touch gives autism a voice of previous impressions of The Rawai Progressive Wendy Fidler examines the case for covers of Montessori International School in Thailand. augmentative assistive technology (AAT) International 20 Art from nature 50 Effective parent-teacher conferences Lucy Watson continues her series on ‘green activities’, creating art with natural Marie Conti offers advice on preparing materials and conducting conferences with parents

2 Montessori International JULY – SEPTEMBER 2011 news MEAB milestone with 100th school accredited Montessori continues to hit the headlines Barbara Isaac’s regular column goes from strength to strength in Teach Nursery. Subscribe today at www.teach primary.com/teach nursery Barbara also wrote a piece for Early Years Educator (EYE) magazine on ‘Montessori and the EYFS’ which helped raise Montessori’s profile with practitioners everywhere. Montessori Centre International (MCI) students also continue to feature regularly in the nationals with recent pieces in the Daily Express and Daily Mail. Online: Check out the following parenting web-sites for editorial on Montessori; Ladbroke Square Montessori Montessori by the headmistress, www.Familiesonline.co.uk School celebrated its official Sophia Russell-Cobb, who status as the 100th school to be explained the occasion was to www.gurgle.com/articles/Play_Learn accredited by MEAB with a celebrate the teachers’ /37799/What_is_Montessori_.aspx presentation on Wednesday 8 achievements, and that they www.Primarytimes.net June. The school was set up in were getting a prize.” When www.Babydirectory.com the 1940s, and has a rich history asked how she felt about the Raising awareness and with direct ties back to Dr Maria accreditation process, Sophia said several Trustees from MSN, Chief understanding of Montessori for Montessori. Barbara Isaacs says “We were all quite nervous, but Executive Philip Bujak, and parents continues to be a priority “The event was a happy occasion we wanted accreditation to make members of the MEAB Board. For particularly with the MEAB scheme. with many children and parents in sure we really were a Montessori an absorbing account of the To get the very latest sign up to our attendance. The children were school … the process was school’s history see Kristin Hulaas Facebook/ MontessoriUK and told a story about Maria inspiring.” Also present were Sunde’s article on page 10. blog.montessori.org.uk A thank you to the Charity’s Preferred Partners, new and old From the Chief Executive NES only work with organisations and charities that share their ethos. Since 2010 they have been partnering with Montessori to ensure they The Charity is delighted to welcome back our Preferred Partners of are at the forefront of the curriculum and evolving teacher needs. They 2010 – dot2dot, NES Arnold and Abbey Printers – and would like to have been working to understand the requirements of Montessori introduce our newest addition, Voice. For over 40 years, schools and nurseries and in return offer discounts to both Voice has been speaking up for professionals in early accredited and non-accredited schools to help you get the years, childcare and education. They believe that each most out of your budgets. Brand Manager Sarah Maddox member is unique and that is why their success as a union says “We’re delighted to be continuing working with is based on a commitment to delivering a personal service Montessori for 2011 and our plans to enhance the that supports people as individuals, ensuring your place of relationship will mean we can continue to meet the growing work is somewhere you feel valued, secure and rewarded. needs of all our customers.” Voice support and listen to you throughout your career, We feel Montessori and our partners have taken steps to allowing you to get on with what matters most, your job. further our relationships, and are confident our next year will be equally progressive. A great deal of progress has been made over the past year with our returning partners dot2dot, NES Arnold and Abbey When selecting partners we aim for lasting partnerships Printers. dot2dot draw on nearly 50 years of commercial which develop relationships between our partners and insurance experience and have been working within the Montessorians, to ensure maximum benefits for everyone. Early Years sector since 1995. They do not underestimate We hope you have enjoyed the special member the importance of understanding their clients’ individual opportunities the partnerships have afforded us, and we needs and like to take the time to talk to them on a one- look forward to another successful and exciting year with to-one basis. Jackie Hyde says “The values we share with our preferred partners dot2dot, NES Arnold and Abbey Montessori have made a great foundation for our Printers, and warmly welcome Voice. partnership to be extended this year and onwards.” Philip Bujak

JULY – SEPTEMBER 2011 Montessori International 3 news Montessori and the Free Schools initiative Update on Montessori Philip Bujak outlines the qualifications Montessori St Nicholas The current Charity’s stance on the qualifications on the Free Schools initiative. Children's Workforce Development The Charity’s board of Trustees Council (CWDC) list welcome the Free Schools venture are not under threat, to provide young people with the nor are the students presently best possible chance to succeed. undertaking qualifications. The They endorse the view that there concern is about what should be greater education qualifications will be offered in the choice and freedom for parents future. and children when selecting As you may be aware from the schools in their local area. recommendations of the Tickell Fundamental to the Montessori review, the government continues approach is the belief that a to be committed to the child’s early years – from birth to professionalization of the early six – are the period when they years workforce and will support have the greatest capacity to Schools. It offers school grants The charity introduced the scheme the commitment to settings being learn. The current shortage of and subsidies for equipment, in 2008 to help ensure that all led by a degree-level qualified state provision for Montessori Montessori teacher training and schools using the Montessori professional. I would urge those of means that a flying start for advice on how to create “best name are genuine and promote you who have not made a children is limited to the private practice” Montessori settings. best practice in their education commitment to further study to sector. This offer is only available to those and care for children. The MEAB seriously consider doing so. scheme provides external The charity wants to create an Montessori Free School Dame Tickell’s statement that verification for this process. environment where the Montessori individuals or groups who agree to there is a need for a sound early approach is available to all, undergo the Montessori For further information contact the years qualification such as the regardless of social background. It Evaluation and Accreditation CEO, Philip Bujak at The NNEB should bode well for the supports individuals or groups who Board process within two years of Montessori St Nicholas Charity on Montessori level 4 qualification. At plan to create Montessori Free opening. [email protected] the time of writing we are still waiting to finalise a date for a meeting with the CWDC to have Outstanding their response to our request to recognise the Montessori Ofsted qualifications in their own right. Please watch the Montessori Congratulations to Meadows website for news about the Montessori School in Ipswich, qualification; as soon as we have Oxford Montessori in any news we will issue a Wolvercote, Rainbow Celebrate and win statement. Montessori Nursery School in Speaking of qualifications, should Winscombe, Clevedon To celebrate the 100th issue of Montessori you be looking for an introductory Montessori Nursery School, International we are offering our readers the chance Montessori training for your staff, Pavilion Montessori School in to win £100 worth of Montessori Enterprise vouchers. the MCI five day workshop at the Teddington, Pippins Montessori To enter, answer the following question: end of August may just do the in White Colne, Little Gems “What are the measurements for the literacy boxes at Montessori trick. If you are considering Montessori Nursery School in Enterprises?” employing someone who is in Kent, Bethnal Green need of a refresher workshop, or Montessori School, and Willow would like to know more about Park Montessori Day Nursery in working with babies and toddlers Ipswich, who have all been in Montessori settings see the MCI awarded Outstanding in their programme for summer latest Ofsted inspections. workshops in the training directory Don’t forget to let us know posted to you in the last couple of when you receive Outstanding Go online to find the answer at www.montessorienterprises.co.uk months or on our website in your Ofsted inspection so we www.montessori.org.uk searching Email: [email protected] with your answer by 30TH can mention your school in the under Teacher training – Distance August. Please include the word ‘competition’ in the subject heading next issue of Montessori learning – Workshops. of the email in order for it to be entered into the draw. International. Barbara Isaacs

4 Montessori International JULY – SEPTEMBER 2011 hottopics Munro Review sets new direction for child protection

Chris Waterman reports

ast month the work can be eradicated; Department for Education A readiness, in public inquiries, published the final report to focus on professional error L of the review of child rather than its causes; protection undertaken by Dr Eileen The undue importance given to Munro. In a very measured and performance indicators and reasoned final report, following targets. publication of two interim reports, Dr Munro identifies what a new The report then goes on to identify child-centred system must look eight key principles that should like. She feels that: underpin the reform of the child protection system, which stresses “What is needed is a fundamental that the new system must be shift in the way the system works, child-centred, with the needs and features of child protection work: to child protection issues. to enable professionals to focus the best interests of every child at risk management can reduce on the needs of children, young Ofsted inspections of children’s the heart of the system. risks, not eliminate them. people and families and how to services should add more weight give them the best possible help.” 8. The measure of the success of to feedback from children and Eight key principles that the systems, both local and families, and directly observe Tim Loughton, Children’s Minister, underpin reform national, is whether children are social workers’ interaction with in responding to the report said: 1.The system should be child- receiving effective help. children and families. “It is now up to the Government centred: everyone involved in child The report makes a series of Experienced social workers and the children’s sector to work protection should recognise recommendations, which include should be kept on the frontline together to look at the children and young people as the following: even when they become recommendations in detail and individuals with rights. managers so that their assess the implications of their The Government should remove experience and skills are not lost. implementation in practice for the 2. The family is usually the best the specific statutory “What is needed is a fundamental shift in the way the system works, to enable professionals to focus on the needs of children, young people and families and how to give them the best possible help.” Dr Eileen Munro

long term, not as a short term fix. place for bringing up children and requirement on local authorities The expertise and status of the To do this the Government will be young people, but balancing the for completing assessments social work profession should be working closely with a group of right to be with their birth family within often artificial set improved with continual professionals from across the with the right to protection is timescales. professional development that children’s sector and we will difficult. Local services that work with focuses on the skills that are respond to Professor Munro’s 3. Helping children and families children and families should be needed in child protection. recommendations later this year.” involves working with them: the freed from unhelpful government Each local authority should Dr Munro identifies four key relationship between the child and targets, national IT systems and designate a Principal Child and driving forces behind the situation family and professionals directly nationally prescribed ways of Family Social Worker to report that developed following the death impacts on the effectiveness of working. the views and experiences of the help. of Peter Connelly and the reaction A change of approach to Serious front line to all levels of of the media and the government 4. Early help is better for children: Case Reviews (SCRs), learning management. to his death. minimising the adverse from the approach taken in At national level, a Chief Social experiences and improving sectors such as aviation and Worker would be established to Four key driving forces outcomes. healthcare. The current system advise the Government on social The importance of the safety 5. Children’s needs and is too focused on what work practice. and welfare of children and circumstances are varied so the happened, not why. www.education.gov.uk/ young people and the system needs to offer equal The introduction of a duty on all munroreview/ understandable strong reaction variety in its response. local services to coordinate an Chris Waterman is editor of when a child is killed or seriously 6. Good professional practice is early offer of help to families Children’s Services Weekly harmed; informed by the latest theory and who do not meet the criteria for (www.education publishing.com) A belief that the complexity and research. social care services, to address and is Children’s Services Editor of uncertainty of child protection 7. Uncertainty and risk are problems before they escalate Education Journal.

JULY – SEPTEMBER 2011 Montessori International 5 msanews Montessori International is 100 Region 3 Responding to the survey carried out Martin Bradley takes the 100th edition of Montessori International as a starting during the MSA conference in point for a summary of the Montessori Schools Association’s significant progress November 2010 – what members want to see on the regional agenda This issue marks a major milestone developed resulting in articles in the – a Forest School awareness training in the development of Montessori Daily Telegraph, Times Educational session was arranged at Rosewood work in the UK – 100 editions of the Supplement, Nursery World and Montessori Nursery School on magazine, during which time the other publications. Much of this has Saturday 9 April 2011. Blessed with Montessori Schools Association has built upon our presence at last a beautiful sunny day and a very grown enormously. We now have over year’s Conservative Party conference enthusiastic trainer, Chris Dee from 640 school members and over where our contacts with Ministers, Forest School Learning Initiative, 3,000 individual members, with MPs and MEPs have been followed twenty Montessorians had a very more than 100 schools being MEAB up regularly. However we rely on informative and enjoyable day. Chris accredited in the last three years. evidence from our members to keep linked the aims of this inspirational Our range of publications has been us up to date on the manner in way of empowering children with greatly extended and continues to be which funding and the Code of Montessori practice and the Early under review. In particular, the guide Practice are affecting you – please Years Foundation Stage. The to completing your Self Evaluation keep us informed, your comments participants enjoyed hands-on Form (SEF) for English members will are our strength when talking to activities such as den making, be reviewed this summer, to take politicians and others. painting with mud, digging and account of the changes following the tribute to our members’ hard work We have worked with Robert Sturdy listening to the sounds of the Tickell review of the Early Years and the high quality of their staff. MEP, who asked the European environment. Slides were shown to Foundation Stage, and also the Our conference last November was Commission about their support for illustrate that Forest School can take changes in Ofsted’s inspections. The the most successful yet, with over Montessori work. Besides the place in small areas and public latter mean that whilst the SEF is no 600 delegates attending. We Comenius programme which spaces as well as woodlands. longer a requirement, settings will decided to move the date of the provides networking opportunities Trained and enthusiastic adults are still be required to produce the same annual conference to June for this between schools, Commissioner all that is needed. sort of evidence: our aim will be to year and tickets are selling well. This Vassiliou drew Robert’s attention to develop a process which will require will enable us to meet when the the European Communication on Region 4 some updating, but which will reduce weather is better and to have two ECEC [1] of February this year which the workload for our members. MEAB accreditation awards each set out key issues in improving Besides reviewing our guide on the year – in June and at the December access and quality in services from SEF, we are working on a healthy MCI graduation ceremony. birth to entering compulsory eating publication and updating other MSA has been very active in working schooling. We are following this up publications. with Save Our Nurseries to seek as European initiatives can support Our recent survey of inspection changes in the Early Years Single our lobbying work in the UK. outcomes clearly shows the Funding Formula. We have drafted My particular thanks are due to remarkably high quality of Montessori two Early Day Motions which Zac Kristine Largo who has been working education. Twenty-four per cent of Goldsmith MP tabled in the House with us during Caroline Harraway’s our members in England gained an of Commons, as well as two maternity leave. Kristine works ‘outstanding’ judgement from Parliamentary questions which Zac extremely hard and her impact has In March June Rowlands ran a yoga inspectors, with 64% being judged as has asked. We continue to lobby been considerable. training day in Richmond and those ‘good’ – the total of 88% is hard to seek a fairer outcome to As ever with MSA, life is hectic and who attended are now able to lead significantly better than the overall funding issues and will update interesting. My best wishes to yoga sessions for children ranging in average for private, voluntary and members as the situation develops. Montessori International for the age from babies to 5 years. independent sectors settings and is a Our press contacts have also been future. Everyone had a great time learning

The cost of the accreditation process continues to be heavily subsidised MEAB news by the Montessori St Nicholas Charity, as the Trustees value the With the 100th Montessori school celebrating its accreditation I am contribution of the Montessori Evaluation and Accreditation Board to the delighted to report that interest in – and the reputation of – the MEAB Montessori community. scheme are both growing. A further 14 schools (plus four international The schools that participated in the pilot scheme of the accreditations are setting) were presented for validation to the MEAB board in early June and slowly preparing for their reaccreditations which will begin in January these schools were invited to receive their plaques at the MSA conference 2012. on 18 June. Another 20 schools have expressed interest in the scheme and Sixteen of the MEAB assessors are continuing to work towards their will be visited in the autumn term. I am also happy to report several Chartered Institute of Educational Assessors (CIEA) status and should significant improvements that have been made to the scheme in the last six complete their training by the end of the year. months. They are as follows: In addition to the popularity of the scheme in the UK a further six schools All schools and nurseries that apply for an accreditation can request to be were accredited abroad. Head Start Montessori House of Children, with its supported by Michele Dows-Miller in their initial application process. 750 pupils between the ages of twelve months and twelve years, received All settings are now visited twice. Following the first visit an accreditation visit in March, whilst the three Montessori nurseries run by recommendations are made, an action plan for improvements is agreed, the Woodland Group in Hong Kong were visited in the middle of May and a draft report is prepared and a date for the next visit agreed. After the the Gulf Montessori Schools in Kuwait and Dubai underwent their second visit the action plan is reviewed and the report finalised, taking accreditation visit at the end of May. In short, MEAB continues to work into account findings from both visits and improvements made following towards improving the quality of Montessori education in the UK and the initial visit. abroad.

6 Montessori International JULY – SEPTEMBER 2011 msanews

ROUND THE REGIONS The MSA region’s news, activities and events being held round the country.

how to improve their posture, As SENCO of my own setting I have businesses, allowing us to practice exploring warming up exercises, been to many courses and study within the guidelines but still asking breathing techniques and a variety days on the subject and have dealt for additional fees. This discussion of yoga movements, along with with a couple of children in my was lively and animated as we all relaxation and calming exercises – setting who eventually were shared our concerns and the often a must after a busy day. It was diagnosed as being on the autistic answers helped many present to re- lovely to work with a teacher who spectrum, so I went along thinking assess their situation positively. accreditation process, which was understood the Montessori this would be an update, a refresher most beneficial and inspired several Sarah was able to transport many of schools to start working positively classroom and our aims. into a well known subject. I was our delegates back to the station in completely wrong. Our speaker was towards accreditation. Regions 5 and 6 the school minibus in time for their Ros Blackburn, an amazing trains home and I am sure they will Dawn Nasser then gave us an Spring Term meeting 2011 individual who is an adult with join me in thanking her both for the update on the news on Montessori autism. At 18 months she was transport and in providing us with Free Schools. The news was, diagnosed very severely autistic but such an inspiring venue. regretfully, disappointing as the with normal intellectual ability. Now Coalition Government has just at 42 Ros lectures nationally and Region 11 decided not to fund this in the way internationally giving insight into her that had been hoped. Our regional event was a Music own experiences and the care and This was followed by an update on Workshop, held at Cherry Trees, near education practices she has the Save our Nurseries Campaign Bury St Edmunds, and hosted by observed. led by Shaunagh with Susan Ruth Palmer, who made us all feel Hartley-Raven and Suzanne Webb. For the first time ever I listened to most welcome. someone who could really explain to They stressed the importance of me how she viewed the world, what Speaker Polly Carnegie had some members contacting their local MPs aspects of daily life present fabulous ideas for music with the to sign the two Early Day Motions. challenges for her and how she children from babies to primary age This was followed by a question and copes with them and more and was able to point us to some answer session. Clearly there are importantly how I could help her fantastic resources available on the differences in the way each Local cope with them should I need to internet. She is also keen to include Authority is interpreting the Code of On 12 March 2011, Raju Surelia support someone on the spectrum. music more in the everyday life of Practice and everyone was pleased and her team at Little Learners the nursery/school, for example by to have the chance to share their Ros was clearly an experienced Montessori School in Solihull hosted singing messages to children, rather concerns. the Regions 5 and 6 training day. presenter with great skills in both than saying, ‘Good morning’ , ‘time amusing us and communicating the The afternoon session consisted of The morning started off with Jen to go home’, or ‘please be kind’. The reality of her world. Issues that an interactive workshop led by Dawn Giddings from Asthma UK giving a singing style could vary from simple, seem like common sense to us all Nasser entitled ‘Boys v Girls – the very informative and interesting talk bouncy melody to operatic if you were discussed frankly and re- development of the brain’. Dawn about the effect of asthma on really need to make a point. evaluated. For all her skills she was explained how a Montessori children. She offered valuable advice After lunch there was a meeting for able to help us to understand her environment, philosophy and on how parents and teachers can Heads at which we discussed the weaknesses – she could talk ‘at us’ curriculum assists the child’s help children with asthma in a Single Funding Formula, MEAB all day but would never be developing brain and its functions. practical and educated manner. accreditation and a regional deputy comfortable talking ‘with us’ on a She described how the needs of the for me, at role that Ruth Palmer has The rest of the day was dedicated to one to one basis. Just one example child are met in a Montessori setting kindly offered to take on. I am really learning about communication with that helped us to recognise that by the environmental experiences delighted, and as she works with parents. Suki Laniado Smith, a what we see isn’t always as we they acquire – a secure attachment, primary age children it will make a business coach from Shirlaws in perceive it to be. Ros is a promoting love, contentment, good balance. London, gave our members the four magnificent speaker, well worth confidence, sensitivity and warmth, tools which would enable them to listening to should you ever get the Clare Harris – Region 11 Chair all of which assist in the well-being have more effective communication chance. of the child. with parents and staff. After a good lunch we returned to Region 12 event This first Region 12 event was a Members went home having a discuss common issues we Janet Miller reports on the first great success and attended by 52 deeper understanding of ways to experience with two year olds in our Region 12 event – a new region enthusiastic members. improve and analyse their settings; problems and challenges covering the counties of Surrey, We look forward to meeting communication skills and with were explored with ideas and Berkshire and Hampshire. everyone again at the Conference practical ideas to implement in their solutions shared by all. on June 18 and at our next event in settings. After a warm welcome to Grantham Sarah and I recently met with the Farm Montessori School by September. We also plan a day for Raju Surelia – Region 5/6 Chair Free Entitlement Funding Manager Shaunagh de Boinville, the Regional Pre-Accreditation training and for Essex Early Years, Terry Chairman, the morning session support. The date will be announced Region 9 Event Hollingsworth. Our last discussion of commenced with Michele Dows- in the near future. Joahnne Cousins reports on a the day revealed the findings from Miller speaking about MEAB Shaunagh de Boinville expresses her fascinating event focusing on this meeting with much needed up- Accreditation, stressing the thanks to Michele and Dawn for autism held at Soaring High to-date advice on how to interpret importance of schools becoming their hard work, and Janet, Susan, Primary School in Coggeshall, the Essex Code of Practice to ensure accredited. Members were able to Suzanne and all her staff for their Essex. that we remain sustainable ask her questions about the help and support.

JULY – SEPTEMBER 2011 Montessori International 7 msanews Double celebration for Attlebridge Montessori

Attlebridge Montessori Nursery School opened their new outdoor classroom and celebrated the Royal Wedding on the same day. Everyone dressed in red, white and blue, and the games the children played included ‘musical Going on stage at thrones’, ‘pass the wedding present’ and a ‘playing card the Royal treasure hunt’ to find the Kings Shakespeare and Queens. They also made crowns, royal necklaces, Theatre commemorative plates, Earlier this year, the children of gingerbread brides and mosaic Henley in Arden Montessori palaces. Then they all sat down to Primary School in Warwickshire a magnificent wedding breakfast attended a theatre workshop and including a wonderful palace cake performance of Roald Dahl’s that had kindly been made for the Matilda at the Royal Shakespeare occasion by a parent. Theatre, Stratford-upon-Avon. This The outdoor classroom has been in itself would have been a built through an Early Years Quality learning experience but before Grant from Norfolk County going, the children discussed and Council. “The children will love this helped produce the risk space” said Chris Percival of project. “We are absolutely outside whatever the weather,” assessment for the trip. This Landmark Renovations, a parent delighted that the children will be said Samantha Mann, Principal of involved a train journey, a walk who kindly donated his time to the able to enjoy spending time Attlebridge Montessori. through Stratford town centre and a walk by the River Avon looking at statues of characters portrayed in Congratulations to Frogmore Montessori Nursery in Plymouth Shakespeare’s plays, and then on who are celebrating their 20th anniversary to the workshop and performance in the afternoon. The children, obtaining Early Years Degrees and Maureen and Lawrence Taylor tell aged between 5 and 7 years, had EYPS. us “We were both experienced sufficient confidence to go on teachers before we decided to set “Initially, we lived on the first floor, stage, converse with the actors up a nursery for our daughter to caring for our own three young and participate in all of the attend; we knew what we wanted children, setting up the nursery activities. To quote one of the to offer – high calibre childcare and teaching in local schools – a children: “It was the best day I and education, following the very busy time. The nursery have ever had.” This trip was part Montessori approach.” proved very successful, and by of a wider study of drama and Maureen set about qualifying as a 1998 we were able to open performance and provided Montessori directress and time Montessori centre, running another setting, Plympton opportunities for learning and persuaded city planners to give courses and regular seminars, for Montessori Nursery. enjoyment on many levels across the go-ahead for Frogmore the London Montessori Centre. “Although we’ve seen many the curriculum and will be built on Montessori. In the early days, CPD remains central to the changes, we’re looking forward to as the children progress through Frogmore also operated as a part- nursery’s success today, with staff the next 20 years!” the school. Soaring High join vineyard hunt for Roman cemetery As part of Montessori’s third Great Lesson “The Coming of Man” including “Fundamental Needs”, the upper primary children at Soaring High study early settlers in Britain. They were given a fantastic opportunity to experience true history on their doorstep when they were invited to join an archaeological dig at the local vineyard in Coggeshall. Through the Great Lessons the children have learned all about the structure of the Earth so the archaeologists were able to show them how to identify areas to dig by the different soil formations. Excited children uncovered a Roman drainage system and pieces of pottery jugs. The archaeologists had brought artefacts from the local museum so the children could identify what their finds may have looked like when complete. The afternoon was rounded off with a tour of the vineyard. They used to be prevalent in Essex during Roman times and died out during the Dark Ages. Wine can be linked to several of the Fundamental Needs (e.g. food, drink, art, religion, and social acceptance). The children were delighted to have been invited to return in the summer to help harvest the grapes and see the winemaking process in action.

8 Montessori International JULY – SEPTEMBER 2011 msanews Easter celebrations at Woodentots Woodentots Montessori School in Camden held their annual Easter egg hunt and Easter Bonnet Parade. The children made baskets in the nursery and hunted for eggs in the school garden. Parents were invited to join in with the festivities, including the tenor Ian Bosterige, who sang 'In your Easter Bonnet' whilst his son Oliver (age 8) played the flute. Another parent played the guitar whilst the children paraded behind him. It was a wonderful Woodentots community event. Woodentots Montessori School was set up by Paula Woodman in 1989, and the school has a unique creative ethos taking inspiration from nature. Paula is also a trained Forest School teacher and this is now part of the curriculum. The outdoors is very much an extension of the classroom, and the children go out in all weather conditions and keep an all-in-one waterproof as part of their kit. Paula has set up an online The Gower School likes nothing toy site inspired by Montessori, where parents can access a blog and newsletter to continue the Montessori practice in the home. better than a good read World Book Day is always an for seriously ill children. This was a Tumbling towards a great diet exciting day at The Gower School fantastic achievement for This year and this year was no exception. everybody at the school especially Playhouse Children and teachers came the children who dedicated so Montessori teamed dressed as their favourite book much of their time to the cause. up with Tumble characters, from Pippi The amount was a considerable Tots to take part in Longstocking to Harry Potter. The increase on last year’s total of the ‘Eat Fit Keep day was filled with an ensemble of £1300 and certainly raises the Fit’ campaign to activities including a wonderful bar for next year. reinforce the school assembly, role play, and The fundraising didn’t stop there, importance of story-telling by visitors. the children also raised £300 for combining physical Not only was the day a celebration the Red Cross efforts in Japan exercise with a of all things book related, but it with a recent bake sale that they healthy diet. As part of the campaign the children made their own fruit also marked the last day of the organised – everything from the salads as well as exercising on the special equipment provided by three week Readathon that cake baking and selling to the Tumble Tots. To involve the parents we also gave away recipe booklets by children took part in, raising a posters, which they designed Annabel Karmel to try out at home with their children. highly commendable £2862.92 themselves. Chalfont St Peter celebrate World Book Day and the launch of ‘Mums and Minis’ Children and staff dressed up as Minis’ – a Montessori mother and their favourite book character to baby/toddler group for the under celebrate World Book Day at 2’s. Chalfont St Peter. The teachers This is run from 9.30 a.m. to 11 and children had lots of fun, and a.m. every morning in the Tithe the event came at the end of a Barn next to the school, and will month-long focus on books cost £5 per session although the where the children were taught first one is free. Each session will about hardback and paperback include a half hour baby/toddler books, new words such as front yoga session run by a qualified cover and spine, as well as things practitioner, treasure baskets for like what an author and an mum and baby to explore illustrator were. Another initiative, together, along with creative and in partnership with Usborne messy play and an active learning Books, is to do a sponsored centre with Montessori Readathon during half term, equipment for children under 2 baby/toddler group, which will parents can observe their children asking parents to try and read as with lots of basic Practical Life enable parents to be part of as they use all of their senses and many books to their children as exercises. watching their child develop based are allowed to be in charge of possible. Debbie Lomax, deputy principal on the Montessori philosophy for their own learning and decision- Chalfont St Peter Montessori has said “We want to offer a very learning. We have developed an making in a safe and carefully also recently launched ‘Mums and different kind of mother and exciting range of activities where planned environment.”

JULY – SEPTEMBER 2011 Montessori International 9 100th school Part of the family The 100th UK Montessori setting to receive official accreditation is a close-knit community of children, parents and staff who continue to grow and change together, even in response to tragedy. Ladbroke Square Montessori School also has a rich history with direct ties back to Dr. Maria Montessori herself. Kristin Hulaas Sunde reports.

round the corner from Almost 30 years ago, a newly As its recent accreditation testifies, London’s busy Notting qualified Montessorian named Sophia the Montessori ethos runs like a thread Hill Gate tube station, Russell-Cobb was staying with a friend throughout the place. It extends all the minutes away from nearby. “I could see all these happy way back to the 1940s, when two Portobello Road, lies one children playing in the square, so I women first established it under the Aof the largest garden squares in the watched to see where they went. And name ‘Dr. Rolfe’s Montessori School for capital. Dominated by tall, mature then I rang the door bell and asked for the Gifted Child’. trees, it is surrounded by a black a job,” she smiles. Today, she is Head One of them was Susanna Tieze, a wrought-iron fence with a gate that Mistress. Czech Jew who came to England after only a fortunate few have the key to. Together we climb the school’s the Second World War ended and her In one of the grand 1840s houses stairways, where children’s drawings husband had died. She cared for quietly facing the square, behind a and hundreds of photos of pupils past children who, like her, had survived huge blue door, you will find a good and present decorate the walls. Each the concentration camps. It was few of those lucky souls: 100 children landing reveals colourful, busy probably at this time that she studied who attend Ladbroke Square classrooms spread out over four big with Dr. Montessori and became a Montessori School full or part-time, 16 floors. practitioner herself. staff, a Head Mistress, and Liffey the Children wearing blue and red Sophia overlapped with Susanna for school dog. gingham overalls buzz peacefully one term in 1982: “She had a magical around the high-ceilinged rooms. One touch. She was quite small, with her

“We were all quite nervous, but we wanted accreditation to make sure we really were a Montessori school ... the process was inspiring, because when you’ve been doing something for years you can’t really see how you can change it.”

talks excitedly into a plastic cup, white hair in a plait around her head. connected by string to another cup She lived in the basement flat next that her teacher is smilingly listening door, and did wonderful things such as into. In the basement two girls enjoy a heating up her iron at home and chat and some fruit at the ‘Costa bringing it in for the children to iron Nothing snack bar’. with.” Attended by 70 children aged “I remember her coming into between 21/2 and 5 years at any one assembly one day, trying to get the time, the school has a quietly vibrant children to be meditative before going hum about it. “I love it, it’s amazing,” into the square, and think about all the says Ana Aranha, a new Teaching things they were going to see. She just Assistant who used to work in a state whispered and took a candle into the school. “It’s different to a normal room. Everyone showed her amazing school – it’s quieter. The teachers are awe and respect.” always smiling and the children seem When Susanna’s colleague died, she more engaged in what they’re doing, sold it to a consortium that runs several more focused.” private schools in the area. The new

10 Montessori International JULY – SEPTEMBER 2011 owners moved it into the basement of inspiring, because when you’ve been Lucia to attend. Soon, the school another school in nearby Pembridge doing something for years you can’t garden will be transformed into Square. really see how you can change it.” ‘Marva’s garden’, in memory of a Some of the parents were not pleased. The accreditors recommended much-loved friend and teacher. A One missed the airy, light building to rearranging the space and materials. “It growing memorial – possibly a tree – the point that he bought the old was much better to have all the sensory will also be planted in the square premises and moved 20 of the children materials in one place,” Sophia reflects. opposite. back in. He also gave the school its “It gave us more floor space, and Sadness gives way to joy as Sophia current name. allowed the children to spread out their reflects on her almost 30 years with the Sophia took over as Head Mistress in mats for floor work. And the teachers school. “It's wonderful having a team 1989, when her predecessor went on now work together even more.” of teachers that are so supportive. It's maternity leave. The two later shared Set snack times were also changed to like having a family at work. That's the role. At one point, Sophia worked “rolling snack” on the accreditors’ why it was so devastating when Marva part time with one child at the school advice. Letting the children help died.” and a premature baby in hospital. themselves when they were hungry After such upheaval, the schools’ new Supportive colleagues were key. The and thirsty allowed them to enjoy systems are just starting to fall into school also changed hands again before longer work cycles, and less noisy snack place. Beyond creating Marva’s garden, its present owners bought it in the early times. Sophia has no immediate plans for the 1990s. Finally, the accreditors proposed a future, except one key Montessori idea: “It was much more formal then,” simple solution to sharing playtime in “Promoting the child’s self-esteem – Sophia remembers. “It had less of an the school’s small garden. This that is always my ambition.” affectionate, relaxed feel. We used to involved placing eight sashes that the follow the idea of fewer pictures, children could put on before going out Kristin Hulaas Sunde is a professional colours and displays, along the to play, next to a picture of the garden. journalist and mother of twin boys who Montessori principle that the child “If all the sashes are gone they have to attended The Village Montessori. shouldn’t be distracted from their wait their turn in the true Montessori work. The classrooms were closed, so fashion,” Sophia explains. there was less movement.” The teachers were delighted with A fire inspection changed all of this. these new ideas, and becoming the “We had to spend a huge amount of 100th school accredited by MEAB made money on taking walls down and them feel “like proper Montessorians.” putting in new double doors,” Sophia But excitement turned to grief when explains. “But it made the school one of their colleagues, Marva, died bigger, and gave things more flow.” suddenly in February. Teachers still had their own set-up “All of this was being put into place and materials at opposite ends of each when tragedy happened,” Sophia says. classroom, “like little units with “We were staggered, and the parents Mother Hen and her chickens.” But didn’t know how to explain it to their then, earlier this year, the Montessori children.” But this small community’s accreditors came along. strong sense of connection helped “We were all quite nervous, but we people pull through. wanted accreditation to make sure we The parents contributed funds really were a Montessori school,” towards Marva’s funeral, and made it Sophia continues. “The process was possible for her family to travel from St.

JULY – SEPTEMBER 2011 Montessori International 11 100th issue Where are they now? Montessori International is what it is today thanks to a number of exceptional people. Paul Ryan, Sheila Allen and Esther Ripley were all involved at some point during the course of the magazine’s history since its conception as the Montessori Courier in 1982. In celebration of the 100th edition, they share their memories of working with Montessori International and talk about what they are doing now. what was, in essence, a walk-in parenting author Deborah Now a managing editor at DK Esther Ripley Editor 1989 - 98 cupboard space above the Jackson, US Montessori (Penguin Books), I’m about to nursery. It sounds awful but it Foundation President Tim Seldin, swap my gardening books list for was a wasn’t. My Montessori consultant writer and historian Marina the culture list, and will soon be journalist, revealed a wonderful irreverent Warner, literacy author Fred working on books on fashion, writing I sense of humour, a much-needed Sedgwick, and lecturer Marjorie motorcycles, dogs, psychology, mostly about capacity to file everything, and a Mitchell (Mitch), who shared her and American history. I remember childcare for terrific writing style; she soon delight in science and the natural with great fondness my days on newspapers became a best friend. world. Eileen Elias was our veteran the magazine and the people who and magazines, newshound, reporting on play made them so rewarding. Many when an ex- Issue by issue, we saw our schemes and charities wherever congratulations on the 100th colleague asked me to write audience grow and the magazine she travelled. issue. something for the Montesssori develop as a link between Courier, a magazine he was Montessorians around the globe. There were some great ideas too: Sheila Allen Advertising relaunching for the London Stories and pictures flowed in the Treasure Basket for babies, Manager 1994 - 2004 Montessori Centre. I’d taken a from ex-students who were living and Paddington’s Suitcase for child-centred approach to raising their dream to open schools in far- nursery children, packed with t is quite my three children, then aged flung corners of the world – Tonga, neatly folded clothes and holiday daunting to between 5 and 13, but none of Laos, Madras, Ghana, Bhutan, essentials, had an early airing in Irealise that I them went to a Montessori Grand Cayman, Nigeria, China, the magazine. am now a part nursery school, so I arranged to Iceland, and South Africa, Karachi Nineteen ninety-eight was a of the history of visit a school, interviewed the and Bombay to name just a few. landmark year for me – for the such an directress and was intrigued by Eliza Beveridge, an actor turned past four years I had been juggling important what I saw. By issue three of the photographer, brought us stunning essay deadlines and magazine magazine for magazine, LMC founder and images of a school in a former deadlines and finally graduated the Montessori director Lesley Britton was in need leper colony in the Amazon basin. with a degree in English Literature community worldwide. of an editor and asked me to step We launched a campaign on her and Psychology. It was time to try In September 1994 the then in. Of course my lack of behalf for shoes and art material something new, and that turned to editor Esther Ripley asked me to “Montessoriness” was going to be for an art centre for deprived be a contract as an editor at bring in some real advertising to an issue so one of the college children in the favelas of Sao Dorling Kindersley publishers: give help pay for the expense of lecturers, Helen Wheatley, was Paolo, Brazil. or take a year or two I’ve been publishing such a quality appointed as my consultant. In I always maintain that having there ever since, working first on magazine. It was a struggle but the early days, we worked something to say is the most medical books and then in the working with Esther was a joy. She together in a corner of the office, important part of writing and over pregnancy and childcare division, has a talent for making the most learning first-hand that the world the years many of the college’s where I initiated and developed difficult projects attainable. of Montessori organisations was teachers and students were DK’s first commercial Montessori We were also looking to spread not as harmonious as one might encouraged to share their book, How to Raise an Amazing the Montessori idea to new assume. Then we graduated to thoughts. We also recruited Child, authored by Tim Seldin. parents, and negotiated with a Magazine Timeline

1989/90 Jun January 1988 October 1982 Esther Ripley becomes Editor Name 1995 First edition First edition ‘Montesso ‘London Montessori ‘Montessori Today’ New design published Name changes to Courier’ published published September 1990 ‘Montessori Education’ Paul Ryan

1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996

12 Montessori International JULY – SEPTEMBER 2011 national parenting publication I wish you all the best of luck for The resulting photos are amazing. Eighteen years (Baby magazine, 10th anniversary the future – congratulations After a panel of local judges later, I am issue, September 1997) for them Montessori International. selects the top 40 images, the studying to publicise and distribute Your public are invited to choose their radiography at Montessori Child, a one off journal Paul Ryan Editor 1998 - 2005 favourites in a pavement vote from City University explaining Montessori to new a portable exhibition erected in London, and parents. ontessori believed that outside local community centres. am currently in children can be the best Your Montessori Child then went The most popular images go into a my first year Mthey can be if they are wall calendar with short stories and really enjoying the course. I on to become hugely popular with given the right direction and Montessori schools, who about the photographs and the was about two and half years old allowed to do it distributed it to their parents, and photographers who took them. at the time the photo was taken, themselves. to anyone who sought an An annual exhibition is hung in a and still vaguely remember That core faith introduction to Montessori. gallery in the centre of Vancouver’s in people was business district in October, when After Esther left, Paul Ryan, the one of the the calendar is launched. Every new editor, arrived full of ideas main things I year up to 200 homeless and low- about expanding the contents of learned while I income vendors are trained to sell the website and suggested was working the calendar on the streets, in a advertising jobs online would with the magazine and apply to my similar way as street magazines provide a much-needed service to current role working with homeless such as the Big Issue are sold in Montessori schools worldwide. people in Canada. the UK. When the time came for me to I was hired to produce Montessori While the Hope in Shadows project pursue my Saturday hobby, my International magazine in 1998. I has been successful financially, antiquities shop in Portobello Road wasn’t a trained teacher, but the most important benefit has (I am still enjoying the 5 a.m. start through the magazine articles my been the transformation of the every Saturday), I was determined mind did absorb the many people involved. You cannot put a to find someone to replace me Montessori life and classroom price on the increased self-esteem who had a Montessori background lessons and for this I am very and confidence gained by having a and was willing to undertake the appreciative to the many writers winning photo or from earning very challenging job of making and teacher trainers, especially clutching sweets, a present from money selling the calendar if you sure that our advertisers stayed Barbara Isaacs. my late grandmother. I was visiting with us. The perfect person have been unemployed for a long Since 2005 I have been my uncle and grandma to responded despite her initial time. coordinating a non-profit celebrate Diwali with my parents hesitation on reading the word Hope in Shadows works because it photography project called Hope in and my sister, who attended the “selling” in the job description. encourages people to believe in Shadows. Every June hundreds of London Montessori Nursery. I themselves. This confidence helps Now Amanda Engelbach is single-use cameras are distributed remember seeing my photo, which them strive to improve their Managing Editor and I to homeless and low-income was taken by my dad Coomar positions in life; to strive to do it congratulate her on the production people in what is known as Jayadeva, fully published and themselves. of the 100th issue of this very “Canada’s poorest postal code”: looking rather glossy on the cover important magazine. Vancouver’s Downtown Eastside. Find out more at of the autumn Montessori I still miss the very busy and The photography contest rules are www.hopeinshadows.com magazine in 1994. Since then my friendly atmosphere at MCI, where simple: participants have three sister has graduated with a degree I worked initially, especially the days to shoot images of their Poorani Jayadeva Cover girl in Physiotherapy from Brunel chats and stories of the tutors’ everyday lives, including the joy, 1994 University in 2008, married a adventures when we met in the love, happiness, trust and wonderful husband in 2009 and basement staff room. I also miss friendship. The goal is to show the was a ‘front-cover girl’ for recently gave birth to a beautiful the discussions I had with all the rest of Vancouver the strength of Montessori International daughter called Sayuri in 2011. advertisers – they become like this community through Imagazine – or Montessori Perhaps, one day, she will be a friends even though we never met. photography. Education as it was at the time. ‘front-cover girl’ herself.

April 2003 1998 September Philip Bujak appointed Montessori Centre as new CEO of The International Training Montessori St Nicholas College founded at Charity Balderton Street, London January 2004 M•E•A•B The UK Montessori June 2008 February 2007 The Schools April 2008 Montessori Centenary Montessori Association New design and layout celebrated Evaluation & ne 1998 MONTESSORI (MSA) founded for magazine Barbara Isaacs S T NICHOLAS Accreditation changes to appointed as first Montessori St Nicholas Board June 2008 ri International’ 2001 2006 College Chief Executive All new design and becomes magazine Amanda Engelbach founded MCI purchased by becomes Editor layout for magazine publisher becomes Editor MSN

1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

JULY – SEPTEMBER 2011 Montessori International 13 international

Montessori in Dharamsala Barbara Isaacs recently visited Dharamsala in India to give a week-long Montessori workshop for local Tibetan teachers. Staff at the Norbulingka Institute report on its work to preserve Tibetan culture and on the vital role the Montessori education system plays in the development of the future generations of Tibetan refugees.

orbulingka Institute in Dharamsala, a city nestled in the foothills of the Indian Himalayas, is working hard to preserve NTibetan culture’s traditional arts and crafts. Norbulingka seeks to create an international awareness of Tibetan values and their expression in art and literature. The Institute offers education, training and employment to over 400 Tibetan refugees in such art forms as Tanka painting, metal sculpture, appliqué, wood-carving and traditional painting. Norbulingka HUANG PHOTOS: DAVID Institute is a registered trust under the Now the Institute has over a hundred vital part of the Institute. By providing chairmanship of His Holiness the Dalai students, from newborns to 14 years care and education for the children of Lama (see www.norbulingka.org). old. We have a crèche to take care of Norbulingka, we are preparing the The first child born into the the young children while their mothers future generations of Tibetans for the Norbulingka community made her way are at work; a kindergarten, which continuing work of cultural into this world on November 1991, 20 provides a foundation for future preservation, as well as instilling a years ago. Her name is Noryang and learning; and an after-school program, strong sense of identity, an important she was the first of what was to be a which helps older children with part of educating refugees. Montessori long line of community children. In homework and other activities. This teaching methods have become a 1993, it became clear that the Institute year we have expanded our school and cornerstone of our education practices needed a space for the growing have been working on renovations of at the preschool in a bid to modernise numbers of children that followed our old building to make it a safer and improve the education of young Noryang. A room was set-aside for ten environment for our children. We now Tibetans. children, and two women were hired to have eight classrooms, a hall, a sleeping Montessori education is not a new look after them. It is from this simple room and a library. This was all made concept in Dharamsala. The Tibetan beginning that the Norling crèche, possible through the help of generous Children’s Village (T.C.V.) schools, kindergarten and after-school program donations. which are the predominant schools for we have today evolved. Norling crèche and preschool is a Tibetans in India, have used Montessori

14 Montessori International JULY – SEPTEMBER 2011 Montessori teaching methods have become a cornerstone of our education practices at the preschool in a bid to modernise and improve the education of young Tibetans.

methods in their early learning program since the 1970s. It was first introduced to the school system by two Indian Montessorians, Miss Chandara Bhatia, and Miss Bhatia Trivedi, who provided training for these early teachers. Now T.C.V. has its own Montessori teacher-training program as part of the Dalai Lama Institute for Higher Education in Bangalore. T.C.V. also produces its own Montessori materials in the Tibetan language. Tibetan sandpaper letters and numerals as well as other Tibetan language and learnt to empower these children to family and teacher has their own story numeracy materials are now a big part promote and protect the Tibetan of hardship and struggle in their of introducing pre-primary school age culture as well as creating strong attempt to ensure a better life for their children to the Tibetan language. independent thinkers. family. Education is a key part of this Norling crèche and preschool have We have a new Montessori room better life. It is therefore our duty to recently used donation money to with many of the Montessori materials ensure that these children are granted purchase Montessori materials and including some practical life and more opportunities then their parents have renovated our school to make it a cultural materials relevant to our had. more child-friendly environment. With culture. Montessori time is done in We hope our school will provide a the help of Barbara Isaacs, the both English and Tibetan to promote a good foundation for future learning. Academic Director of Montessori bilingual atmosphere. We have a two- We want to continue to work with the Centre International in London, we hour work cycle in which the community to preserve Tibetan culture were able to conduct a one-week kindergarten children can work through teaching the children about teaching workshop for local Tibetan independently in the different learning their roots by emphasizing the Tibetan teachers. During this time we learned a areas with the guidance of three language, as well as English. Our goal is lot about the development of children teachers. We have even begun to to help shape the future leaders of the and how Montessori materials aid this introduce practical life and basic community and really demonstrate the development. We had a wonderful sensorial activities in the toddler classes importance of education, especially graduation with everyone coming in order to better prepare them for within a refugee community. We also together to celebrate what for most of kindergarten. hope to continue to inspire and train the teachers was their first step on the Our children and teachers come from Tibetan teachers to understand their ladder of qualifications. The pride and different areas of Tibet. Most of the importance in promoting change confidence this course has given us has children were born in India, but their within the education system in been invaluable. By using Montessori parents made the long journey over the Dharamsala. The future of Tibet begins methods we hope to take what we have mountains from Tibet to India. Each with the children of today. An experience of a lifetime Barbara Isaacs comments on her visit to the Norbulingka Institute

I was introduced to Tibet by my husband when we first met many The Crèche and Kindergarten had recently been refurbished: the years ago. Everything I read about the culture and its people rooms were painted and carpeted, while the activities were neatly inspired admiration and a yearning to get to know more, and laid out and cared for with real attention to detail. All the women perhaps one day get a first hand experience of this unique working with the children were keen to learn more about the Buddhist culture. So when an invitation came from an MCI Montessori approach, its benefits for the children, and the use of graduate to do training for a group of Tibetan teachers. I Montessori materials. Their calm and humble dedication to the volunteered without a moment’s hesitation. The six days I spent children was touching, and despite the many hardships they with this Tibetan community certainly lived up to my expectations. experienced there was harmony and joy in all they did.

JULY – SEPTEMBER 2011 Montessori International 15 montessori resources Montessori Family Packs for under 5s

Initial links made with the Museum of Childhood in 2008 have blossomed into an exciting partnership producing Montessori Activity Packs for under 5s. Funding from the Montessori St Nicholas charity enabled the museum to introduce Montessori Family Packs targeting specific age groups. Ideas were explored for themes for the packs that stayed true to Montessori principles. Amanda Engelbach talks to Carolyn Chinn, Learning Manager at the V&A Museum of Childhood.

How did the project come contracted, and two representatives about? from MSN (Amanda Gilchrist and Barbara Isaacs) at regular intervals to Since re-opening after the Museum’s discuss the project and check its major refurbishment in December progress. We had to balance the aims of 2006, we have seen a steady increase in Montessori practise with the families with under 5s visiting the requirements of the Museum; there was Museum. I have been introducing compromise on both sides, but we workshops and activities to really did seem to be working towards accommodate this audience, but the same goal. wanted to develop a more permanent resource that visitors could use Had you collaborated with any themselves in a self-guided way. I’ve other organizations before been playing around with the idea of working with Montessori? the family backpacks for a few years; when the Montessori St Nicholas As a national museum, we are Charity (MSN) came on board in 2010, continuously collaborating with other the project really took off. organizations. Most of my additional learning projects (i.e. creating learning How have you found the resources or workshops) are externally experience of working with a funded, so we actively seek children's charity? collaboration with others. Recent collaborations include: Barnardo’s, Poet Working with MSN has been really in the City, Grandparents Plus, Queen easy and enjoyable. I would meet with Mary University, and Magic Me. Elaine Wyatt, the project leader I

How was the original concept Each backpack is family backpacks to the younger age for the family packs thought designed to group. up? complement a different exhibition We’ve tried to make the activities in Years ago, while I was on maternity area in the the bags open-ended and flexible. Some leave, my replacement commissioned museum. parents will want to use every object in an artist to create a concept board for a the bag, complete the trail and all of series of family backpacks. I saw this on the suggested activities, while others my return to the post and, while I will probably explore bits and bobs didn’t take that particular proposal from the bags quite randomly. forward, I kept the idea of family What did the design process backpacks at the back of my mind. entail? Some friends of mine visited the Museum with their toddlers and said At our initial meeting with Barbara that they would have liked more Isaacs and Amanda Gilchrist, we agreed focused activities for younger children. to make four bags targeted at different Most of our interactive resources are ages: 6 to 18 months; 18 to 36 months; designed for children aged five and and two different bags for 3 to 5 year over, so it seemed logical to target the olds. We also came up with working

16 Montessori International JULY – SEPTEMBER 2011 What was really interesting was observing how children used the objects in the bags in creative and, often, unpredictable ways.

themes for the bags inspired by various displays in the Museum: Baby Explorers; People Like Me; Animal Worlds, and On the Move. Each bag would be designed to complement a different exhibition area in the Museum. Once the initial concept was agreed, Elaine began sourcing objects and The pilot study and were too heavy to carry. So we most effective way to introduce content. We worked with a designer, showed that have had to pare down the content families to new resources. families of younger Nicky Cary, to create maps and trails of and we let families tell us which objects children liked being Are you involved in any other objects on display from which the bags able to sit down in they preferred. The playmats that are in were inspired. With each display one place and three of the backpacks were extremely projects for the under 5s? explore the object, we sourced a toy, book, or popular. The Museum has secured funding backpack’s activity to include in the backpack. contents. What was really interesting was from the Big Lottery to run Wondertots Once items were sourced, we invited observing how children used the – art, drama and movement workshops a group of families to pilot the objects in the bags in creative and, for parents/carers and children under backpacks and give us feedback. We often, unpredictable ways. The older five. We run these workshops most then met with Montessori to agree the kids (3 to 5 years) really enjoyed the Fridays and change the theme every final selection of objects. maps and trails as well as the hands-on five or six weeks to complement The packs were launched on 12 toys and costume. The families with different displays or exhibitions in the March 2011 as part of our Montessori younger children liked being able to sit Museum. Wondertots is free to book, Family Day event. Since then, we have down in one place to explore the but is very popular. tweaked the bags slightly based on packs. Following the success of Wondertots, feedback from families. I introduced an interactive storytelling What was the response to the session called Animal Magic, every What was the response to the initial launch of the Family weekday at 2 p.m. This is free and drop pilot study? Packs in March? in, so no booking is required. The response to the pilot study was The response since the launch has The V&A Museum of Childhood is very positive and enlightening. One of been very good. We are getting a steady very hands-on. There are lots of toys for the most common comments was that request to use the bags, so the word is children to try out during their visit. the bags contained too many objects getting out that we have them ready We even have a safe Under-3s area in for use. our upstairs ‘Babies’ gallery, and also Families can borrow a backpack for run free, drop in activities everyday free for up to an hour. The adult needs (including storytelling, tours, and arts to leave a piece of identification (like a and crafts) that can be adapted to suit credit card) at the Information Desk as any age. collateral. If any major item is missing We also host a range of temporary from the bag upon its return, we ask exhibitions which change every four to the adult to reimburse us for it, but so six months. Upcoming exhibitions far we haven’t had to charge anybody. include a retrospective of Judith Kerr’s My Front of House team have been books called ‘From The Tiger Who really helpful in offering suggestions Came to Tea to Mog and Pink Rabbit’ on how to streamline the procedures of (28 May to 4 September 2011); and signing the packs in and out – this is Magic Worlds (8 October 2011 to 4 what I’m focusing on at the moment. March 2012). We are trying to promote the packs by word of mouth, with our staff To contact the museum go to recommending them to the under 5s’ www.vam.ac.uk/moc, or phone them families. Experience tells us this is the on 020 8983 5200.

JULY – SEPTEMBER 2011 Montessori International 17 international

Morning meeting with the 6 to 12 year olds The Montessori school on Wendy Compson and her husband Chris discovered the Rawai Progressive International School in Phuket while holidaying with friends in Thailand. Eager to discover whether there were any Montessori schools on the island, Wendy did an internet search before the trip and arranged a visit. She brought out a batch of letters written from the children at her Montessori school in the UK which has sparked an interesting partnership between the two schools. Chris Compson reports on their impressions of the school affectionately known as ‘the Montessori school’ on the island.

ur taxi driver negotiated members of staff under the guidance of the congested early the kind and gentle Managing Director morning traffic with Khun Suvimol, who seems to have consummate skill and time and a smile for everyone, even us. enthusiasm. We were The first overriding impression is that Ounclear how he managed to avoid a everyone is always smiling. It is a series of major collisions whilst waving remarkable feature of Thailand that a his arm at either acquaintances or other great deal of smiling is a common road users who had incurred his denominator of every day. Maybe the displeasure. The road was packed with a constant sunshine is a major variety of cars and a miscellany of two contributor to this phenomenon, but it wheeled vehicles (carrying cargoes of contrasts very favourably with recent boxes, fruit, wives, and children on the memories of travelling on the London way to school), and mini markets, tube network at rush hour. which seemed to be pitched anywhere We had arrived at 8.00 in the along the road where shade offered a morning, half an hour before the staff modicum of protection against the sun. and pupils made their scheduled After some 30 minutes of this appearance. The school roll consists of Staff at Rawai with well for this onward journey. gladiatorial process, and having thirty one children, equally divided Chris and Wendy Numbers have declined in recent Compson. negotiated the suicidal traffic between three year groupings: pre- years, but this has principally been due roundabout in Chalong, we approached school from three to six, Lower to parental movement and journey’s end. A colourful sign by the Elementary from six to nine, and repatriation. Only six children have full side of the road proclaimed that we had Upper Elementary from nine to twelve. Thai parentage. An additional four can arrived at The Rawai Progressive The mixed age classes foster claim one Thai parent whilst the International School (RPIS). A picture of confidence, communication and remainder are drawn from Sweden, the a number of smiling faces proudly teamwork, whilst allowing children to United States, Japan, Nepal, Germany, announced the school’s Montessori progress at their own individual pace, Finland, France and Korea. English is foundation, only one of eight in the rather than being obliged to advance at the common language, and the ability whole of Thailand, and as we drove the pace of other members of the class. and willingness of all the children to through the gates we were immediately Pupils at RPIS must necessarily prepare integrate and mix is most impressive. struck by the contrast to the busy world for a transition to a widely diverse The three children in pre-school for outside as the traffic noise became a variety of schools across the world. The whom English is a second language are distant hum. The calm atmosphere is qualities of independence, self removed from class for one hour each very much the order of the day within motivation and adaptability gained in day for separate dedicated lessons in the school and is promoted by all their time at the school equips them the language.

18 Montessori International JULY – SEPTEMBER 2011 an island

Each day begins with ‘Morning Above left: During Experience’ for the older children who break periods pre- school pupils tend congregate in a circle on the floor of the to their garden impressively spacious gymnasium. The plots. staff all take part and the children are Above right: A encouraged to discuss any matters they happy little group may wish to raise. Sports day is an of 3 to 6 year olds. important future event, and its Right: Lunch area organization from car parking to in the shade. working on floor mats, whilst others sat on the sandy shore forming the refreshments and timings are very at tables either together or on their own southern boundary to the school much in the hands of the children as the mood took them. Concentration campus. The same breeze wafts through taking part in ‘Morning Experience’. was total and complete silence the windowless classrooms in a The day’s work cycle begins at 08.30 prevailed until assistance was required, tranquil demonstration of nature’s air and continues until 11.30. Two young which was inevitably satisfied by one to conditioning arrangements. Montessori teachers supervise the pre- one tuition, and unrestricted attention We departed as the kitchen staff were school children, and the promotion of to the solution to the problem. dispensing lunch to their enthusiastic Montessori teaching principles is clearly Similar principles were promoted by customers from a small kitchen. The

The overriding impression is one of an enthusiasm for learning, the promotion of independence and the ability to think outside the box, coupled with the promotion of respect for each other and the staff. It is always refreshing to see these same characteristics in a Montessori school wherever you are in the world.

obvious. There is an impressive “Mr John” from England who had variety and quality of the menu was collection of Montessori teaching arrived at the school some years ago by enviable and we really should have equipment, to which all children are sailing his own boat to the island and accepted the invitation to join them. gradually and sympathetically has remained there ever since. We were obliged however to take our introduced. During break periods pre- The overriding impression is one of chances and dive out into the stream of school pupils tend to their garden plots an enthusiasm for learning, the traffic that had continued unabated within the school grounds. A promotion of independence and the during our morning’s visit to this continuous supply of water is essential ability to think outside the box, charming and thoroughly impressive in maintaining the growing plants and coupled with the promotion of respect Montessori institution. We already their attention to these tasks is for each other and the staff. It is always look forward to next year’s visit. impressive. refreshing to see these same Chris Compson is a finance director Our visit to Lower Elementary , under characteristics in a Montessori school who has tirelessly supported his wife the gentle control and watchful eye of wherever you are in the world. It is Wendy in all her Montessori endeavours “Miss Kim” Kilgore from Canada, the hard to imagine conditions more since she first opened Cherry Trees school director, yielded the wonderful perfect for learning in a healthy Montessori school in their own home sight of her charges working on a environment. As the heat rises towards 29 years ago with just two children, one variety of individually chosen and the middle of the day, a warm breeze of whom was their youngest daughter different activities. A number were arrives from the sea which laps gently Annabelle.

JULY – SEPTEMBER 2011 Montessori International 19 classroom activity ideas Art from nature Lucy Watson continues her series on ‘green’ activities by suggesting a wide range of ideas for creating art with natural materials. Crowns for the International Year of the Forest

n Namibia there is a cave Getting started then also walk around and collect painting that is around 26,000 additional materials to replenish Collect resources from the garden years old. The colours were made what they have used and to leave the and outings; children can bring from soil, clay, charcoal, plant work ready for their friends. We have materials into school from weekends juices, blood and egg and applied found that lavender and basil leaves away too. Keep driftwood, dried leaves, using brushes made from feathers, are really popular in this box and I jars of shells, pinecones, seeds and pods reeds and animal hair. In the twenty that the children find the work really and so on for projects, along with other first century, making art from natural relaxing and enjoyable. interesting scraps of wool, corrugated materials gives children the card, recycled paper, twine, corks, Outdoor art opportunity to reconnect with nature, charcoal, chalk and clay. and to enjoy the pleasure and peace of Help the children to collect some working outdoors. Many opportunities Activity ideas cuttings, leaves, flowers, pebbles, and for sensorial stimulation will be offered, bark. Work in small groups of two or and concepts learnt with the sensorial We have a system of “art boxes” four, give each child a hoop and materials can be further explored. (Solomon, 2005) on our art shelf that encourage them to create a design, Making art outdoors reinforces the contain complete activities for pattern or picture in the hoop, they value of process, as the finished independent use; these are changed can then draw it afterwards, and you product usually will not last. Art works on a weekly basis and often link to can take a photo too. may be left to be changed by the wind, seasons, celebrations and termly Make homes for garden creatures rain and tides, until they break up and themes. We make a small group and elaborate sand structures in the disappear. In nature the creative process presentation whenever we put out a sand pit incorporating found objects is on-going – nothing stays the same new box, and basic ground rules are such as feathers, shells, pebbles and and nothing lasts for ever. Creativity is always followed: use an apron, use a sticks. folded piece of newspaper as your Weave grasses and leaf fronds in a about change and transformation A completed hoop (Solomon, 2005). design work mat, tidy up when you have frame made from sticks tied together finished. The new art box is with garden twine. demonstrated to the group and then Collect sticks and sticks with leaves they pass their knowledge on to the and using pipe cleaners and googly other artists in the environment eyes turn them into “stick insects”. during the course of the morning. The same can be done with pine Some natural ideas include leaf cones, which can easily be turned rubbing and printing, vegetable into fun little creatures with buttons printing, drawing with charcoal, a and scraps of fabric and leather. sketchpad and pencils for using in Make mobiles from sticks hung with the garden, and a greeting card box pine cones, shells and feathers for with pressed flowers and leaves ready new babies that are being born to the for children to make cards for family school families. This could be a great birthdays. One of our favourites is gift for an elder sibling to make at the natural collage box in which we school and to proudly take home to have bark, dried leaves, a container Mum, Dad and baby. of sand, pebbles, shells and feathers, Use real clay to make simple pinch and the like, along with some thick pots and tiles and press patterns into pieces of card in different sizes and the surface using shells, pods and shapes and strong glue. The children pebbles; the addition of a few glass like to take this out to one of the beads will make for a lovely pattern garden tables and work with their of colour when glazed. friends to make a collage, they can Set up the easels outside and

20 Montessori International JULY – SEPTEMBER 2011 Art works may be left to be changed by the wind, rain and tides, until they break up and disappear. In nature the creative process is on-going – nothing stays the same and nothing lasts for ever. Creativity is about change and transformation. (Solomon, 2005)

encourage the children to paint what they see. Show the children pictures of the works of famous landscape artists. This could possibly lead to a Natural collage in the garden mural project. Make a crown out of corrugated card Take a well loved story that relates to and help the children to stick double the garden and nature, tell it outside, sided tape around the outside top have the children act it out, or edge and then to decorate with perhaps have a puppet show. After leaves. We have done this in this the children could then paint connection with our current project their favourite part of the story. The so that the hat is linked to The pictures could be laminated and used International Year of the Forest. We as story sequence cards afterwards to have been learning about the assist the children in their own structure of leaves and we have telling of the story, along with props. collected many examples from our Above: A completed shapes to study with the leaf cabinet. Inspired by the children’s author Eric garden and children have also collage Take a small dry branch from the Carle, we like to make colouring brought them from home, giving a garden and whitewash it for effect. rubbings of different textures and magnificent array of colours and Do leaf rubbings and mount them of then cut shapes out of these to form Left: Natural stiff card, cut out and make ready to collage pictures and backgrounds. weaving hang on to the branch with Natural materials like shells, corks attractive ribbon. Each leaf should and driftwood can also be used to have a word on it describing make lovely frames. Mother’s and qualities that you want to see in your Father’s Day gifts can be made from pupils. When a child displays one of painted rocks as paper weights, and these qualities they could be given treasure boxes using old wooden the leaf to hang on the tree as a boxes, covering the lid with Polyfilla simple acknowledgement of their and then pressing in shells, pebbles efforts. This branch idea can be and pods for decoration. The same adapted for Christmas Decorations. can be done with an old cake board to make a flat wall hanging, or a Sticky Cards flower pot that can also be planted with herbs; clear water-based varnish An idea for parents will fix the design. Whilst at home create “sticky cards”, which are A5 Bibliography sized cards with a decorated border and stuck with Solomon, L.P. (2005) Creative lines of double sided tape. When you are on your Beginnings: a hands-on innovative walk, you can take the protective layer of tape off the approach to art making for adults and cards and encourage the child to collect natural children. Johannesburg, South Africa, treasures and stick them onto the card. Remember STE Publishers that if you are in a formal garden or Botanic Garden your collections can only be made from things that Lucy Watson is Co Principal of Ocean are lying on the ground. This can then be used as a View Montessori School in Durban, greetings card with a message on the back, along South Africa. She is also a partner in with the date and place of the walk. “Follow the Child” coordinating MCI training in South Africa.

JULY – SEPTEMBER 2011 Montessori International 21 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 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

22 Montessori International JULY – SEPTEMBER 2011 bright ideas

GiveMeTap www.givemetap.co.uk Everyone knows the benefits of staying hydrated yet once you’ve left home it’s virtually impossible to quench your thirst without spending money on bottled water. GiveMeTap are on a mission to provide the gift of fresh water to everyone all over the world which is why they have set out to make water easily accessible, while at Convex/Concave the same time making sure its consumption is ethically Mirror sustainable. Above all they www.absorbentminds.co.uk believe access to water on the go This mirror is another bright idea should make economical and then take this to any cafe which bottle sold helps communities in from Absorbent Minds. With a environmental sense. has signed up as a 'provider' of Africa install clean water pumps hardwood frame and easy grip “The concept of GiveMeTap works the scheme. Your bottle is then as 70% of our profits goes handles, this mirror is concave on like this: you buy the blue bottle filled with tap water for free, thus towards this, so that everyone one side and convex on the other. made from recycled aluminium reducing wastage in landfill sites can enjoy the gifts of fresh clean The mirrors give fascinating for £7 from their website and and saving you money. Each water." reflections – upside down, larger and smaller reflections depending Montessori Print on which side you look in. Bring the concave mirror up really close Shop and it acts as a wonderful www.montessoriprintshop.com magnifying mirror. £6.99 (ex VAT Every few weeks Montessori Print and delivery) Shop, based in Ontario, Canada, upload another free Montessori Weaving Frame - printable material onto their site set of two for immediate download. Animal camouflage www.absorbentminds.co.uk cards, animals and their sounds, dinosaurs and weather tracking cards are just a UV Colour Changing Beads few of the materials available for free. Their team understand how www.purpleturtle.co.uk long it takes to make extension These remarkable beads are materials so they have created made from a material that over 960 printable Montessori changes colour when exposed materials from toddler through to to UV light. They are pearly 12 years which can be bought pale when viewed indoors but directly from their online shop. All change to pastel colours when of the materials have been seen outside in the shade and designed by an AMI Montessori bright blue, purple, pink and primary teacher trained by Renilde orange and yellow when Montessori (granddaughter of exposed to strong sunlight. Maria Montessori). Not only could these be used for interesting science colour backwards and forwards experiments with solar radiation hundreds of times. and light but more importantly Improve fine motor skills, 50 beads £3.95 concentration and develop they can also be used to help 100 beads £6.95 creativity with these two 300mm indicate the strength of the sun. grids for weaving ribbons or They are ideal for children as a 500 beads £29.95 natural materials. (Ribbons etc. constant reminder of the impact The beads can also be bought as not included, but a pack of the sun can have. single bracelets (pictured) made ribbons is available separately.) Each pack contains 50 UV colour up of 26 magic beads. £3.95 £9.99 (ex VAT and delivery) changing beads which change each.

24 Montessori International JULY – SEPTEMBER 2011 Montessori Activities

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JULY – SEPTEMBER 2011 Montessori International 25 brightREADERS OWN ideas Homemade I Spy A Grand Line-up of For simple art lesson plans visit: www.princetonol.com/groups/iad/ Bottles Activities lessons/early/straightlines.htm In the Montessori classroom we And for line nomenclature cards walk the line and certainly many visit: www.montessoriforeveryone. exercises help the child discover com/Types-of-Lines- the qualities of lines. The practical Nomenclature-Cards_p_67.htm life, creative and cultural areas will So don’t wait in line, jump the inspire you no end. queue and get started. In all areas, for all ages and Gilly Riet (Mother and interests, lines are an important Montessorian) part of the learning process, and beyond the obvious pre- preparatory skills to develop Button Turkey reading and writing they extend to This little bird is a great way to all aspects of curriculum and teach children how to button. And creativity. an added bonus is that the Find a bottle: A quick idea is to buttons and feathers create a use a water bottle. Personally I Notably, lines make up the letters of the child’s name. What a great A Mondrian Pizza - black olives for color matching game. prefer glass over plastic – spice the lines, mushrooms, asparagus, and condiment jars I found to be starting point to recreate each mozzarella for white, yellow pepper perfect. name in different media using and grated cheese for yellow, tomato different techniques, such as: paste, red peppers and tomatoes for Think of a theme: You could do a red mixture of various trinkets or you sewing, and French knitting lengths and thicknesses of card could focus on a theme – colours, string printing to create 3D sculptures animals, or holidays – the list is rubber band art endless. Seasonal bottles could outside create a “line hunt”, dot to dots be fun too – you could fill a bottle following a string trail or arrows with sand and shells for summer, lines of texture (e.g. rice) and until you reach the trail’s end or for example. colour to form the letter shapes treasure as floor art or Rangoli (links to plant a new garden area with Find the objects: Anything hard Instructions: Diwali) and small will work – beads, lines of plants to a theme (e.g. Step 1: Cut out the head and sew buttons, marbles. You could print For activities relating to the line, SOS in Morse code: …---…) it onto one of the brown circles. tiny photos (a family member’s how about: chalk noughts and Step 2: Cut out the wattle, beak bottle could work well) then make finger prints crosses & eyes and sew them onto the laminate them so they are a bit to show our ask each child to head. I used black thread to make firmer. uniqueness draw a head then give the pupils in the eyes, but you them wool or string to ‘how to draw a star’ could use sequins instead. without taking your make a mouth (see Step 3: Sew the buttons onto that pen off the paper how expressions vary) same circle. Space them out a bit tin can telephones lay out varying to make room for the feathers. create an assembly Step 4: Stitch the two circles line to make a finished together, but before you close it product, which is a up completely, fill the inside with great way of teaching stuffing. Not too much though or the children the importance of you'll have a really plump turkey. team work: what about recreating a Mondrian as a pizza Step 5: Make the feathers by Find a filler: I found rice to be – hold discussions on great simply cutting feather-like shapes the best medium – small pasta or artists and their use of lines. out of the felt and then cutting a coloured salt or sand could work slit in the bottom narrow part of Lastly why not create a tray for well. the feather. Be careful when you a Zen garden in a quiet corner Put it all together: What works cut the slit - start with a small slit with sand, rocks and a tiny rake best is to alternate adding objects and check it with your button. or pronged twig (the sand and a filler a little bit at a time. Fill Adjust the size of the hole as represents water as you draw the bottle until two thirds full so needed. I made the mistake of the flow with your rake, and the there is room for everything to making too large a slit and the rocks stand for mountains). One move around. Use a hot glue gun feather wouldn't stay on the can also add paths with wood or to seal the cap to the bottle. button. a small bridge, keeping to A Zen Garden using a Montessori Mari-Ann Widhalm natural elements. The general That's it! Now you have a button tray, bird sand, polished stones and turkey of your own. www.countingcoconuts. a three-pronged twig from an apple idea is to induce tranquillity.) blogspot.com tree Mari-Ann Widhalm

26 Montessori International JULY – SEPTEMBER 2011 JULY – SEPTEMBER 2011 Montessori International 27 reviews Siren Films adult are revealing, demonstrating These DVD’s how much babies enjoy being are ideal tools As one would expect from Siren outside and how they thrive on to share with Films, the two new DVDs focusing undivided attention. The DVD also parents on babies and two year olds highlights the value of adult unsure of the playing outside are superb. They engagement with babies, value of outdoor explore a wide range of scenarios. celebrates their unique relationship couple of sessions a play, with For example, in the individual clips and emphasises the importance of week, whilst others are there every practitioners who are reluctant of children from 6 weeks to 12 movement and language in the day. Some are newcomers and to support outdoor play, or with months old on the ‘baby DVD’ we lives of the youngest children. others well settled; for one of students who are learning about see mums, a dad and a The DVD portraying the outdoor them English is a new language its importance. With the excellent practitioner sharing outdoor experiences of 2 to 3 year olds whilst another has specific needs. study guides that accompany experiences with very young continues to highlight the But all of them demonstrate their each one of the DVDs they are a children. importance of movement, learning joy at being outside and the must for everyone interested in They explore the feeling of grass in from real experiences and freedom this environment offers to young children – and a real treat a local park, snow (its sound and enjoyment in being outside their self-expression, exploration for those who like to watch young feel on a winter’s day), the irrespective of the weather. Apart and investigation, to opportunities children playing. warmth of the sun and the wind from the first clip, all the vignettes to express their ideas and move Each DVD £89 + VAT + p&p (£3) on a spring day, and a relaxed focus on children’s nursery freely whilst learning a great deal Set of 3 £240 + VAT + p&p (£3) time in a hammock hanging experiences, and we observe the about all sorts of things. It is a www.sirenfilms.co.uk between trees in a garden. The outdoor play of boys and girls, sheer delight to share these interactions between the child and some of whom attend only for a children’s outdoor experiences. Reviewed by Barbara Isaacs

Music for Special children have activities can be section on staccato (short and developmental incorporated into the detached, hopping, jumping, Kids disabilities or not. traditional Montessori freezing movements) and legato Montessori line exercise, which can (long and smooth, gliding, twirling, Musical activities, songs, teachers will need be extended to include sweeping movements). instruments and resources to use some of bends, zigzags and Children with auditory processing Pamela Ott the activities corners. disorders, including those with This comprehensive, practical selectively; in the Children with Down autism, will benefit from having resource is packed with ideas and section on syndrome and cerebral new songs or musical activities fun activities to enhance playing palsy will love the joyful presented very slowly and softly, children’s enjoyment of music. instruments, Ott percussion activities, repeating each activity often so it Written by Pamela Ott, Director of suggests action rhymes and can be fully assimilated by the Music Therapy for children with practising colour recognition on relaxation activities. There is children. This useful book is developmental disabilities at the piano keyboard by taping plenty here to encourage supported by plenty of sheet United Cerebral Palsy of Southern coloured cards to the 61 keys. individual and group work, self music and quiet time activities. Arizona(UCPSA), this book will be This complex activity ignores the esteem, communication skills and Jessica Kingsley Publishers need to isolate, identify and movement co-ordination. a useful tool for all parents and 2011, 192pp. £14.99 teachers, helping to engage produce sounds and/or colours Musical concepts, including ISBN: 978-1-849058582 children through songs and through three period lessons. changes in dynamics and tempo musical instruments, whether the Many of the walking to music are included together with a good Reviewed by Wendy Fidler

Under Pressure: “We are living as a result. Each chapter has a would be happier. in a culture different focus, such as toys, This is not a parenting manual, putting the that tells us homework, sports, and “pester nor is it an attack on parents who child back into that childhood power”. In “Preschool: Play Is a only want the best for their is too precious Child’s Work”, Honoré describes children. But it is a great book to childhood to be left to the Reggio Emilia approach in dip into for anyone who questions children and vivid detail, along with references Carl Honoré the effects of consumerism and children are too to Steiner and Montessori. competition on their children. It Worried that today’s precious to be Most chapters read like well- also offers interesting perspectives children face too much left alone,” says written, thoroughly researched and ideas that could help take the pressure to succeed and Carl Honoré in articles, sprinkled with funny and pressure out of tense child-parent perform? Secretly this follow-up to thought-provoking anecdotes. relationships and make us all a bit wondering if your little one his first book, In Many were gathered during the less “hyper”. could flourish into a genius by Praise of Slow. author’s two years spent travelling Orion 2009, 294pp. £8.99 starting piano lessons aged three In Under Pressure, he examines the world talking to children, their ISBN 978-0-7528-7976-5 or doing more extra-curricular the global phenomenon of “hyper- parents and teachers. The book’s activities? Then this is the book parenting” and how children are conclusion is simple: if we adults www.orionbooks.co.uk for you. suffering, physically and mentally, could relax more, our children Reviewed by Kristin Hulaas Sunde

28 Montessori International JULY – SEPTEMBER 2011 MONTESSORI Charlotte is a London-based freelance photographer specializing in children Literacy Curriculum and family photography. She aims to Range of boxes suitable for all Montessori Language Work keep the images as natural as possible by capturing children reacting to situations in a very immediate way. The shoot takes place wherever suits you: either in the Made from durable, wipe clean plastic and they are easy to open comfort of your own home surrounded by familiar toys or outside in your favourite park. Charlotte will discuss your preferences with you prior to the shoot and find out what makes your little ones tick to get the best from them.

We offer a range of objects We offer a range of objects suitable for the pink series for the blue series using using the cvc format initial and final blends

Packs of picture stamps are available for both the pink and blue series and they can be supplied with or without word cards Alternatively we can prepare your materials for you to suit you current needs Book a portrait shoot before the end of September 2011 and receive a 20% discount Montessori Enterprises, PO Box 1041, GUILDFORD, GU1 9FW, UK Email: [email protected] Telephone +44 (0) 1483 449119 Mobile: +44 (0) 7901912009 For more information on products and prices visit www.charlottemachin.co.uk or call on 07801 813298 www.montessorienterprises.co.uk Charlotte Machin Photography

JULY – SEPTEMBER 2011 Montessori International 29 reviews My Child has Susan’s no-nonsense The first is Sensory underpinning this book. Especially approach to sleeping, Integration and the rewarding is Susan’s citation of Autism, Now What? eating and toileting can Child by Jean Ayres Mahoney and McDonald (2007), 10 Steps to Get You Started only be good news. There and the second is who show that parents have a are sensible strategies for Raising a Sensory greater impact on their child’s Susan Larson Kidd using visual supports, Smart Child by development than any known I have to confess that when I first simplifying home and Lindsey Biel and professional. If parents spend, as held this slim volume in my hand I school, and building Nancy Peske. I a low estimate, just two hours of wondered whether so few words basic support teams. would certainly add time interacting with their child could make a difference, but as a third: Smart daily, they will influence their the saying goes, ‘less is more’. Dr Of particular interest is Moves: why learning child’s progress two to three times Susan Larson Kidd has her finger Susan’s sensible sweeping aside is not all in your head by Carla more than any teacher or entirely on the button. She offers of the use of generic internet Hannaford, a biologist and therapist. tiny gold nuggets of support, searches regarding sensory educator who has set the bar for Jessica Kingsley Publishers arranged neatly in ten sections, integration strategies; instead she a modern approach to movement- 2011, 128pp. £9.99 which help everyone involved in asks her readers to concentrate related child development. supporting children on the autistic on just two books, the value of ISBN: 978-1-84905-841-4 spectrum with everyday living and which have been proven over As an academic I was pleased to www.jkp.com learning issues. time: discover the depth of research Reviewed by Wendy Fidler

Nature Adventures in a churchyard song or example of or working on nature projects with or city park, or behaviour. There are also older children spotting wildlife Mick Manning and Brita on a trip to the illustrated practical tips signs and identifying plants and Granström woods or the for such things as making animals. It’s worth bearing in mind The authors of this book are seashore. The plaster casts of animal though that the illustrations are married with four children, and colour tracks, attracting delightful, and it’s tempting to have been working on non-fiction illustrations woodpeckers, and think that even younger children picture books for 15 years. This are excellent, identifying tracks and will enjoy them if they are working obviously gives them a lot of with both little animal droppings. The with an adult trying to find out practical background experience scenarios of engagingly active kids authors round things off with a few more about their nice glossy for books like this particular one, (often quoting appropriate poetry), notes about the seasons, a short conker or to identify that big leaf and it is an entirely combined and many smaller accurate glossary, some safety notes and a they’ve found. effort on the illustration and other sketches of birds, insects, list of the poems and music Frances Lincoln Children’s Books amphibians, mammals and plants referred to in the text. fronts. 2011, 48pp. £12.99 scattered across every page. The Nature Adventures is an Though this is not (in itself) a book latter are accompanied by brief ISBN: 978-1-84780-088-6 introduction to observing and for nursery children, it will notes that describe the creature www.franceslincoln.com enjoying nature wherever you are, probably be helpful when it comes or point out an identifying feature, be it in the garden, taking a walk to planning nature trips for them, Reviewed by Philip Davies

The ‘Let’s play parents. Truly inspirational and original – go and buy the whole games’ series set as soon as you can. Hervé Tullet The Game of Mix and Match Phaidon, 14pp, £4.95. Delightful, innovative, interactive ISBN: 9780714860732 are just some of the adjectives The Game of Patterns which describe these truly original Phaidon, 14pp, £4.95. and interesting books created by ISBN: 9780714861876 Hervé Tullet – known as the prince of pre-school books in France. The Game of Let’s Go Phaidon, 14pp, £4.95. Each title in the series of board highlight cut out shapes to create differences in the game of ISBN: 9780714860756 books has a particular focus wonderful moving shapes (The patterns, shrieked with delight The Game of Mix-Up Art presented as a game; either Game of Light). Each book is through The Game of Fingerworms Phaidon, 14pp, £4.95. mixing and matching shapes, enchanting and it is almost and couldn’t wait for it to get dark ISBN: 9780714861883 patterns or types of art (The Game impossible to capture the essence to find a torch to shine through of Mix and Match, The Game of using mere words – the sheer the fish, flowers, stars and shapes The Game of Light Phaidon, Patterns, The Game of Mix-Up playful inventiveness of each title in The Game of Light. 14pp, £4.95. Art), or following a magic line of almost defies description. Tullet is obviously in tune with the ISBN: 9780714861890 velour (The Game of Lets Go), or What I can say is that these books thought processes of young The Game of Finger Worms making finger worms burst were seized upon by a group of children and has spent time to Phaidon, 14pp, £4.95. through flowers and dinosaurs boys who were absorbed by the create truly interactive books or ISBN: 9780714860718 (The Game of Finger Worms), or puzzles presented by the pages games which really appeal to www.phaidon.co.uk using a torch in the dark to and helped each other spot the children under five and their Reviewed by Sue Briggs

30 Montessori International JULY – SEPTEMBER 2011 ask the expert Q&A Ask the expert

Sally Goddard Blythe and Barbara Isaacs answer your questions on the EYFS, the work cycle and fairy tales.

Whilst I was being shown supported by appropriately trained children are working and playing Q around a prospective Montessori teachers. The EYFS on their own, others will be Montessori nursery, the assesses children’s progress engaged with friends or in small teacher mentioned the Early against a set of learning goals groups such as having a story Years Foundation Stage (EYFS) relating to six areas of learning. read, participating in an art or several times. Could you For Montessori settings this music activity, gardening or playing please explain what this is and means that we continue to adhere outside, having snack or painting. how it is relevant to my child’s to our principles and use the Montessori education? The main criterion for the Montessori materials to help definition of the work-cycle is The EYFS is the compulsory tool children achieve the early learning children’s spontaneous for everyone delivering early years goals. Most settings use the EYFS engagement in activities. They education in England, and as such six areas of learning to explain should not be coerced, cajoled or is used to regulate early years their practice to parents and to manipulated by the adults into not form part of young child's provision by Ofsted. It combines, prepare a transfer report on entry activities; children’s choices vocabulary, but from the behaviour for the first time, all the statutory to reception classes. This enables should be respected. In such of the characters they gain an care requirements with the Montessorians to communicate environments there is no need for understanding of what these are. curriculum framework for early the achievements of children who policing of a circle time or group Children tend to extrapolate from childhood education. In practice, benefitted from Montessori lessons. Children who make their the stories those things that are this means that all Montessori education in a universal language, own decision to do something are relevant to their developmental settings have to meet the EYFS understood by all. usually fully engaged and enjoy level of understanding and fairy criteria to be registered with learning. The principle of the work- Ofsted. stories enable children to explore One of the key criteria for cycle fully supports the current their fears and uncertainties in The EYFS advocates a principled accreditation of a trend in continuous provision and Q safety. In The Ugly Duckling, the approach to early childhood care Montessori setting by the free-flow of activities. duckling knows that he is different and education, which is identified Montessori Evaluation and from the rest of his family and in the following four aspects: the Accreditation Board is the Is there any point in wishes he belonged. These are Unique Child, Positive work-cycle. Could you please reading traditional fairy Q fears which many children may Relationships, and Enabling explain how it works and what stories to my children? Some have experienced at school, in the Environments, and these three is expected? of them are quite scary, while playground or in social situations. contribute equally towards others seem to be out of tune The work-cycle will be at least two The moral of the story is that it children’s Learning and with modern life. and a half hours long, but can takes time, development and the Development. Spontaneous play also stretch up to four hours if I posed a similar question to a strength to remain true to the self and engagement with the learning older children attend. During this colleague when I was working in to discover who you really are. environment are seen by the EYFS time children engage Germany some years ago. He was Inside the ugly duckling, the swan as essential elements of children’s spontaneously with the favourable shocked, saying that fairy stories was waiting all the time. learning and development. environment. They will participate are a treasured part of childhood They also help to develop Observations are the key tools of in many self-chosen activities, in Germany, because through imagination and language. These children’s assessment and for usually referred to as cycles of fantasy they help children to tell are just a few examples of their planning of individual progress. activity. Each cycle begins by the difference between right and timeless value. The EYFS advocates that children making a decision to do wrong and begin to understand learn most effectively if they are something, finding the activity in the frailties and strengths inherent Sally Goddard Blythe is Director supported by well educated, the classroom, deciding where to in human nature. As such they of The Institute for Neuro- dedicated and sensitive adults. do it, engaging with it and provide a basis for moral Physiological Psychology (INPP), The EYFS is deeply rooted in the finishing by returning it to where it behaviour – one of the hallmarks Chester early years traditions. It has strong was found, ready for another child of a civilised society. This is Barbara Isaacs is currently the links with Montessori principles, to use. The activities and engendered not through direct Academic Director of Montessori which advocate children’s materials selected may be done teaching but through implication. Centre International and the independence in the context of alone, with a friend, in a small The Emperor's New Clothes is one Senior Accreditation Officer for the individual progress in a carefully group or with one of the teachers. example of this. Words such as Montessori Evaluation and prepared favourable environment, At the same time as many vanity, flattery and sycophancy do Accreditation Board.

32 Montessori International JULY – SEPTEMBER 2011 Preferred Partner Joining the dots for an even bigger picture Jackie Hyde from dot2dot reflects on a successful year partnering with Montessori and looks forward to working together in the future.

e cannot believe how Jackie Hyde, of support to an Early Years setting quickly time has Director of incorporating policies and procedures Stanmore for the Welfare of Children, Learning passed since dot2dot Insurance Brokers was first introduced Ltd. and Development, Employment Law as the preferred and Health and Safety. “I initially Winsurance provider for Montessori. The transferred to dot2dot as their cover reaction to the insurance package has was far more comprehensive than my been really positive. As the relationship previous insurance provider,” explained grows, we feel we are getting to know Ruth Martin from Artisans you and the initial feedback gives us Kindergarten in Hertfordshire. “I was comfort that we seem to share the same given Croner-i as a part of the package values. by dot2dot and it has proven to be The headmaster of Deenway extremely useful in running Artisans, Montessori School in Berkshire, particularly when dealing with Munawar Karim, became a dot2dot maternity leave issues. The fact that customer after reading of their link with Croner-i automatically updates means There has clearly been a rise in safeguarding allegations over the past couple of years and we are working hard with our legal team to ensure that we support and protect our clients in the event of an allegation being made.

Montessori. “We wanted an insurance that I don’t have to worry about provider that really understood subscribing to an HR service and always Montessori and the way in which have the latest information to hand.” Montessori schools operate. dot2dot We always want to understand the stood out to us as they worked with concerns of our clients and it has been other Montessori nurseries and apparent that safeguarding issues are a demonstrated an affinity with the way worry to many. There has clearly been a in which we do things.” rise in safeguarding allegations over the Although insurance can often be Here at dot2dot we include products past couple of years and we are working confusing, the dot2dot team like to take and services that assist with the hard with our legal team to ensure that the time to talk to their clients on a management of your nursery or school. we support and protect our clients in one-to-one basis, ensuring that we fully This year we will be relaunching the event of an allegation being made. understand your insurance needs and dot2dot wheels, a product that In addition, we will be holding a adapt the policy to suit your individual provides facilities for insuring any workshop with a selected number of requirements. “I’m very well informed company vehicles. In addition, we clients to explore the concerns raised about the policies I have taken out with have secured new partnerships by you and decide how we can help dot2dot,” says Mr Karim. “The team deals with Design2Construct who you further. really took the time to explain all specialise in outdoor and indoor play The Montessori conference in the elements of the policy to me designs as well as Connect November 2010 was a brilliant and considered the needs of my Technology, who offer unique IT opportunity for Marianne and me to school in everything that we solutions. These partnerships sit meet with a number of Montessorians, discussed. I now have a much more alongside Croner whose on-line discuss our services and listen to the comprehensive policy that includes management toolkit has been within feedback from attendees. Similarly, this areas that insurance providers the dot2dot insurance package since year’s conference in June allowed us to haven’t covered in the past, such 2008. meet our new clients and provide an as Loss of Revenue. The team at The complementary Croner-i in-depth demonstration of Croner-i. dot2dot are very polite and toolkit has always proven popular We congratulate Montessori on friendly – they made the insurance with all our clients, and reaching their 100th issue and have process quick, straightforward and easy Montessori clients have been just as enjoyed taking a small part in their to understand.” enthusiastic. This facility offers all types celebrations.

JULY – SEPTEMBER 2011 Montessori International 33 education update Summer 2011 Education & Special Needs & Disabilities Update

Swim Links songs and rhymes. Online safety A free activity pack packed with songs and activities is available The Child Exploitation and Online Protection Centre (CEOP) has from www.chatterboxchallenge. created two new films which focus on the do’s and dont’s of using co.uk or call 0844 409 9565. the internet and social media. The five-minute long Know your friends with Josh and Sue is for young people with special NAPLIC educational needs and learning disabilities, and Sam’s Real Friends is a longer film for deaf people. Parents and teachers can download NAPLIC is a the films for free: www.thinkuknow.co.uk/teachers/resources registered A swimming project that will give charity that young people with physical, was founded in 1986. A national sensory or intellectual disabilities British Thyroid Association, with speech and language organisation for teachers, speech the chance to dream of involved more than 700 teenage difficulties. www.appsforaac.net and language therapists and other Paralympic glory has been given girls at nine UK centres and found professionals, it is led by a the London 2012 seal of that more than two-thirds had a New Braille Resource – volunteer committee elected by approval. deficiency. Mavis’s Shoe the membership, and exists to Swim Links, led by the ASA, has The research linked deficiency to “There was a rumbling promote and increase the sound, like the engines been awarded the coveted London children drinking less milk, which awareness and understanding of is a good source of iodine. at the factory, or a car, children and young people with 2012 Inspire Mark, which officially only louder, but it was recognises projects that have Children used to consume a lot up in the sky, then a speech, language and been inspired by the Games. The more milk. It was found that there screech like a whistle communication needs, amongst project offers youngsters who are was a lower dietary intake of milk or a scream. It all the professionals involved in in the diet of the girls who had the seemed to last a long meeting their needs. identified at school as having time. We looked up frozen in not ‘higher swimming ability’ the lowest urine iodine levels and this knowing. Then the most almighty www.naplic.org.uk may be an important factor in why explosion shook the ground chance to improve through extra Speech Bubble swimming sessions thanks to the they were so iodine-deficient. underneath us and everyone screamed...” 20 Swim Links projects that will The review called for a full review The Speech Bubble website helps be taking place at venues across of the country’s iodine status and Mavis‘s Shoe by Glasgow writer with spoken communication England. Those who continue to for recommendations to safeguard Sue Reid Sexton is being released difficulties; it includes most of the shine can then have their skills public health. in Braille at the same time as the communication aids that are officially assessed by the www.royalfree.nhs.uk/default.aspx print version. The story recounts, available in the UK. governing body during an ASA ?top_nav_id=2&tab_id=2&news_ through the eyes of a child, the http://speechbubble.org.uk/ County Athlete Assessment Day to id=847 devastating Clydebank Blitz of see if they are good enough to March 1941, which left hundreds PECS – the Picture make a regional squad. SEN Green Paper update dead and thousands homeless. Exchange The print version is published by Swim Links is open to any young Communication System The SEN Green Paper seeks to Waverley Books; for the Braille swimmer with a physical, sensory redefine special educational version call 0131 229 1456 or PECS is a form of alternative and or intellectual disability. For further needs in terms of physical and email [email protected] augmentative communication information on where the projects medical needs, which causes (AAC) that uses pictures instead of will be running, email: some teachers to believe that I CAN Chatterbox words to help children [email protected] or children whose needs relate to Challenge communicate. PECS was designed telephone: 01625 440434. emotional, cognitive and social especially for children with autism factors will receive little or no I CAN is celebrating the National who have delays in speech Low milk consumption support. Year of Communication with a development. year-long poses risk to babies www.nasuwt.org.uk/system/search www.pecs.org.uk opportunity Research by doctors at the Royal /index.htm?search=green+paper to take part Free Hampstead NHS Trust +sen&stype=QUICK Cued Speech Summer in its Chatterbox Challenge. suggests that many children and Children aged 0 to 5 in nurseries, Camp adults in the UK could be deficient Apps for Augmentative childminder groups and schools This year’s five-day summer camp in iodine, a trace element and Alternative have fun developing their for children runs from 30 July to 3 important for brain development. Communication (AAC) communication skills through August at Bicton College, Budleigh Women of childbearing age are Keeping on top of the rapidly Salterton, Devon. Cued Speech most at risk as even a mild expanding apps field can be advises that beginners can leave deficiency could harm a baby’s tough; AAC helps with finding the camp with ability to slowly cue developing brain. software for iPods, iPhones and all English words. Full details: The study, carried out for the iPads devices specifically to assist www.cuedspeech.org.uk

34 Montessori International JULY – SEPTEMBER 2011 RESEARCHWATCHRESEARCHWATCHRESEARCHWATCH

John Clarkson reports on the latest research suggesting that rewards are ineffective, and comments on the results of the latest Pisa research study.

ho can have missed the Bulletin, 125, 627-668.) The papers missed out a great deal of newspaper coverage of message has not yet reached the revealing detail. There was one Wthe subject of bankers' majority of teachers though. It is table where we actually topped bonuses recently? Or have been often said that it takes half a the bill. Only 3% of UK students appalled and repulsed by the century for really novel research reported their schooling being obscene size of them – especially results to impact on everyday hindered by bullying – compared as it was the banking sector which practice. Incidentally, an excellent with 29% in Finland for example. brought us so near to financial and very readable introduction to One reported conclusion was that meltdown. And still the bonuses Deci's ideas is his 1996 Penguin competition was ineffective in are being paid. Admittedly they book Why We Do What We Do: an raising standards. The authors are smaller percentages, but most introduction to self-motivation. found that whilst children in banks have quietly doubled basic The latest research on the competitive schools did do better; salaries to compensate. The inefficiency of rewards comes overall – taking all the children effects of such bonuses (rewards) from the field of health care. into account – children do better are well publicised. They lead to There have been a series of in non-competitive societies. short-term thinking (boosting studies into the topic at Baylor Some people have drawn immediate profits to maximise the College of Medicine, Texas. In the attention to the co-operative next bonus), sometimes actual latest, a group of primary care model of Shanghai schools and there have been claims that the dishonesty, insider trading and clinics were incentivised (i.e. given evidence of payment-for- development of the free schools in market manipulation by spreading bonuses) to increase the uptake performance, I am astonished at Sweden has contributed to their false rumours, stifling of creativity of immunisation and smear tests. how weak the evidence is." and collaboration with colleagues, They did show an increase, but fall in ranking. However the report lavish and unnecessary then the researchers found that nother topic that has hit suggests the fall may have more entertainment of clients (whose giving no bonus at all had exactly the headlines fairly recently to do with Sweden's lax feedback helps determine bonus the same effect. (Gavagan T.F. et Ais the results of the latest inspectorial system. ... studies established not only that rewards are ineffective but that they actually de-motivate. Both found that rewards make children less likely to choose an activity once the reward was withdrawn. size) and reckless gambling. And al. [2010] 'Effect of Financial Pisa research study. Pisa (the Needless to say, the Pisa yet despite all this, the efficacy of Incentives on Improvement in Programme for International approach has some vociferous rewarding executives to boost Medical Quality Indicators for Student Assessment) measures critics. It has been hugely motivation goes unquestioned. Primary Care' Journal of the the success of schools in some influential with the government in American Board of Family 70 economically advanced the UK, drawing on a report from Rewards are ineffective Medicine 23 (5): 622-631.) This countries, based on OECD- the global management administered two hour tests given consultancy, McKinsey (Barber M. It is 40 years since Edward Deci's was a follow-up to an earlier to some 500,000 15 year olds. & Mourshed M. [2007] How the ground-breaking research with meta-study by Laura Peterson Surveys were carried out in 2000, World's Best Performing School undergraduates, followed up two (Petersen L. et al. [2006] 'Does 2003, 2006 and 2009 and the Systems Come out on Top years later in 1973 by Mark Pay-for-Performance Improve the results of the latest survey were McKinsey & Co., available from Lepper's well-known study with Quality of Health Care?' Annals of published just before Christmas. http://www.mckinsey.com/app_me preschoolers, which established Internal Medicine vol. 145 no. 4 The tabloids trumpeted the bad dia/reports/SSO/Worlds_School_Sy not only that rewards are 265-272.) She found that the news that Britain's educational stems_Final.pdf) that highlighted ineffective but that they actually evidence was really quite weak standards were officially below the importance of teachers. de-motivate. Both found that (only one study found a strong those of Estonia, Poland and However, any ranking research rewards make children less likely effect for bonuses) but also there Liechtenstein; scores in reading, must concentrate on selected to choose an activity once the were unwanted side effects – like for example, 'plummeted' from indicators – and obviously these reward was withdrawn. Dr. Deci – the existence of bonuses making 17th to 25th. Predictably, indicators are not Montessori a professor of Social Science at doctors less willing to take on Coalition politicians seized on ones. This has led to various Rochester University, Michigan, difficult cases. these results to highlight the critiques – Professor Stephen who has made a lifetime study of These studies confirmed work shortcomings of the previous Heppell, for example, has claimed human motivation enlightened by based on a large-scale survey administration. The top countries, that "Pisa has been a huge Self-Determination Theory – carried out at the University of again, were Korea and Finland distraction – a model of subsequently carried out a meta- Nottingham, UK, by Brian (despite their overall scores incrementalism and analysis (a survey and Serumaga and his colleagues. dropping) although the highest managerialism which has been combination of 128 other They surveyed 470,000 average scores of all came from fatal." Given this background, research studies) which strongly hypertension patients both before Shanghai, but these were Pisa's finding that competition is confirmed the earlier findings. and after the introduction of an conflated into the whole of China. not beneficial to children overall is (Deci, E. L., Koestner, R., & Ryan, NHS bonus scheme. They found all the more telling. R. M. [1999]. 'A meta-analytic no discernible improvement in Non-competitive John Clarkson review of experiments examining patient outcomes whatsoever. societies the effects of extrinsic rewards on Serumaga commented "Having Director, Montessori Assessment intrinsic motivation'. Psychological spent three years looking at the However, again predictably, the & Education Ltd

JULY – SEPTEMBER 2011 Montessori International 35 To celebrate the rich from the archive march 1988 heritage of Montessori international here are a few of the Editor’s picks from the PREPARING fantastic archive of articles from 1982 to THE HOME date. We hope you Virginia Buckley Practical advice for parents on creating an environment enjoy them. to allow for the optimal development of a new baby’s evolving needs.

he anticipated arrival of a new baby is always an exciting time, bringing out the nesting instinct in all of us. The Tquestion is how to prepare the nest in such a manner so as to provide for the optimal support for the child at every stage of development. This can only be done by considering the child at every level. The needs of the new-born are quite different from those of the child only a few months older. The environment is prepared to be aesthetically pleasing and practical. The environment should have natural light. It is best that there be a A bar attached to the wall helps the child as window allowing the child to be it begins to pull up and walk. stimulated by the natural light as possible. For the first week or so, change. Infants and small children the newborn may be kept at night in absorb their surroundings not only the room of the parents. Beyond this visually but through all senses. short period it is recommended that Natural elements in various forms the child have a room of his own. If should be presented for them to see, this is not possible then an area of a touch, feel, hear, smell and use. room should be prepared where all Materials of wood, glass, ceramic, the belongings of the infant are clay, straw and rubber offer the child located. different textures, sensations and the This space can be divided into four opportunity to experience these areas: the area for sleeping, the area elements. for feeding, the area for physical It is helpful to consider that at birth care, the area for movement. the child finds himself in a dramatically different environment The area for sleeping: from that which he just left. At this There is no need to purchase time it is important to have the child something for this purpose. Any near the mother where it is quiet and mattress available or the one that peaceful and the transition from the will be used for the next stage (the womb to the world, made as smooth child’s bed) will do. The mattress

36 Montessori International JULY – SEPTEMBER 2011 10 0 can be placed on the floor or a low platform which rests on four wheels (not higher than 8cm from floor to top). This bed is used from the first few weeks. The larger area free of bars and other visual impediments assists the child in his orientation in the environment. The bed is large in comparison to the infant’s proportions and this offers enough room for the infant’s movements. From birth the infant moves in a rotating circular motion. When arriving at the edge of the bed the baby senses this and stops. When the child is given this type of bed from the start he is given the gift of being able to move unhindered in a safe environment. This child has the advantage of continuing to have his developing need for movement met. When the child leaves the bed it is because of the desire to do so and he has An example of an area prepared for a newborn. Note: light source, low bed, mirror, mobile, area for moving the necessary motor skill. Children who and low shelf. have had a floor bed tend to be less building a relationship between the mother sturdy low chair in or near the bathroom resistant to going to sleep because they do and child. The mother’s focus is the child. where the child can sit should be available. not have a sense of being put into a cage It is not to be interfered with by other adult An appropriate container to receive the where they have no control over their fate. needs or interruptions by telephone calls or soiled articles should be accessible for the The child in a crib has no power to do answering doorbells. The child perceives child’s use. A small chest may be provided anything. He has to call or cry until he is the mother responding to these so that the child can participate in selecting freed by an adult. This first bed is used interruptions or the engaging of others in or putting away his clothing. conversation as superceding his needs (self- until the child moves into his regular bed at The area for movement about 18 months. worth). It is recommended that a mobile should At about 5 months when the child is able This area includes a carpet or piece of be attached to the wall or hung from the to sit up and is beginning the weaning foam covered with a cotton sheet to be ceiling above the bed. It should be not more process, a low table and arm chair at a placed on the floor. It can be the size of a than 30cm above the head of the child. This height that allows the child to sit twin bed mattress so the child can move provides visual stimulation. comfortably is provided. It will be used freely. A thick blanket can be moved In the first days contrasts of light and throughout the weaning period (five to nine around the house, the child can thereby be dark should be used with the newborn. months) at which point a chair without included in the life of the family and can Forms in black and white will give the arms will replace the arm chair. This will absorb the activities and language of the infant clear objects on which to focus. enable the more mobile child to become society to which he is adapting. Around the second month the mobile can responsible for appropriate movement to A mirror securely attached to an adjacent be changed to include different forms and and from the table. wall provides the child with body colours. Somewhere around the third information from his reflection. As the month and according to the observed The area for physical care child sits up, crawls, begins to pull up and interest and development of the child, The changing table should be large walks, he will need a bar attached to the mobiles should be used which the child enough so the adult faces the infant. This is wall for pulling up, a hassock or stable can touch. One that has been found to be a special time in which the adult can talk footstall for walking practice, a stable low very successful is a series of coloured and listen to the child as well. The child shelf with rounded edges for a few spheres hung close together from a dowel. from very early on is encouraged to developmentally appropriate manipulative In the beginning the child will hit the balls participate in these activities of physical toys. while moving his arms. This unintentional care. As all the elements of ‘nest building’ action will develop into intentional A child who is moving freely within the come together with the loving thought, reaching and touching. The child environment should be brought to the work and energy of the parents, the experiences the consequences of his actions bathroom, rather than having the change anticipation of arrival gives birth to the joy upon an external object and that is the brought to the child. The information that of the reality. beginning of the feeling that ‘I can make there is a place to carry on such activities things change around myself and I can do needs to be consistent. Virginia Buckley holds an M.A in something by myself.’ The child who is toilet training is helped elementary education, a Montessori to care for himself. Having a child lie down diploma and in 1984 she became a trained The area for feeding and have his clothing removed does not Assistant to Infancy. During 1985-6 she Initially the area consists of a serve the child to gain independence nor served on the Assistant to Infancy course comfortable chair for the mother located in does having the child hold onto your in Rome under the direction of Dr. Silvana a quite area. This is the sensitive period for shoulder while clothing is removed. A Montanaro

JULY – SEPTEMBER 2011 Montessori International 37 38 Montessori International JULY – SEPTEMBER 2011 from the archive autumn 1999

Montessori on the move by Annabelle Compson During a phone call home from Australia, Annabelle Compson realised her mother’s dream of a mobile Montessori classroom had become reality in Suffolk, England...

hat bus?” I said. “You Suffolk/Norfolk border and the site has “ know, the bus, I’m sure I been made available by the Duke and Wtold you, I can’t wait for Duchess of Grafton. you to see it, I must go, I’ve got to meet The bus idea has proved that a parent who I’ve persuaded to fit out education is not merely a schooling the inside with curtains. We’re calling it system through which children pass, ‘Montessori On The Move’. What do and should not be institutionalised as you think?” such. In true Montessori fashion it is The ‘dream’ to convert a bus into a welcoming, pioneering and in every Montessori nursery and travel around aspect designed with the child in mind. the region spreading ‘the word’, as it Any reservations from my family were, announced by my mother, did not about my mother’s ideas have again really come as a major shock to my proved unfounded and we have all family. We had thought that the best been amazed at the popularity of way of dealing with such proclamations ‘Montessori on the Move’. That doesn’t was first to acknowledge them and then mean to say that next time my mother move on. My father would calmly say has one of her thoughts we won’t all “Really darling, mmm, interesting quietly say a prayer or just dive for thought” followed swiftly by “And how cover. was your day?” Dismissing such dreams, however wild they seemed, only fuelled the flame of determination in my as regional shows and is to gradually mother. In 1984 my father dismissed the increase the number of ‘stops’ in idea of extending Cherry Trees, her response to demand. In early home-based nursery group, from ten to September we held a meeting for twenty pupils. Cherry Trees now has interested parents at Euston Estate. The 240 children registered. No, dismissing park is centrally positioned for six mum’s ideas was definitely not the way surrounding villages on the to go. Had we been aware that a newly enrolled parent to Cherry Trees owned a bus company, we may have become a little more wary.

Since its launch in May, the bus, or to be correct, ‘Montessori On The Move’ has proved to be a success. The bright red bus that once sat 45 members of the public now comfortably seats 12 children plus staff, not to mention the on-board loo and kitchenette. The bus takes Montessori education to the child, into parts of the countryside near remote villages. With morning and afternoon sessions available, it visits three sites as well

JULY – SEPTEMBER 2011 Montessori International 39 from the archive spring 2000

The children of the favelas Eliza Beveridge recently visited a pre-school run by a group succeeding in helping the poorest Brazilians in São Paulo, Brazil’s fastest growing city.

As we walk down the street we pass properties guarded by security guards and ferocious looking dogs. It’s spring and violetta trees in full bloom are lining the streets in this expensive area of the city. am with Stuart Christine from the year old favela children and Urban Impact Project Network was started by Stuart and his (UIPN), who has come to take me wife Georgie, who work for the into the shantytown, or favela, and British Baptist Missionary Ishow me their new pre-school. Favelas Society. The first pre-school are not on the recommended itinerary for was set up in 1993 and by late most travellers. 1999 the number of schools had increased to fifteen, all located In less than five minutes we are in in the greater São Paulo area. Heliopolis, the second largest favela in South America. The streets are unpaved Although it is compulsory for children to attend school at the and dusty, with open drains. Favela Above and left: In the street of the favela, São Paulo. homes and other structures are built from age of seven in Brazil, many corrugated iron and cardboard. We try to favela children are totally uneducated. people out of work. This means many enter a small street but it is blocked by Inspectors rarely check to see who has families are forced to move out of their several policemen. In the next street we enrolled. Before entering school each rented homes and move to a favela. In come face to face with an armed child is required to produce a birth the last six months a large favela near the policeman who waves his gun at me in a certificate but they are often lost or airport which had recently been cleared frightening way. “Não entrada!” he shouts mislaid; that is if the births were even has now reverted to its prevous state. at me. Nobody seems to know what is registered in the first place. Heliopolis has a bad drug problem, to happening and nobody seems particularly Stuart says the UIPN are currently bothered. the extent that there is now a night helping around 800 children to get into curfew. The police will not take We finally get to the nursery school. It the local state schools. He says that responsibility for anyone who is not in is a programme of informal pre-school without this valuable start the children their home by 9pm. Yolanda explains that educational development for four to six would have little hope of getting into the some of the mothers are so frightened state education system. that they do not want their children The curriculum is begun at a level wandering around the favela after school. below that which would be expected for They collect their children from school, the child’s age. One of the most and keep them inside. Staying in such important things is to develop a cramped and confined quarters – five or structured routine in order to enable the more sleeping and living in one room children to cope with the future demands and little sanitation – does not make for of school organisation and Below: The morning class at the UIPN pre-school. discipline which neither the child or the parents have been accustomed to at home. One of the teachers, Yolanda, is Montessori trained. She says that one of the biggest problems is the growing size of the favelas. Stuart explains that inflation in Brazil is on the rise, the Brazilian currency has been devalued and there are now around one and half million

40 Montessori International JULY – SEPTEMBER 2011 ...many families are forced to move out of their rented homes and move to a favela. easy relationships, says Yolanda. She apparently thought this was normal offers general guidance to the teachers on behaviour. how to respond to social and The pre-school curriculum is psychological problems the children provided by the Baptist Association. might be facing. A four-year-old boy was Subjects Yolanda teaches include recently brought to school by his co-ordination, expression through grandmother. When she turned to go the move-ment, artistic appreciation, child started beating her. Yolanda found literary preparation, and science out that his father was a drug addict and and maths. frequently beat his mother. The little boy Twenty-five children attend classes in the morning and a similar number in the afternoon. Stuart says that recent studies there are now waiting lists for UIPN pre- showed that over ninety percent schools. In another UIPN pre-school unit of the children from the UIPN run catering for one hundred and seventy nurseries went on to become high children up to the age of seven years the achievers in the state schools, and waiting list has reached nine hundred.

In the classroom.

JULY – SEPTEMBER 2011 Montessori International 41 student activity ideas Chris Manville, MCI tutor, presents an idea by Janet Lomas Storyboards We all know the value of a good book, but how many of us give children the opportunity to explore the story for themselves?

ne way of achieving this is to provide a storyboard. A storyboard is a simple Obackground which shows a scene from the story. Characters and important props are provided as cut-out shapes with a velcro The storyboard will motivate children to become readers. backing, allowing them to be attached to the front of the picture. By using the storyboard, the children can tell the story in their own words. As their from the archive knowledge of the story increases, so will their use of the vocabulary from the book. The october-december 2001 storyboard also provides opportunities for children to make up their own stories. This type of activity gives children an opportunity to develop their own vocabulary and their understanding of the structure of stories. It will also motivate them to become readers themselves.

The storyboard of The Gruffalo has been journey through the forest. Along the way he developed by MCI student Janet Lomas as part meets a variety of animals who want to eat of her literacy project for the Early Childhood him. The quick-witted mouse avoids this fate by become increasingly frightening throughout course. It has been very popular with the telling each creature about the fictitious his journey. groups of children who have used it. Gruffalo whose favourite food is fox, snake, owl Eventually, having escaped all the animals, The book, which is already a firm favourite – or whichever animal is trying to devour him. the mouse does bump into the Gruffalo with children tells the story of a small mouse’s The mouse’s descriptions of the Gruffalo himself – who also wants to eat him! I won’t spoil the end of the story but, suffice to say, the mouse manages to outwit even the Gruffalo. The whole story is written in rhyme, which is particularly effective in the descriptions of the Gruffalo: But who is this creature with terrible claws And terrible teeth in his terrible jaws? He has knobbly knees and turned-out toes And a poisonous wart at the end of his nose. His eyes are orange, his tongue is black; He has purple prickles all over his back. The Gruffalo by Julia Donaldson and Axel Scheffler, published by MacMillan Children’s Books, London. £4.99. This book is a Smarties Book Prize Gold Award winner and a Blue Peter Book Awards winner (Best Book to Read Characters from the story can be attached to the front of the picture. Aloud).

42 Montessori International APRIL-JUNE 2008 brain & behaviour Into the mouths of babes... Aric Sigman gives us some sobering details about the dangers of early drinking in childhood.

cocaine addiction and abuse – or t the moment, British on: a difference of 10% or the ‘sensible dope smoking’ to prevent parents can legally serve difference between an A later cannabis abuse or early their children vodka at age and a B. cigarette smoking to 5, while the information We shouldn’t be prevent later nicotine on alcohol awareness surprised. Even at addiction. Yet when available in children’s hospitals and the turn of the A it comes to our doctors' surgeries is produced by the millennium the US logic regarding drinks industry. We seem unaware that Department of introducing our approach to children and alcohol Health and Human children to has been completely at odds with what Services reported to alcohol, we seem both medical research and common the US Congress to be thinking sense should have told us if they’d been “Studies clearly indicate under the allowed to prevail over the cacophony that alcohol is neurotoxic, influence. Early of mixed messages and drinks lobby with direct effects on nerve exposure to alcohol public ‘education’. One thing is clear: cells.” Drinking alcohol also may ‘prime’ the brain to enjoy there has to be an urgent shift toward causes widespread alterations in alcohol by creating a link between it making young children aware of the gene expression that can result in long- and pleasurable reward: we may health implications of alcohol long term physiological changes. And recent inadvertently be switching on genes before they reach puberty. data from the European Prospective that affect a susceptibility to alcohol The effects and long-term Investigation into Cancer (EPIC) found addiction. consequences of drinking even so- that alcohol causes 10 per cent of male There is also a misconception that to called moderate amounts of alcohol are cancers. One of the EPIC researchers, deny adolescents some alcohol elevates entirely different matters for the young stated: “This research supports existing it to the status of a forbidden fruit. The brain, body and genes, with evidence that alcohol causes cancer best way to demystify alcohol, it is ramifications reverberating for decades and that the risk increases even with thought, is to let them drink it. But beyond a child’s first sip. drinking moderate amounts.” Size Matters Early exposure to alcohol may ‘prime’ the brain to enjoy alcohol by Although children legally become adult at 18, a child's brain doesn't reach creating a link between it and pleasurable reward ... physical and functional adulthood until their mid 20s. The US Surgeon General French Farce now states “Underage [under the age of significant empirical evidence is now twenty-one] drinking can cause While we admire the French, whose confirming common sense: conveying alterations in the structure and ‘continental approach’ to drinking we your values, alcohol rules and function of the developing brain, assume is healthier than our own, they boundaries to your children is more which continues to mature into the actually have a serious alcohol problem likely to prevent your child from binge mid- to late twenties, and may have and France’s death rate from cirrhosis drinking or developing an alcohol consequences reaching far beyond of the liver is twice that of the UK. problem. What we believe and expect adolescence.” There is now a significant Unfortunately our children have been as parents and as a society has a link between alcohol consumption and the victims of the misguided notion of significant influence on how early, how cerebral brain volume [size] in children French lessons in 'sensible drinking': often and how much our children and adults of all ages. And there is the myth that introducing children to drink. In particular, parental further new evidence that drinking alcohol earlier prevents heavy drinking disapproval is good for child sobriety. alcohol even in small amounts can and alcoholism later. While many Alcohol misuse constitutes this damage the normal growth and believe that children benefit from the country’s biggest drug problem by far. development of a teenager's brain cells positive role modelling and restraint Preventing it now requires a radical in a variety of regions. In teenagers who displayed at the family dinner table, change of approach, which starts early only binge drink infrequently (4 to 5 they have not considered the and is reinforced often to avoid drinks once a month) brain cells in 18 biochemical, genetic and neurological disappointment. parts of the brain are found to be processes at work. There is now strong thinner and weaker with less protective empirical evidence that exposure to Dr Aric Sigman lectures at schools on coating, leading to poor, inefficient alcohol under age 16 is more likely to health and well-being topics and is the communication between brain cells. increase the chances of a child author of Alcohol Nation: How to protect And relatively ‘modest’ teenage binge developing alcohol use disorders. Even our children from today's drinking drinking is now linked to poorer if it was legal we wouldn’t recommend culture. (Piatkus, 2011) performance on intellectual tests later early ‘sensible snorting’ to prevent later www.aricsigman.com

APRIL-JUNE 2008 Montessori International 43 special needs iCan Communicate – how touch gives autism a voice

The debate about the use of digital technology in early years classrooms continues to polarise professionals. Wendy Fidler examines the case for augmentative assistive technology (AAT) for very young children and children with autism.

Early Years Study iPad beside a child with autism boosts body-language skills and gives the In their study of ‘multi-modal autistic child a valuable opportunity to literacies’ in the early years, researchers communicate. Flewitt and Wolfe (Open University, 2011) find that becoming ‘literate’ in Tam and Tao in Numberland today’s world involves ‘mastery of diverse practices and technical skills, French-Canadian AMI-trained along with the ability to adapt, Montessori mum Valérie Touze is improvise, identify relevant features in convinced that the best thing for any static and dynamic texts and to child is to attend a Montessori school navigate around them’. and use the material as it was meant to Reading on-screen is profoundly be used. different to reading print. It involves However, Valérie – who designed the the use and interpretation of multiple ‘Tam and Tao in Numberland’ modes (images, sounds, movement, Montessori app (see resources) – layout, spoken and written language), believes there are three reasons why which appear in non-linear, quality apps using Montessori operate. There is a huge variety of hyperlinked formats with diverse principles are a good thing: inexpensive software already available possible pathways. “Supporting literacy Most children today are exposed to and in development. Teachers can use learning in diverse media will enable all technology - and they should be, as the iPad to include: children achieve their full potential as it is part of their world. Our app is Personalising daily schedules and members of a society in which designed so that it is fun and timelines knowledge and communication, in educational at the same time. We did Replacing PECS (Picture Exchange both traditional and new technologies, not simply transpose the material System) by combining verbal are highly prized.” onto the iPad, we integrated it in a prompts with graphics

Many teachers and practitioners of children with learning difficulties such as autism have embraced the new technology and seen for themselves how it can really help.

Autism truly educational game; Facilitating communication – pupils Children with autism usually have a in most countries, Montessori is touch and image and it speaks their narrow range of interests and need inaccessible to the majority because answer or request additional motivation to learn. of the price of the tuition. By using Personalising social graces by writing Research and anecdotes concerning the some of the Montessori principles in social stories to fit individual iPad and iPod suggest that the devices conjunction with a modern tool like children’s emotional needs grab autistic children's attention and the iPad and offering apps at £1.19 Collecting data for assessment (time motivate them. Many teachers and we are opening up this incredible on task, motivation, attention, practitioners of children with learning pedagogy to a wider audience; concentration) difficulties such as autism have parents of children on the autistic Personalising cultural lessons embraced the new technology and seen spectrum all over the world say that Personalising reading, writing and for themselves how it can really help. they have been able to communicate numeracy tasks. For older children on the autistic with their child through the iPad like iPad Social Stories: spectrum low self esteem is the norm - never before. and being seen as ‘cool’ can be a rare Working one-to-one, teachers can experience. Using augmentative Building upon the iPad: help pupils to select pictures or upload assistive technology (AAT) such as The iPad is an amazing tablet photographs which tell stories in a iPads, can help students share social computer with a touch screen that is step-by-step fashion, such as how to experiences. The chance to play on an really easy for children with autism to greet friends politely, how to choose an

44 Montessori International JULY – SEPTEMBER 2011 activity from two or three choices, how to using the bathroom, how to ask for help, understanding body language and facial gestures – the type of social skills training which we typically practice in Montessori schools during the exercises of social grace and when individualising the grammar command cards. When the pictures have been downloaded, the pupil reads his/her story into the iPad (or the teacher if the student is not verbal or capable). The stories are used as part of a regular schedule during the day, and the pupils are able to listen independently to the story whilst reading along. Traditionally, Social Stories take up a lot of teacher-time. With the iPad pupils get the support they need, in a manner they can relate to, Using augmentative independently and without it being so tool for students with autism without inter-subjective, multimodal meaning- assistive technology making processes that occur through obvious to others. taking up a lot of time learning how to (AAT) such as iPads, joint engagement in activity. can help students use it. Its image-based interface fits in Conclusion: share social well with the strong visual skills most Resources: experiences. Early Years: In the right hands touch children on the autism spectrum Flewitt, R. and Wolfe, S. (2011) Early technology can provide good scope for possess. The touch screen technology is literacy development in today's world: a interaction and learning. For good easily manipulated and makes intuitive multimodal perspective, The Open quality pre-school and primary apps see sense. There is virtually no frustrating University. Eric Carle (The Very Hungry Caterpillar) learning curve. It is easy to use - and it’s Plowman, L. (2011), Young Children and Dr Seuss (The Cat in the Hat) in seen as being cool. Learning with Toys and Technology at resources below. Glossary: Home, Economic and Social Research Autism: The iPad can be an invaluable Collaborative multimodal dialogue: the Council, 2008-2011

Some useful resources

1 2 3 4

1 My Very First App ‘read it myself’ or ‘read to me’ settings. With the latter words are iPhone, iPad, £1.19 highlighted to match the narrator thereby increasing word recognition. Based on the beautiful artwork of Eric Carle (of The Very Hungry 2 Tam and Tao in Numberland (Montessori app) Caterpillar fame) My Very First App has three levels of difficulty. Easy http://itunes.apple.com/gb/app/tam-tao-in-numberland-hd- involves matching colours to objects of the same colour, medium is a learn/id388154228?mt=8 memory game where children turn over cards to pair colours, and 3 iCommunicate: Visual storyboard maker hard combines the two, with a memory game where colours must http://itunes.apple.com/us/app/icommunicate/id320986580?mt=8

match the objects. In six languages: narration and translation in 4 First Then Visual Schedule http://itunes.apple.com/us/app/first- Japanese, German, Dutch, Spanish, French and British (not USA) then-visual-schedule/id355527801?mt=8 English. Reviewed by parent website www.babble.com, ‘Pretty much Faces iMake: http://itunes.apple.com/us/app/faces-imake-creative- everything Eric Carle produces is beloved by children across the craziness/id357230884?mt=8 world; no doubt this app will be too.’ iWriteWords: http://itunes.apple.com/us/app/iwritewords-handwriting- The Cat in the Hat – Dr Seuss game/id307025309?mt=8 iPhone, iPad, £2.39, Android, £2.51 whizzit123: http://itunes.apple.com/us/app/whizzit- Featuring all the original drawings and text from the classic book, 123/id323246993?mt=8 plus zoom capabilities, background sound effects and a choice of

JULY – SEPTEMBER 2011 Montessori International 45 46 Montessori International JULY – SEPTEMBER 2011 resource ideas Star products eibe loft2play units

One of the most popular items of furniture amongst eibe’s 8,000- strong product portfolio is the loft2play unit. Nurseries up and down the country have already installed the versatile unit due to its combination of physical fun and role play opportunity. The promotion and development of physical activities are particularly important for children under 3 years of age. The loft2play range allows toddlers to train their sense of balance in a large variety of platform landscapes, such as ‘Underwater World’, ‘Owl Forest’ and ‘Windmills by the Ocean’. They can climb, they can slide and they can exercise. But the balance between activity, fantasy and retreat is also encapsulated in the unit because Safety equipment; but so too is the contemporary and eye-catching, of the second floor element, eibe furniture is recognised safety factor, which is why all eibe but is safe and durable at the which acts as a fun place to hide worldwide for its functionality and furniture is tested according to same time. for adventure games or a quiet attractive design. Storage space industry standards, such as the All products can now be retreat for some tranquillity and and high play value are both key GS-Seal. Made of natural wood, purchased via the brand new eibe relaxation. criteria when purchasing new the loft2play not only looks website – www.eibe.co.uk

Look who’s falling DVD education pack

Bumps and stumbles are an resource pack from the Child describing the potentially everyday part of a young child’s Accident Prevention Trust to teach devastating consequences of a physical development. However, parents about the risks of serious serious fall: “A preventable serious falls can be life-changing falls to the under fives and what accident ends up with a shattered or even fatal: they can do to prevent them. family and that’s just very tragic.” every day, 45 under fives are Designed to be used again and During product testing, the admitted to hospital after a fall again, it contains a 15 minute majority of parents who saw the at home. DVD film, support cards to help film said that they would take run discussion sessions with immediate steps, such as fitting some children suffer life-long parents, plus 50 copies of a flyer window locks, to help protect their consequences from serious How safe am I from a serious fall? child from a serious fall at home. head injury, including memory loss, behavioural and learning The film focuses on three accident The Child Accident Prevention difficulties, and personality scenarios: falls downstairs, from Trust works to reduce the number changes. Occasionally, the highchairs and from windows. of children who are killed, had seen hundreds of children impact on family life is so Each reconstruction includes an disabled or seriously injured each seriously injured in accidents that devastating, it leads to family interview with the parent and year in preventable accidents. Its could have been prevented. breakdown. footage from the child’s point of focus is on helping parents view. understand the genuine risks, and Look who’s falling costs £36 plus several under fives die each not about wrapping kids up in P&P. For more information on year after falling from a building. It also features an interview with Dr Andrew Curran, a leading cotton wool. It was established in CAPT and its resources, see their Look who’s falling is a new DVD consultant paediatric neurologist, 1979 by two paediatricians who website: www.capt.org.uk

JULY – SEPTEMBER 2011 Montessori International 47 personal profile Montessori and me Jennie Kamin gives a vivid description of her Montessori education in Texas, and outlines how this has benefited her in both her adult life and university education

am a Houston, Texas native and of self-worth continued attended Post Oak Montessori throughout elementary School from approximately 10 and on into middle months old to 14 years old school, which was (1990-2004). Throughout my particularly important, as IMontessori experience, I gained sometimes adolescence knowledge and skills that still resonate can be a difficult time. As with me and aid me in my university I attended a non- endeavors today. My parents enrolled Montessori high school, me in a Montessori school because they my peers who went to felt it was the finest education traditional schools often useful while living in a available. My mother, who is the talked about how they dormitory). As I made way founder of a global non-profit struggled with insecurities, into elementary and organisation (Cherish our Children bullying and the emergence of middle school, the International) was so impressed with ‘cliques’ in middle school. curriculum further the outcome of my Montessori However, my Montessori peers and developed my sense of education that she became a driving I had a completely positive responsibility. One of the force behind bringing Montessori experience because our community most valuable exercises I education as an official pedagogy to gave us our sense of security. The remember was planning Romania in the 1990s, following the physical set-up of the Montessori trips. Post Oak School’s fall of Communism. classroom exemplifies this. Chairs, 6th graders have enjoyed Throughout my Montessori journey tables and classroom objects are a long-standing there is one aspect that especially proportional to the size of the tradition of facilitated my growth as an individual, students so they feel capable in their coordinating all of the and that is the dedication of the environment. details (from the teachers who encouraged the notion of From my earliest memory of agenda, to meals and finances) for a a tight Montessori community. My learning to read my very first book, Pop Pictured above: weeklong trip. My year we proposed primary teacher, Patty, was not only a Goes Hop, I am clear that Montessori Jennie (on the five cities, and entirely on our own right) in London fall researched costs and logistics. The 30- warm and caring individual, but also education instilled in me a sense of semester 2010, someone who made learning enjoyable taking responsibility for one’s own life Jennie at 2 and or-so of us decided that it was both and exciting. Most importantly, my and education. For example, from the Jennie aged around most cost effective and academically teachers were people who treated me start, I found that I really enjoyed 6 or so enriching to visit San Francisco. As I with respect and of whom I was never reading and could not wait to share my chose to sit on the ‘meals and lodging

Throughout my Montessori journey there is one aspect that especially facilitated my growth as an individual, and that is the dedication of the teachers who encouraged the notion of a tight Montessori community.

afraid to ask questions. As such, I new skill with my family. As such, my committee’, my peers and I spent the learned to interact with adults at an teacher allowed me to take Pop Goes next few months choosing menus and early age, and learned to speak well and Hop, or any other book in the booking hotels, while other students employ the use of manners in all of my classroom, home for a day, so long as I organized daily outings to museums, activities. I am very grateful for these brought it back the very next day. As arranged speakers and guides, planned lessons, as I believe they have allowed the book became my personal transportation and found parent me to be comfortable in job interviews responsibility, I cared for it every time I chaperones. In addition to the obvious and in academic and work settings in took it home and even at five years old, skills of working with a budget and which I interact with professionals. I learned not only accountability over cooperating with a team, I also gained a Most importantly, I was encouraged to my personal items, but I also found a valuable sense of accountability and contribute to class discussions, which is genuine excitement in learning. accomplishment. These lessons were crucial in university classes. Beginning in the infant community, further developed in the following two Furthermore, I found that such an Montessori students learn to clean years as my middle school class education was conducive to my growth dishes, sweep and clean their work embarked on an average of seven as an individual as I learned to take areas and care for classroom items entirely student-planned trips each pride in my achievements. This theme (skills that have become particularly year. These skills are still prevalent in

48 Montessori International JULY – SEPTEMBER 2011 my life as a university student and were particularly useful during the semester I recently spent studying abroad in London. While many of my peers had never experienced travel planning, it came very naturally to me to budget for and execute logistics for the ten trips I took while in Europe. Another valuable skill that still serves me today is time- management. In lower elementary, I received my first planner and was taught to create my own lesson plan, Post Oak School Great Horse-nappers started off as a idea of a close-knit Montessori set an agenda and stick to it. This not short story that I had scribbled onto a community is about students of all ages only enabled a smooth transition into piece of paper in my first week of upper cooperating with one another and high school and university, but also elementary. When my teacher saw the treating each other with respect. We became particularly valuable to me in story she encouraged me to develop it later performed the show for the entire managing my time and operating as a further. Eventually, I asked her if – school and as a result, I discovered my professional with internships I have along with a few of my classmates – I passions for writing and performing. completed. could perform a play for the rest of the Without this experience, I may have In addition to the sense of class; much to my astonishment, she never found the desire to pursue an responsibility I achieved, both asked if I would like to invite the entire educational career of political academically and in daily life, my class to participate. As upper journalism and theater. I am currently Montessori education also promoted elementary consists of grades 4 to 6, studying Political Science, the exploration of my creativity. As this gave me the opportunity to direct Communications and Theater at students are encouraged to find passion not only students my own age, but also Tulane University in New Orleans. in their education and to take the to work alongside and be accountable initiative, I spent much of my for students who were two years older Jennie Kamin is a student at Tulane elementary years writing, directing and than me (an age difference that, to a University in New Orleans and in the fall acting, first in puppet shows, and later nine-year old can seem intimidating). semester of 2010 attended the INSTEP plays. My first play, The Case of the As I learned from this experience, the London study abroad program.

JULY – SEPTEMBER 2011 Montessori International 49 school management Effective parent-teacher conferences PHOTO: MARK CONTI Parent-teacher conference time can be both helpful and Above: Create a welcoming, stressful. Experienced Montessorian Marie Conti offers comfortable waiting advice on preparing for and conducting conferences to area with helpful facilitate your meetings with caregivers. reading material. Right:Teachers should greet the onducting effective, families may include a variety of parents warmly regularly scheduled parent- caregivers: married or unmarried upon arrival with a teacher conferences is an parents, single parents, divorced handshake and a essential way to formally parents, blended families, smile. communicate with grandparents, and nannies. Any Cfamilies about a student’s development. caregivers who play a significant role in However, it may also be a time of the child’s life should be invited to nervousness and stress: anxiety on the attend these sharing sessions. Those

Greet the arriving parents and child warmly with a handshake and a smile and address them by name. Thank them for taking the time to come to the school to talk with you and let them know you are eager to share their child’s progress with them.

part of the parent (“What will I hear who cannot attend in person might observe their child in the classroom about my child?”), and sometimes want to attend via conference call or can help prepare them to receive anxiety on the part of the teacher even Skype. information about their child. You will (“Will I say something that will upset Preparation by the teacher is key to a need to set specific written guidelines the parents?”). A good conference successful conference. You should for in-classroom observations in order should be like a good conversation, regularly record ongoing observations, to keep the class functioning as with give and take, and also an both qualitative and quantitative, normalised as possible during the opportunity for parents and teachers to including specific anecdotal examples. parent observations. Encourage parents learn about each other and the child. Up-to-date records should be the basis to take notes. Providing a list of Whether they are regularly scheduled for the written report and information suggested questions to guide them will conferences or special meetings called presented. Any written report given to facilitate sharing of information. to discuss specific concerns, there are the parents should be free from Preparation of the conference setting many aspects of parent-teacher judgments and present the facts. is as important as preparing yourself conferences to consider in making the Providing a portfolio of the child’s and the parents for the conference. communication exchange more work, perhaps selected by the child, Create a comfortable waiting area with meaningful. will make her work in the classroom adult-sized chairs (and child-sized An effective conference, just like an real for the parents. Because so much of chairs if the child is invited). Display a effective conversation, should be based a student’s work in a Montessori few books on parenting topics and on respect. Teachers show respect to classroom is not product-oriented, Montessori books, school and parents by preparing the conference consider using photographs that can be classroom newsletters, brochures about environment, preparing to present stored in individual children’s files on a Montessori education, a class photo information succinctly and positively, laptop. Bring the laptop to the album. Offer light refreshments for and by keeping to a schedule. conference to share the photos of the those waiting for their appointment. Teachers support the families of the child at work. If possible, create a CD Post the schedule outside the room and children in their care by establishing a with these photos for the parents to have a bell for parents to ring when rapport with them through daily take with them to accompany the they arrive or post a sign asking them encounters and particularly at the written report. to knock. This alert will help you (as outset of the conference. Today’s Giving parents the opportunity to well as the parents with whom you are

50 Montessori International JULY – SEPTEMBER 2011 PHOTO: MARK CONTI PHOTO: DARIA POLENOVA

Above left: Involving children in the conference adds the advantage of hearing the child’s perspective. Above right: Always begin with the positives and share observations and goals.

An effective conference, just like an effective conversation, should be based on respect. Teachers show respect to parents by preparing the conference environment, preparing to present information succinctly and positively, and by keeping to a schedule. currently meeting and the new arrivals) with the parents’ ability to receive and Although there are many different adhere to the specified schedule – a work constructively with it. Only the personality ‘types’ of parents, and each sign of respect for everyone involved. amount of information that can fit encounter will be unique, it is Ideally parent conferences should be within the time frame should be important to be as consistent as held in the classroom so the parents presented and the schedule should be possible with the kind of information can have a sense of the environment in respected. Reschedule another meeting you share with each parent. For which the child spends his day. Create if time seems to be running out, rather example, if you share test scores with a semicircle of chairs around a small than creating stress – and delaying one parent, share them with all. If table to hold your files, a note pad for other parents’ appointments – by trying written reports are reviewed with one parent and teacher and a laptop to squeeze in too much information. parent use this format with the others computer if photo files will be shared. Begin the conference with the also. The words you use to respond to The teacher and family are a team; positives emphasizing the child’s different parents may vary with the therefore, avoid placing any physical progress, accomplishments and personalities of the parents. obstacles between you and the parents strengths. Share specific observations Be sure to keep an eye on the time. As to avoid the feeling of division. With and concrete suggestions/goals. Ask the the conference time nears its end each set of parents, only the notes and parents related questions, such as “Do provide a brief summary, reviewing the work portfolio of their child should be you see your child show this interest at child’s progress and goals and any in view on the table. home?” “Do you notice your child’s specific areas that the parents wanted Having children participate in the interest in playing with children of addressed. Thank the parents for parent-teacher conference can add a different ages?” Use open-ended attending and remind them of ways new layer of information to share – the questions to learn more. “Can you tell that you may be reached, and confirm child’s perspective. If the decision is me more about that?” Respond any follow-up appointments, phone made to include children, it should be reflectively: “I hear you saying you are calls or emails. Warmly shake hands consistent for the whole school. When concerned about your child’s lack of and let the parents know how much students are involved in this process interest in reading.” Be sure to allow you enjoy working with their child. they learn to be self-reflective and more time to address concerns and offer, or Keep the positives of each and every involved in their own goal setting. brainstorm, solutions together. child in mind. Student-led conferences can also help Encourage the parents to reflect on In sharing meaningful information improve their communication, what they observed if they had that with parents our feelings are our guide leadership, and organizational skills; opportunity and answer any questions and our observations are our primary however, good preparation is crucial. that may have been raised during their tool. If we stay grounded in these, they Greet the arriving parents and child observation. will help us in acting and reacting warmly with a handshake and a smile If your conference is in the classroom appropriately in conducting effective and address them by name. Thank briefly show a few of the materials the parent-teacher conferences. them for taking the time to come to child used to complete some of her the school to talk with you and let work to relate the product to the Marie Conti is senior director of school them know you are eager to share their process: such as the addition strip board accreditation and member programs at child’s progress with them. Open the she worked with to complete an the American Montessori Society in conference with their observations and addition facts booklet or the metal inset New York, NY. She has over 30 years questions and then present your she used to produce an intricate design. experience in Montessori education as information. If the child is in attendance ask her to a parent, teacher, teacher educator, Respectful pacing is achieved by choose two favorite materials to show and school administrator. Marie may be matching the information to be shared her parents. reached at [email protected].

JULY – SEPTEMBER 2011 Montessori International 51 classifiedads Montessori Teaching Opportunities www.montessori.org.uk

NORTH LONDON Montessori Classroom Assistant Montessori Teacher Pre-school Manager The Montessori House in Muswell Based in Edgware, we have 2 job I am seeking an experienced Montessori Teacher Hill has a vacancy for a opportunities in our happy, friendly Montessori Pre-school Manager to Classroom Assistant to start in and beautiful MSA accredited 0-5 start ASAP for our new setup in Monty’s Montessori School would September (possibly earlier). We school. We require committed, 0- Edgware. You will be responsible like to employ a passionate and are a well established Montessori 3 and 3-6’s Montessori qualified for the smooth running of the committed Montessori Teacher to school that has 68 children (over teachers with sound knowledge of school, involving: Maintaining high join our professional and 2 floors) on a daily basis, term the Foundation Stage, and recent standards of care; School dedicated team. Our indoor and time only. If you would like to find relevant experience to work with development planning; Effective outdoor classrooms are open out more about the position these age groups. Term-time only management of staff team; Staff planned and fully equipped with please call Lisa on 020 8444 and all year round positions recruitment and development; Montessori materials. We can 4399 and we can forward the job available, as well as teaching Effective liaison with parents and offer a generous package for the information/ application pack. You practice placements. Our children regulatory authorities; Must have right candidate including a may also contact us via email on use the full range of materials as the following qualifications and competitive salary and on-going [email protected] they progress through the school. experience: Montessori professional development training. Our schools are well resourced qualification; 3 years' post- Requirements: Montessori and we take a high quality qualification experience, 2 years’ International Teaching Diploma 2 - School Administrator approach to children's education. relevant supervisory experience; 6 years; A degree in any field. If you are passionate about using Excellent knowledge and Early Years Foundation Degree or Monty’s Montessori School would the Montessori approach with understanding of EYFS; Excellent Early Years Professional Status like to employ a full time school young children then please send organisational skills with the ability would be a positive advantage; administrator to support the your CV and covering letter to the to work to deadlines; Knowledge Minimum 2 year’s post qualifying principal and her professional and Principal by email to office@ of health and safety legislation; experience; A good command of dedicated team. We can offer a fountainmontessori.com or call Knowledge of OFSTED standards; spoken and written English; generous package for the right 020 8905 6202 for more info. Strong people management skills. Literate in computer skills. We candidate including a competitive Salary: £30-35,000 + bonus. would consider a newly qualified salary and ongoing professional Please email CV in first instance candidate with degree. Please development training. to: littlestarsmontessori@ forward your CV with covering Requirements: Literate in Montessori Teachers required yahoo.com Tel: 07792 051273 letter to: contact@montys computer skills: Word, Excel, montessori.co.uk or post to: The Photoshop, Microsoft Outlook; A A Montessori nursery in Golders Nursery Manager Principal, Monty’s Montessori degree in any field. Early Years Green/Kingsbury/Edgware is School, Hargrave Hall, Hargrave Foundation Degree or Early Years looking for qualified /unqualified This is an exciting opportunity to Road, London N19 5SP. Professional Status would be a Montessori teachers to work with manage a brand new day nursery, positive advantage; Minimum 2 children from 2-6 years. The developed to the highest year’s experience within a school school is open from 8am to 6pm. specification for 80-90 children in setting; A good command of Full/part-time vacancies are Pinner, North West London (tube- spoken and written English. available. Applicants must be London Underground, Please forward your CV with enthusiastic and should have a Metropolitan Line). The following The Gower School covering letter to: contact@ good understanding of the EYFS. attributes and skills are an montysmontessori.co.uk or post So if you are passionate about Based in Islington, London, The indication of what we are seeking: to: The Principal, Monty’s working with little children and are Gower School has job Montessori Early Childhood Montessori School, Hargrave Hall, looking forward to joining a happy, opportunities in our happy, friendly Diploma or Foundation Degree; Hargrave Road, London N19 5SP. friendly team then we may be the and beautiful MSA accredited 0- Thorough understanding of the right choice. Interested?? Yes. 11s schools. We require Early Years Foundation Stage; Please call and speak to Neera on committed, 3-6’s Montessori Thorough knowledge of OFSTED 07939151003 or email: qualified teachers with sound standards, procedures and [email protected] knowledge of the Foundation NORTH WEST LONDON requirements; At least 2 years Stage, and recent relevant proven experience as a nursery Qualified Teachers experience to work with 3 to 6 manger; Good understanding of year olds. We are particularly keen Qualified Montessori Teachers are the Montessori ethos. If you to receive applications from 6-9 required for our nurseries in Broadhurst School would like to apply for the role or 9-12 teachers, as well as from Barnet EN5, and Mill Hill NW7. To Start September, 2011. please forward a CV to: blue Senior Montessori teachers. Term The settings cater for children Broadhurst School, London, NW6 [email protected] time only and all year round aged 2-5 years. We are looking (near Finchley Road Tube station). positions available, as well as for enthusiastic, committed and We are a long-established large WEST LONDON teaching practice placements. Our creative teachers who are able to nursery school taking children Montessori Teachers required children use the full range of work as part of a small, friendly aged 2.6 to 5.11 with a teaching materials as they progress team. The positions are part-time staff of 21. We are looking for an Confident and dedicated through the school. Our schools in term time with the possibility of enthusiastic Montessori Montessori teachers, one full- are well resourced and we take a extended days/holiday clubs. Teacher/NNEB or NVQ to work as time, one part-time, minimum of high quality approach to children's Knowledge of the EYFS is an Assistant Teacher. School is 5 years of experience, required to education. If you are passionate desirable. Duties will include term time only – staff paid teach 3 – 5 year olds in a friendly about using the Montessori record keeping and planning. throughout the year. Please setting in Little Venice, London, approach with young children then Applicants please call Audrey telephone 020 7328 4280 during W9 from 12th September 2011. please send your CV and covering Errichiello on 020 8449 3968 or school hours or email CV to Excellent written and spoken letter to the Principal by email to: 07931 532095 or alternatively [email protected] Details English required. Please call Mrs. [email protected] or call email your details to of school on website – Eaton on 07973508511 for 020 7700 2445 for more info. [email protected] www.broadhurstschool.com further details.

52 Montessori International JULY – SEPTEMBER 2011 Montessori Teaching Opportunities www.montessori.org.uk

Montessori Teachers Montessori Trained Nanny SOUTH WEST LONDON Sheen Montessori Nursery, SW14 Positions at two long-established, We are a French-Australian family, Sheen Montessori Nursery is friendly Montessori schools in living in London (Holland Park looking for a qualified and Chiswick, West London, to area). We have four young experienced Montessori teacher commence September 2011: children (girl 6yrs old, boy 4yrs Teaching Assistant to join the soon to open (Sept Montessori 3-6 qualified teacher; old, girl 3yrs old, and girl 16 2011) purpose built nursery. A well-established coeducational Assistant teacher (Montessori months old). We are looking for a Must have Montessori Diploma, independent prep school with a newly qualified, or NVQ III); full time live-out nanny, Monday with a sound knowledge of the Montessori nursery, Parkgate Learning Support Assistant. To join to Friday, 8am until 7pm, to help EYFS and be enthusiastic and House provides children aged 2- staff teams of three teachers and the mother take care of her passionate about teaching the 11 with a nurturing learning three assistants (and 36 children, and participate in their Montessori method. Set in the environment. With purposefully children). Monday-Friday 7.30am- emotional, educational and beautiful surroundings of Palewell small class sizes, non-selective 12.30pm (including set-up). physical development. Ideally the Common, on the edge of entry yet a focus on high Possibility of some extended days. candidate would be either in the Richmond Park, the sole use standards and creative learning, Term-times only (38 weeks). middle of training to become a premises with a large private Montessori nursery teacher (in the school caters to the individual Located in spacious buildings with garden will offer sessional, term- one of the part time programs) or and achieves impressive results. outdoor play areas. No parking time only care for 2 to 5 year already qualified. French speaking The school requires a teaching restrictions. Good written and olds. Salary will be based on or understanding of French assistant to join our successful spoken English and good experience. Please email current language is a plus but not early years department for communication skills essential. CV to Fiona MacLeod (Principal): essential. All the children are September 2011. You will For more details, please email [email protected] going or have been to Iverna combine excellent communication with current CV to: Gardens Montessori nursery (W8). skills with a real commitment to [email protected] Nanny must be very familiar to assisting to provide a safe and Paint Pots or phone 020 8995 2621. the Montessori teachings and stimulating learning environment Paint Pots House creative classes help the mother bring a for our pupils. To apply, please Montessori environment into her is seeking an enthusiastic email your letter of application individual who specialises in under home. Some family travelling and CV to Nicola Willis at required during school holidays 4’s. The applicant needs to be an [email protected] all-rounder, organised with a good (mainly to the South of France). Tel: 020-7350-2452. To advertise your Salary: £600 net a week. Start level of spoken English. This ASAP and looking at a minimum position is available from the vacancy call of 12 months commitment. Autumn Term 2011. Please Stephanie on: Please contact Tresnia Harbour contact Emma Blomefield: on 07979861106 or email: 08456 43 4442 0207 493 8300 [email protected] [email protected]

MONTESSORI NEW Manager & Teachers required OPENING Blue Butterfly Montessori Pre-school opening October 2011 NURSERY MANAGER - £35k-£38k This is an exciting opportunity to manage a brand new day nursery, developed to the highest specification for 80-90 children in Pinner, North West London. (Middlesex) Tube - London Underground, Metropolitan Line. Blue Butterfly Montessori is a new organisation dedicated to delivering a high standard of childcare education through modern and vibrant settings. We believe in creating the best possible environments and providing high quality teaching resources for children to learn, develop and thrive. The successful candidate will be someone who shares this vision of being very passionate about children and all aspects of childcare education.

The following attributes and skills are an indication of what we are seeking; | Montessori Early Childhood Diploma or Foundation Degree. | Thorough understanding of the Early Years Foundation Stage. | Thorough knowledge of OFSTED standards, procedures and requirements. | At least 2 years proven experience as a nursery manger. | Excellent interpersonal skills and ability to build and sustain relationships with staff and parents alike. | Strong verbal and written communication skills | Very good organisational skills. | Ability to lead and motivate staff, sustain enthusiasm and team spirit. | Good understanding of the Montessori ethos and creative sensibilities. | Immaculate presentation and attention to detail | A proactive nature that springs from genuine enthusiasm for childcare education. | PC literate-Word, Excel etc. NURSERY TEACHERS & ASSISTANTS We also have openings for a Deputy Manager, Room Leaders and Assistants. We are looking for well presented, reliable, cheerful, and passionate individuals fully committed to teaching and nurturing children. We promote further training, development and career progression. Full and Part Time .positions available. (Minimum 20 hours per week) If you would like to apply for any of the roles please forward your CV to: [email protected]

Blue Butterfly Montessori are committed to ensuring all members of our organisation are responsible for safeguarding and promoting the welfare of all children under our care. The successful applicant for this role will be subject to enhanced security checks with CRB/Disclosure prior to appointment.

JULY – SEPTEMBER 2011 Montessori International 53 Montessori Teaching Opportunities www.montessori.org.uk

SOUTH WEST LONDON Headteacher Dynamic Headteacher Little Sponges Montessori, Greenwich (continued) Starting in September 2011 in Required for established SW Experienced Montessori Directress central London (Term time only). London nursery school (2 1/2 - with at least three years teaching We are currently seeking an 5yrs). Start January 2012. experience is required at Little Paint Pots energetic, enthusiastic and well- Excellent opportunity for qualified Sponges Montessori based in Two part-time Montessori qualified qualified Teacher to head one of teacher (Mont/equiv.) with Greenwich, London SE10 8QH positions available for Summer our nurseries. The successful leadership skills and sound from September 2011. Hours of Term 2011 within Paint Pots candidate will work closely with management experience to lead a work will be 8.45am to 3.45pm, Montessori Schools. Part-time the Vice Principal and should friendly and motivated team. You Monday to Friday, term-time only. maternity cover Montessori group possess good management and will also have classroom The successful candidate will teacher position at Paint Pots, communication skills, a hands-on responsibility and be in charge of possess excellent communication Hyde Park; Part time Montessori approach, and have a sound the day-to-day school operations. skills, a good command of written 3-6 trained teacher to work knowledge of the Foundation Must have extensive experience of and spoken English, sound alongside our elementary trained Stage and OFSTED requirements. Early Years Foundation Stage, knowledge of Montessori and the teacher in an assistant role at The Kindergartens are a curriculum planning and OFSTED E.Y.F.S. together with the ability to Picasso House Montessori Prep successful, well-established group procedures. Ideally you may have work as a team. Knowledge of School Chelsea. For further details of nursery schools. Staff are well- held a similar position as you will Special Needs would be an please email assistant@paint- rewarded and teacher be required to maintain/develop advantage. This position is subject pots.co.uk or 08546 43 44 41. development and promotion are further the high level of excellence to satisfactory references and part of working for our well-known currently achieved by the nursery. Enhanced CRB clearance. Little schools. For further information, Competitive salary for right Sponges Montessori is a small or to apply, please contact: Nicky candidate. Tel: 07939 264 114 homely environment with 12 Peckham nicky.peckham@the for more details. children in each session (two kindergartens.co.uk Website: sessions per day). Please apply in www.thekindergartens.com The writing by post or email and The Willlow Nursery School School is committed to submit the name and contact We are looking for a committed safeguarding and promoting the SOUTH EAST LONDON details of two referees. Email: Early Years teacher. You must be welfare of children and applicants [email protected]. NVQ Level 3 qualified with must be willing to undergo child uk Website: www.littlesponges Classroom Leader experience of working in a nursery, protection screening appropriate montessori.co.uk and also creative, artistic and to the post, including checks with Rose House Montessori is looking inspiring. You will join a happy, past employers and the Criminal for two enthusiastic classroom hard working, successful team of Records Bureau and to adhere to leaders who will be based either staff, who will readily offer support ensure compliance with the at our pre-school or our newly and guidance. The successful school’s Child Protection Policy developing Montessori primary candidate must have an excellent Statement at all times. school. In cooperation with the command of written and spoken head teacher, you will be English. They must be responsible for leading a highly EAST LONDON enthusiastic, kind and caring with qualified team creating an a good sense of humour and be outstanding Montessori able and willing to play, engage environment. You should hold the Headteacher & Teachers and communicate freely with Montessori International Diploma Opening in September 2011 a children. Special and have a minimum of 3 years brand new purpose built Teachers & Assistants acknowledgement will be given to work experience within a Montessori Elementary School, those who can play the piano. Starting September 2011. Term Montessori environment. We Tobacco Dock in Wapping, London Monday to Friday, 8am to 1pm, time only, Central London. Well- expect commitment to ongoing E1. Montessori Head teacher term-time only. Please send a CV qualified, motivated and professional development towards required to manage five to: [email protected] enthusiastic Montessori Teachers either the EYPS or a Montessori Elementary Classrooms. We and Assistants required. primary qualification. Full time, require a qualified Montessori Opportunity to join a friendly and permanent position, term time Elementary Directress with at busy team and play a key role in only, 8am-4:30pm, Salary least three years experience in a our thriving group of nursery £17,000 to £22,000 pa (pro- managerial roll. You will be schools. Competitive salary, rata). Please contact Dawn responsible for the leadership, teacher development and Nasser on 07968062942 or guidance, and supervision of the Senior Montessori Teacher promotion opportunities. The email: spectrummontessori curriculum, staff management, Extremely well established Kindergartens are a successful @live.co.uk Website: www.rose- and parental communication. Montessori School in South West and well established group of house-montessori.com Degree qualification preferred. London requires a Senior Teacher nursery schools situated in Salary starting at £30,000 rising for September 2011 start to work Central London. Please email to £45,000 once we are Director within a dedicated and your CV to: Nicky Peckham: established. Montessori enthusiastic team of four teachers nicky.peckham@thekindergartens Faith Montessori Nursery requires Elementary teachers also required and two assistants, teaching four .co.uk The School is committed Montessori Teachers to join our £20,000-£28,000. We are classes (aged 2-5 years). to safeguarding and promoting friendly team. Applicants must be seeking individuals with a Excellent, sole use premises. the welfare of children and flexible and enthusiastic with a commitment to excellence in 8.30-4.30, Monday-Friday, Term applicants must be willing to good understanding of the academics, discipline, good time only (38 weeks). Ideal undergo child protection Montessori approach. Good salary communication skills, good candidate will hold a Montessori screening appropriate to the post, and opportunities for career classroom management and a Diploma or level three including checks with past development. To start ASAP. CV to: desire to work in a collaborative qualification, and have experience employers and the Criminal 262 Stanstead Road, Forest Hill, work environment. Eight weeks of the Foundation stage. Salary Records Bureau and to adhere to London. SE23 1DE or email to paid annual leave. Please submit based on qualifications and ensure compliance with the [email protected] a detailed resume FAO: Grace experience. Please e-mail current school’s Child Protection Policy Tel. Andrea or Dola on 020 Ivory, Senior Head Teacher, Green CV to Clare Collins (Principal): Statement at all times. 82918580. Website: Gables Montessori School. Email: [email protected] www.thekindergartens.com www.faithnursery.co.uk [email protected]

54 Montessori International JULY – SEPTEMBER 2011 Montessori Teaching Opportunities www.montessori.org.uk

REST OF UK Buckinghamshire Norfolk EUROPE Montessori Practitioner. Cookham Due to early retirement the Bristol Austria Montessori School, SL6 9TH (near Norwich Montessori School We are looking for qualified Maidenhead) has a vacancy for a requires an enthusiastic teacher The Montessori Association, Montessori teachers for full and Montessori Practitioner (or to replace an invaluable member Kitzbühel in Austria is looking to part-time positions at our nursery student may be considered). We of staff. This is a permanent part- appoint an Educational Director to in Bristol (Ofsted “Outstanding”, are a 36 place term-time only time position starting in complete the team for the school MEAB and EEL accredited). nursery for children aged 2-5 September 2011, the school is year 2011/12 (12.09.2011). The Applicants should hold either a full years. Hours 8.15am - 4pm. Full open during term time only and successful candidate will possess Montessori International Diploma, or part-time. To start ASAP. We can accommodate up to 26 pre- great enthusiasm for Montessori or have completed the Montessori can be adaptable for the right school children. The candidate Education and see the further Early Childhood Certificate. Other applicant. Commitment and a must have relevant Montessori development of a growing school level 3 (and above) qualifications sense of humour are important to qualifications, an understanding of as a worthy challenge. He/she will may be acceptable with relevant us. Please contact 01494 the EYFS and the ability to fit into also view quality development and experience in a Montessori 442057 to request an application a small friendly team. Please control as well as personnel setting. A good working knowledge pack. Email: roden- contact Sarah Johnson on 01603 management and development as of the EYFS will be an advantage. [email protected] You are 452522 or email your CV to key aspects of being a leader. Applicants must have a good most welcome to come and see [email protected] He/she will be able to incorporate command of English; excellent our nursery before applying. strategic thinking and business communication skills and be www.cookhammontessori.com expertise into the conceptual committed to the Montessori “Outstanding” OFSTED 2009. development of a school based on ethos and to working in a team progressive teaching methods. Website: Oxfordshire dedicated to high quality www.cookhammontessori.com Further information can be provision. Please forward a CV Montessori teachers for Oxford obtained from the Business marked for the attention of Montessori Schools. We are Manager of the Montessori Sandra Harris. Email: looking for a Montessori teacher Association, Kitzbühel, Ms Evelyn for September 2011 for our well Richter: Telephone Number stokebishopmontessori@hotmail. Surrey com Tel: 01179686960. Website: established schools in Oxford. We 00 43 5352 64903. Email: www.stokebishopmontessori.co.uk We are looking for a Montessori are located in lovely buildings [email protected] Teacher to work predominantly minutes away from Oxford. Forest with our 3-5 year olds. Footprints Farm School is located on a farm is a beautiful purpose built nursery with extensive grounds taking set on a farm in a small village children from 2-16 years. Iffley between Guildford and Woking. nursery specialises in languages, Belgium Bedfordshire We have been accredited by so an additional language would AC. Montessori Kids, a bilingual Montessori Nursery Manager and MEAB and have been open for 6 be an advantage. Wolvercote school for children from 18 Deputy Manager, Stevenage. An years building up an excellent nursery is looking for someone months to 12 years old located in exciting opportunity has arisen for reputation within the local with experience in under 3 year the Brussels area, is recruiting for two experienced managers for a community and beyond. The ideal olds. You should be Montessori September 2011, one English- new nursery opening shortly in candidate will have had trained/Early years and have at speaking Montessori teacher fully Stevenage, catering for children experience of working in a nursery least some experience. You must trained (AMI or equivalent) for a from 6 months to 5 years. The and have a childcare qualification have sound knowledge and 3-6 class. Only applications from ideal candidates will have at least in addition to their Montessori understanding of the EYFS with native speakers will be 5 years experience, have a Diploma. If you are interested regard to planning, observation considered. We offer a challenging passion for providing high quality please email a current CV to and recording children's progress. full time position in a school with childcare and be confident dealing Sandra Stedeford at: Open 49 weeks per year. 6 weeks a very pleasant environment. with children, parents and staff. [email protected] paid holiday. Or option of working Knowledge of French would be an They must have a recognised Tel: 01483 285591. Website: term time only plus one week per asset, though not essential. Montessori diploma, be www.footprintsdaynursery.com annum in the holiday club. Hours: Please send résumé and letter of authorised to work full-time in the 8am-4pm with one additional intent to: Laurence Randoux, UK and have a clear CRB. Forward meeting per week. For further Marc Ciepers, Ac. Montessori us your CV and to request further information please see: www. Kids, 4, route de Renipont, 1380 information contact us at West Midlands oxfordmontessori.co.uk To apply Ohain – Lasne, Belgium. Tel / Fax : write short covering letter to Judith 00 32 2 633 66 52 E-mail : [email protected] or One full-time and one part-time Walker at [email protected] [email protected] write to 42 High Street, Flitwick, teacher required for our Bedford, MK45 1DU. established full day care Accredited Montessori Nursery in Moseley, Birmingham. The ideal candidates will have initiative, motivation, a thorough knowledge Berkshire of EYFS and a passion for Children of the World Montessori teaching. Applicants must hold a School are looking for a full- Montessori teaching diploma and time/part-time Montessori Teacher have adequate experience from September 2011. To work in alongside an impressive a happy and friendly environment command of both written and in a well resourced school in the spoken English. We can offer a heart of Windsor, Berkshire (near generous package for the right junction 6 M4 and Windsor candidate, a competitive salary Central train station). Must be and CPD. Please forward your CV dedicated to the Montessori to Victoria at moseleymontessori philosophy. Telephone Cheryl or @hotmail.co.uk or call Aaliyah on Alexis 01753 833771 or email: 07917605992. [email protected] www.moseleymontessori.com

JULY – SEPTEMBER 2011 Montessori International 55 Montessori Teaching Opportunities www.montessori.org.uk

EUROPE Switzerland REST OF THE WORLD (continued) Private school in Geneva, Switzerland needs: One Egypt experienced Montessori teacher Qualified Montessori Teachers are required for our nurseries in Germany (6-12 AMI), French mother Alexandria, Egypt. The settings cater for children aged 2-5 years. We are Lead Montessori Teacher for one tongue for a new position in looking for enthusiastic, committed and creative teachers who are able of three groups of 15 international August 2011; One experienced to work as part of a small, friendly team. The positions are full time. children in the English Montessori Montessori teacher (6-12 AMI), Knowledge of the EYFS is desirable. Duties will include record keeping Preschool, Munich Germany. 12 English mother tongue for August and planning. Salary will be based according to experience. The Months salary with 12 weeks 2012. The school is situated in a successful candidates will receive a tax free salary, free accommodation vacation per year. One or more beautiful international and free return ticket. years experience preferred. surrounding. Applicants must be Applicants, please email your details to: [email protected] EU or AELE citizens only. CV to be Temporary accommodations can Tel: 00 2 010 692 6927 be provided. Contact Gordon sent to: Mrs. O. Cutullic, Kelley at office@english President-Administrator, Fondation montessori.de or 49-89- Ecole Montessori-Nations, 13 5460855. Position to start ASAP. chemin Dr. Adolphe-Pasteur, 1209 Geneva, Switzerland. E-mail address: administration@ montessori-nations.ch Discover Lithuania International Montessori pre- Montessori school in Vilnius, Lithuania opens a vacancy for a Montessori teacher to lead a Casa class (3- ONLINE 6). Start ASAP. The applying Teacher should: Have adequate Spain Montessori St degree and experience in working Montessori T.E.A.L qualified Nicholas has made as a lead Montessori teacher; Be teacher required for position in shopping easier for excited about working in foreign Northern Spain beginning Sept schools and parents countries; Be excited about 2011. TEFL qualification would by adding popular contributing to a growing also be an advantage. We are an Montessori books to Montessori pre-school; Vilnius academy which specialises in the its online shop. Montessori pre-School offers: teaching of extra curricular English Great salary; Beautiful flat in to children age 3+ using Montessori Titles now available central location; Health insurance; Montessori TEAL techniques and online include: Great support and cooperation. philosophy. Candidate must be Please contact: Ivona Rozanovska, enthusiastic, energetic and native Bringing the Montessori approach email: [email protected] or English speaker. Newly qualified To Your Early Years Setting; [email protected] Or welcome. Salary details on Montessori: A Modern Approach; call: (country code 370) 6063 application. Contact: Montessori from the Start; 8269. Website: www.vms.lt [email protected] The Secret of Childhood, The Absorbent Mind Also available to buy: Magazine subscriptions A H Lansley Tickets for upcoming events Charity Publications Business Transfer Agents Montessori DVD with Tana Ramsay VISIT Established 1890 www.montessori.org.uk/shop FOR MORE INFORMATION Specialist agent for sale, purchase and valuation of Montessori Nurseries & Schools throughout the UK. 11111111 Thinking of selling? Contact us in strict confidence for an 11112111 initial valuation. Make your advert stand out in the crowd [email protected] Take out a display advert in our 0118 9590271 recruitment section online Please contact Stephanie on 020 7493 8300 www.ahlansley.co.uk or email [email protected]

56 Montessori International JULY – SEPTEMBER 2011 JULY – SEPTEMBER 2011 Montessori International 57 58 Montessori International JULY – SEPTEMBER 2011 globallinks

Lexden Montessori international diary visit to Kenya Europe Nursery teachers set up 4-16 Oct 2011 Montessori classroom Montessori Europe Conference – Bratislava, Slovakia The managers at Lexden Asia Montessori have just returned August 11-13 2011 from their first visit to a nursery at the top of a remote mountain in Montessori in Asia conference, Bejing Kenya, in a village called Eburru. The reason for the visit, which was USA funded by the staff themselves, March 15-18 2012 was to establish a AMS Annual Conference partnership in order to Montessori: The bridge to help them with raising learning for every child. money for water storage tanks, new classrooms, attending pay their fees in Nakuru to set up the individual teacher’s salaries and but, because the families Montessori activities. We even resources. are trapped in a cycle of found a set of padlocks and keys One of the Directors of deprivation, the teacher is for a Practical Life activity. The Lexden Montessori has often not paid enough and children were absolutely recently designed and is forced to leave her fascinated by the things we donated an award-winning position. introduced and the Headmaster, website, completely free of Siobhan Brine and Gaynor Mr Karanja, could not believe that charge, to the charity large amount but, when this is Sloan decided that visiting the three and four year olds could Harambee Schools Kenya treated as gift aid and exchanged school would be the first step to sequence numbers from 1 to (www.hsk.org) and consequently into Kenyan currency, staff were understanding exactly what is 9000 with the large number cards staff became aware of the plight surprised to find out that this needed and to ascertain how they until he saw the photo album of of the children in the area. amount would pay for a nursery could help in the best possible our own children using them. He The children and parents at teacher’s salary for five months or way. They were also delighted to told his teachers that they should Lexden Montessori raised £200 two large water storage tanks. The be able to take out a suitcase use our photo album as a ‘guide’ before Christmas for the nursery in teachers at the nursery only get packed with resources such as to expand on the range of Eburru. This doesn’t seem like a paid if the parents of the children large number cards, small number activities that we had produced.” rods, chalkboards, paper, pencils, Gaynor went on to say “This is items for transferring activities, only the beginning of our fund- scissors and footballs. Lexden raising for them, we are going to Montessori Manager, Siobhan said be working hard to ensure that we “They don’t have anything like this can raise at least £200 every six available to them because they months to ensure that the nursery simply cannot afford them. Their teacher can stay in her job. I classroom is bare, with no would encourage everyone to take activities; all they have is a a look at the website at blackboard on the wall, a few tatty www.hsk.org” exercise books and the mere Anyone who would like to offer a stubs of what were once pencils.” donation may do so via the HSK “We haggled for items at a market website.

Lutherking, Everald, Monica and Marina open their Good Luck cards Big conference in New Zealand Working hard in Cameroon Montessori Aotearoa New Zealand recently held its annual conference, In an update on the partnership between Little Learners Montessori ‘The Art of Montessori’. Keynote speakers included Ginni Sackett (USA), School in the UK and Akwi Montessori School in Cameroon, Raju Cathy Swan (Australia), Wendy and Guy Calise (USA) and Nicola Chisnall Surelia reports that they sent the four children there who are sitting (NZ). The conference attracted the largest number of delegates ever to their national entrance exams Good Luck cards. Akwi’s head Estella attend a Montessori conference in New Zealand and they left delighted Tembe-Fokunang said “Over here it is very, very special to receive or with all they had learnt and the challenges set by all the speakers. send someone a card. To have their own personalised cards from Montessori Aotearoa New Zealand will provide opportunities for such a distance was like a dream come true.” Montessori professionals to continue the discussions begun at the Akwi is now officially recognised in Cameroon and able to operate as conference. Check out Wendy Calise’s keynote speech on the Eight a nursery and primary school, and Estella is starting to think about Stages of Observation http://www.youtube.com/watch?v=ypR-P1gAfas gaining MEAB accreditation at some stage in the future. and Four Stages of Classroom Management http://www.youtube.com/watch?v=rYLkqkXZ3yk.

JULY – SEPTEMBER 2011 Montessori International 59 MEAB Accredited Schools

This is the current list of MEAB-accredited settings that, through taking part in the rigorous accreditation process, have demonstrated the high quality of their Montessori practice and their commitment to continuous improvement through the supportive MEAB scheme. M•E•A•B

Region 1 – Scotland Monique’s Montessori Day Nursery Kent Rose House Montessori School Forest Hill Saxbys Montessori Nursery Cowden Sinclair House School Fulham Mulberry Bush Montessori Yorkhill The Five Oak Green Montessori School St Andrew’s Montessori Islington Mulberry Bush Montessori Glasgow Tonbridge St Nicholas Nursery South Kensington The Edinburgh Montessori Nursery Edinburgh The New Montessori Pre-School Worthing Streatham Montessori Pre-School Streatham Region 3 – Middlesex Region 9 – Eastern England Hill Tara House Montessori Nursery Chiswick Fountain Montessori Pre-School Edgeware Absolute Angels Montessori Nursery Coggeshall The Gower School Islington Haydon Hall Montessori Nursery Pinner Grasshoppers Montessori Henlow The Gower School Barnsbury Milkshake Montessori Nursery School Harlequin Montessori Nursery Billericay Twickenham The Woodlands Montessori Preparatory School Harlequin Village Montessori Stock Stratford Morton Montessori School Ashley Green Headstart Montessorians Nursery Ilford The Village Montessori Lewisham Rosewood Montessori Nursery School Ruislip Kingfisher Montessori Nursery School Hemel Victoria Road Montessori Kensington Seedlings Montessori Nursery Wantage Hempstead Woodentots Montessori School Camden The Pavilion Montessori School Teddington Little Montessorians Pre-School Ilford Region 11 – East Anglia Region 4 – North England Maynard Montessori Pre-School Stebbing Norfolk Lodge Montessori Nursery School Arbor Preparatory School Bury St Edmunds Gorton Mount Primary School Manchester Barnet Cherry Trees Nursery and Preparatory School Leeds Montessori School and Day Nursery Leeds Oaklea Montessori Colchester Bury St Edmunds Mill Cottage Montessori School Brighouse Orchid Montessori Nursery School Hornchurch Colourbox Montessori School Ltd Pocklington Montessori School York Pippins Montessori Colchester Newmarket Rooftops Montessori Pre-School Richmond Sitara Toto Montessori Well End Peacock Montessori Nursery Diss Wharfedale Montessori School Skipton Soaring High Montessori School Coggeshall Phoenix Montessori Nursery and Day Nursery Kings Lynn Stebbing Primary School Essex Region 5 – West Midlands Rectory Garden Montessori School St. Thomas More Montessori Pre-School Woodbridge Little Learners Montessori School Solihull Saffron Walden Malvern Montessori Malvern Sunflower Montessori Nursery School The Village Montessori Nursery nr Epping Saxmundham Merrydays Montessori Nursery School Henley-in- Westwood Montessori School Saffron Walden Arden Wivenhoe Montessori Children’s House Region 12 – Hampshire Berkshire Moseley Montessori Nursery Birmingham Colchester Surrey The Elms Malvern Region 10 – London Tiggywinkles Montessori Nursery School Newport Footprints Montessori Day Nursery West Horsley Andrea’s Montessori Streatham Hill Region 6 – East Midlands Grantham Farm Montessori School Tadley Barnes Montessori Nursery Barnes Hopscotch Montessori Old Oxted Manor Farm Montessori Nursery School Beanstalk Montessori Nursery School Grantham Hammersmith Meadowbrook Montessori Pre-Primary Department Bracknell Region 7 – Southwest and Wales Beehive on Queen’s Park Montessori School Brent Shamley Green Montessori Pre-School Guildford Chagford Montessori Nursery School Devon Caterpillar Montessori Nursery School Chiswick Star Child Montessori Day Nursery Thornton Drakes Montessori Childcare Exmouth Cherry Tree Montessori East Dulwich Heath Hope House Montessori Nursery School Exeter Hopes and Dreams Montessori School Islington Steventon Children’s House Basingstoke Little Orchard Montessori Nursery South Brent Iverna Gardens Montessori School Kensington Tigglets Montessori Nursery School Farnham Semley Montessori Nursery School Shaftesbury Ladbroke Square Montessori School Notting Weyhill Montessori Haslemere Stoke Bishop Montessori School Bristol Hill The Children's Room Swansea Little Sweethearts Montessori School Little International Venice The Maria Montessori School Exeter Little Sponges Montessori Greenwich Gingerbread Montessori Nursery Ghana The Rainbow Montessori Nursery School Little Tree Montessori Nursery Hornsey Vale Head Start Montessori House of Children Winscombe Bangalore, India Living Spring Montessori School Cricklewood Region 8 – Southeast The Montessori Children’s House West Des Newpark Montessori School Shepherds Bush Moines, USA Anne Frank Montessori Southwater New Park Nursery and Montessori School The Woodland Montessori Pre-school Tai Tam, Anne Frank Montessori Horsham Highbury Hong Kong Casa dei Bambini Ticehurst New World Montessori Nursery School Ealing The Woodland Montessori Pre-School Cator Park Montessori Pre-School Beckenham Nightingale Montessori Nursery School Repulse Bay, Hong Kong Clapham Discoveries Montessori Nursery School The Woodland Montessori Pre-School Brenchley Paint Pots Montessori School Chelsea Mid-Levels, Hong Kong Little Oaks Montessori Nursery School Forest Paint Pots Montessori School Bayswater Little Explorers Montessori Plus School Ghana Row Paint Pots Montessori School Hyde Park Little Gems Montessori Nursery Cyprus

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]