Issue 95 April – June 2010 £5.00 MONTESSORI
INTERNATIONALpublished by the Montessori St Nicholas Charity www.montessorimagazine.com
MONTESSORI
MONTESSORI Issue 95 April – June 2010 INTERNATIONAL published quarterly by Montessori St Nicholas, London
Editor: Amanda Engelbach
Editorial enquiries Tel: +44 207 493 8300 MONTESSORI welcome e-mail: [email protected] from Marketing and Display Advertising enquiries Catherine Tubbs on +44 207 493 8300 e-mail: [email protected] Job advertising enquiries the editor Stephanie Ilo, e-mail: [email protected] Subscription enquiries elcome to this issue on supporting boys’ Stephanie Ilo on +44 207 493 8300 education and development. There has Annual subscription rates, incl. p&p (4 issues): been much in the news recently about boys UK £19.95; Europe £29.95 / €45.00; W Rest of World £33.00 / US$65.00 falling behind and ultimately underachieving in school Students (incl. p&p): UK £15.95; Europe £23.00 / €36.00; Rest of so I wanted to look at the many ways teachers and World £28.00 / US$56.00 parents can understand and meet the needs of boys. E-magazine (4 issues): UK and overseas £14.95 Chris Manville in his article on boys in the The views expressed in Montessori International are not necessarily those of Montessori classroom on page 12 looks at the differences in the ways boys the publisher and editorial team, nor are advertisements endorsed by them. interact with their environment. He stresses the importance of Address: Montessori International, 18 Balderton Street, London W1K 6TG recognizing that boys explore and interact with the environment in ways Fax: +44 207 493 9936 that are different to girls and that these differences need to be
Montessori International is designed by Stuart O’Neil, acknowledged, valued and provided for. Design for Print (UK) Ltd, www.dfponline.com Dr Aric Sigman in his article on page 38 reiterates this point by Printed by Stones the Printers, Banbury, Oxon exploring the brain development of boys and girls concluding that during ISSN 1354-1498 the early years, we may have to completely rethink our current notion EDITORIAL ADVISORY BOARD that boys are in some way intellectually ‘disadvantaged’ and instead “vive Marlene Barron, PhD. Professor, Education, New York University, la difference!” Sally Goddard Blythe looks at these differences and NY, NY; recently retired Head, West Side Montessori School, NY, NY; explores how these can be nurtured in an educational environment on past President, American Montessori Society. Sue Briggs, BA (Hons), Mont Dip and Advanced Mont Dip, 18 page 14 of this issue. years teaching experience. There has been much in the news about the problems arising in our John Clarkson, BA BSc(Hons), MEd, AdvMontDip, FLS MIBiol society because of an aging population including the care of Dementia AASM LIHP, Registrar, Kent & Sussex Montessori Centre L-MD, Montessori Assessment & Education Ltd. patients. The Montessori Method is proving to be a possible answer in Wendy Ellyatt, MA. Consultant, writer and researcher in holistic various countries around the world notably the US, Austria and the UK. education systems. Founder www.F2be.com Christine Mitterlechner, a Montessori teacher from Austria spoke to Wendy B. Fidler, Mont. Dip(Hons) MCMI DMS AI RgNI CCI CMed. Montessori and Special Educational Needs Research Consultant me about her award winning work with Montessori for seniors which I and Expert Witness, Dyspraxia Foundation Trustee. have reported in this issue. Sighle Fitzgerald, International Montessori Consultant, Dublin, Ireland. I hope you all have a lovely Easter break. I’m off to Abu Dhabi to visit Barbara Isaacs, Academic Director, MCI and Senior Accreditation my sister and 1 year old niece for a couple of weeks so will be enjoying Officer for MEAB. some much needed sun! Shirley Maxwell, MA Lecturer, University of Surrey, Roehampton, London, UK. Best wishes, Mairi Maciver Clark, Dip Pr Ed, Dip SW, CQSW; MD of Mulberry Bush Montessori Killearn & Glasgow, Chair of MSA (Scotland) & 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 Amanda Engelbach, Editor Learning Centre in the UK, 1948 and friend and associate of Dr Maria Montessori Aline D. Wolf, Co-founder of 3rd US Montessori school, international lecturer and author of 26 Montessori-related books. Website: www.montessorimagazine.com
APRIL – JUNE 2010 Montessori International 1 contents 14 18
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Feature articles Regular departments 11 Meeting the needs of boys 38 PC pupils?- Rethinking our 3 News in the Montessori classroom gender-neutral agenda 24 Bright ideas Chris Manville looks at practical ideas to Aric Sigman explains why we should be 28 Reviews support boys embracing the differences in male and female behaviour and learning styles in 32 Ask the Expert Q&A 14 Why boys and girls have the early years different needs in the early 42 Education & Special years 39 How can Montessori Needs and Sally Goddard Blythe looks at the early influence our parenting? Disabilities Update development of both sexes Tessa McTaylor discusses the importance 47 Star Products 18 Engaging boys’ interest of toddlers walking outdoors 56 Global Links through exploration 41 Behind the Scenes Classified Advertising Pat Brunton and Linda Thornton suggest exciting activity ideas Claire Warden from Mindstretchers talks 49 Teaching opportunities about her company ethos 20 Montessori for seniors 52 For Sale/Seeking to purchase Christine Mitterlechner talks about her 42 ADHD and boys work in Austria Wendy Fidler explores the latest research 53 Teacher Training 22 The outdoor classroom into ADHD Sarah Olley-Dorey suggests design ideas 44 Beyond banning war and 31 A day in the life of Camila superhero play Batmanghelidjh Diane Levin explores how to meet children’s needs in violent times Camila talks about her charity Kids Company 48 Is your nursery adequately 34 Back to basics protected against loss?
What are the risks for teachers and how Jackie Hyde from dot2dot nursery Cover Photo: can we ensure our backs are healthy? insurance offers some useful tips www.sxc.hu
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New Trustee for Charity News Update Over the past five months Trustees of the Charity have been busy Montessori St Nicholas with their AGM and annual strategy review together with their monthly committee meetings. Enormous strides have been made The Trustees of the Montessori with the expansion of the MEAB accreditation scheme (which will St Nicholas Charity are delighted cross the 100 mark this year) and the MSA, which now has ten to announce the appointment of thriving regions, an energetic National Council and nearly 3,000 Dr Catherine Hobey-Hamsher as a members. The Trustees have agreed to increase funding for both new member of the board. schemes. Dr Hamsher read Classics at Newnham College Cambridge and her PhD was in Greek art at University College London. Dr Hobey-Hamsher currently teaches Greek and Latin at the London Oratory School, is a Steward at The Globe Theatre, a Trustee of the Friends of The Royal Free Hospital and a Magistrate in the City of London.
NES Arnold joins Montessori Philip Bujak (bottom right) and the Trustees of Montessori St Nicholas We are delighted to announce the partnership of NES MCI is also thriving with the largest intake for the last five years Arnold and Montessori St Nicholas. and the BAC accreditation of the College which awarded 25 out of Combining years of experience 25 is a tremendous tribute to the quality of teaching and learning and expert know-how, NES at MCI. offers cutting-edge resources to Distance Learning for our diploma course is also expanding at its all levels of education. fastest rate for eight years and the new electronic memory stick First2learn is the NES Early format is proving popular as is the availability of a virtual tutor to Years brand which features a support students all the way along. vast range of educational resources and equipment. With a strong Our PR profile too has grown steadily with strong interest in emphasis on play-based learning First2learn develop unique resources Montessori from the DCSF, the government and the Tory party. The with the help of educationalists across the UK. Trustees’ vision is to open at least one and possibly two bespoke NES is delighted to be Montessori’s preferred schools resources supplier Montessori schools in London over the next three years and the for 2010. By working alongside such a renowned organisation as senior management team is actively working on this. Eleven Montessori, we will in turn bring benefits to our customers and student grants were awarded in the autumn and three UK schools Montessori-accredited schools and nurseries. We look forward to a in need were supported with equipment. We are also supporting successful partnership in 2010. our friends in Haiti as are other organizations and we hope to Philip Bujak said “I am delighted that we have been able to start what I contribute to the rebuilding of a Montessori school in the next few hope will be a long and fruitful relationship. It is now up to Montessori months. Philip Bujak, CEO. schools to make use of the generous benefits already being offered to them by NES Arnold.” Montessori continues to Top marks for MCI make the headlines Philip Bujak, CEO has been interviewed by all the Montessori Centre major broadsheets on Montessori’s strategic vision International was for the future, including the bespoke state Montessori MONTESSORI awarded full marks by primary school that the Charity plans to build by 2012. The Montessori the British Accreditation Council (BAC) following their accreditation state primaries were also highlighted as living testimony to the benefits visit in November 2009. The role of the BAC is to accredit the pedagogy can bring to children’s lives. To read the full version of the independent education establishments considering the quality of article which appeared in the Independent in February visit administrative and academic practices within the organization. This http://www.independent .co.uk/news/education/education-news/firstever- year a new grading scheme was used and the high quality of montessori-state-school-planned-1885160.html provision for students within MCI London was recognised by the Barbara Isaacs, Academic Director of MCI was interviewed on BBC award of a full 25 marks. All at MCI are delighted with this result News where she spoke about Montessori St Nicholas’s plans for the which recognises and endorses their commitment to high quality future of Montessori in the UK, and Emma Gowers, Principal of the Montessori education and training, but they recognise that this Gower School also appeared on Teacher’s TV. accolade presents its own challenge – meeting the BAC criteria not only today, but also in the future. To keep up to date with Montessori in the media visit www.montessori.org.uk/newsandevents
APRIL – JUNE 2010 Montessori International 3 news Schools considered high priority in Haiti Firm Foundations Campaign In Haiti's struggle to return to some normality and to heal the Invest in Young Children, wounds caused by the Safeguard their Future earthquake, school is now On 8 February 2010, Lord considered a high priority. Listowel hosted a parliamentary Children living in the streets and in seminar at the House of Lords on provisional tent-settlements are behalf of the National Children’s traumatized and lost in this Bureau (NCB) and Michael Sieff unprotected environment. Schools Foundation, of which is he is a could give them at least some trustee. Early Childhood feeling of being cared for say Education and Care: Making Haitian education officials. Investment Count brought Early care and education, as together policy makers, provided through Montessori pre- academics, journalists, schools, initiated by Haitian civil representatives of parenting society groups with the support of organisations and practitioners to The earthquake destroyed the main training Centre in Port-au-Prince. debate the key issues around the Peter-Hesse-Foundation had Below: Montessori student teachers in front of the Port-au-Prince teaching created islands of hope in Haiti. In centre in 2004 early years investment, and the the areas affected by the Liancourt provisional costs and benefits of good quality earthquake, schools are centre to be trained in early years provision under the destroyed. The earthquake a concentrated course, Early Years Foundation Stage completely destroyed the main led by the Foundation's framework. training centre in Port-au-Prince Montessori directress The event was chaired by Net as well as the project pre-schools Carol Guy-James mums Director, Sally Russell with in the capital area and in Barratt from Trinidad. contributions from Professor Leogane; however the trainers and Peter Hesse has a clear Christine Pascal, Director of the many teachers have survived. vision of his future work Centre for Research in Early Surviving teachers from destroyed with Haiti’s deprived Childhood, Baroness Delyth schools are now staying with the children which he Morgan, Parliamentary Under- Peter-Hesse-Foundation's hopes to document in a film this We can only pursue this wider Secretary of State for Young Montessori teacher-trainers in year. He hopes Montessori will vision with more financial help. In People and Families and Annette Liancourt near St. Marc, outside influence the national education view of the huge needs in this Brooke, MP to name a few. There of Port-au-Prince, in a large system and be used as a model unfortunate country, funding will was a lively debate about priorities Montessori country pre-school. For for the whole developing world. He create new challenges.’ in the early years with many new Montessori pre-schools, says; ‘Since the entire formal attendees pledging their support especially for earthquake victims education system collapsed with Montessorians and other friends for the Firm Foundations among Haiti's children, more the earthquake, there is a unique in the world are most welcome to Campaign. teachers are needed. Therefore chance now to leap ahead in be part of this challenge. -- For To sign up to the campaign and to former Montessori teacher- educational quality for the good of more information, please see: find out about the campaign focus students with only an ‘assistant’ Haiti’s children and the www.solidarity.org go to: http://firmfoundaiton diploma will be called to join the sustainable development of Haiti. Peter Hesse campaign.org.uk
A globetrotting Montessorian celebrates her 100th birthday Gwynne Angell has enjoyed a staff were all busy growing Surrey before retiring in 1985. career in teaching and nursing vegetables outside the classes.” After the death of her husband, that has taken her across the Following her evacuation to she moved to Abbey Field Castle globe as far as Bangladesh. In Shropshire from 1938 to 1941, Gate care home, Guildford, in 1935 she decided to train as a Mrs Angell trained as a nurse and 1995 where she has stayed ever Montessori teacher and became midwife in Oxford, and on joining since. Her visits to lectures at the heavily involved in the care and the World Health Organization, Guildford Institute are a regular education of Jewish children sent was posted to East Pakistan, now feature, and she particularly likes from Germany to England under Bangladesh. While managing a the thrust of politics although she the Kindertransport programme. centre teaching women hygiene has yet to reveal what side she is Speaking of the Jewish Children and good midwifery skills, she met on. The 100 year old said: “I she met there, she said: “They her husband, before travelling with never thought I would live to be were wonderful and incredibly him through India and Pakistan. 100. I have had a very happy 15 controlled. There was lots of work Mrs Angell returned to the UK in years here, because they value
to do, and so the children and 1964, joining the Red Cross in our independence.” PHOTO: SURREY ADVERTISER
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Chris Waterman reports on the latest ‘hot topics’ in Education Religious Education Guidance for the Families Matter – across the political spectrum primary years The importance of families and relationships is now The consultation includes questions on which The DCSF has published close to the top of the domestic agenda as we issues should be prioritised, which services need to revised guidance for RE which approach the general election, with all three major be family friendly, and how to remove the stigma includes the first ever parties putting the spotlight on how the state and from seeking help with relationship problems. There programme of learning for public sector should work with families. are questions on compulsory mediation as an primary RE, which could In January, the Government published the long- alternative to court action and reducing legal include: teaching about awaited Support for All: the Families and barriers that prevent family members applying for festivals like Christmas, Easter, Relationships (http://publications.dcsf.gov.uk/e contact with a child. There is also a suggestion that Pesach, Id-ul-Fitr or Diwali, and OrderingDownload/CM-7787.pdf ), a substantial an NHS Direct-style advice service be established. learning about different forms of religious expression, like 138-page document with a consultation period that The draft Conservative Manifesto “Making Britain music, dance and art; thinking ends on 21st April 2010. The six chapters deal with: More Family Friendly” (www.conservatives.com/ about responses to ethical families today; Draft_ Manifesto.aspx) also asserts the importance questions; and studying existing support for families of good parenting to the success of children, traditional religions, such as bringing up children increasing social mobility and helping to end child those from African countries or building strong family relationships and dealing poverty. In a recent speech to the Barnardo’s from China. The 45 page charity, Nick Clegg, the Liberal Democrat leader, with pressures and breakdown document, containing the non- spoke about the impact of family background and family relationships and employment statutory guidannce poverty on a child’s life chances. the role of public services www.governornet.co.uk/linkAtta chments/RE%20guidance%20 Internet safety at technologies) on how a sample of maintained primary, secondary, 2010.pdf is intended to home and in school 35 schools manage the use of the special schools and pupil referral make RE teaching in primary internet and achieve e-safety. A units (PRUs) in England and will schools consistent with the A new campaign to raise response to the report of the deal with all matters relating to rest of the new primary awareness of the dangers posed Byron Review, Safer Children in a SRE, including how good quality curriculum, which to be to children as young as six, called Digital World, the report calls upon SRE can be planned and introduced in September “Click clever, click safe” is the the DCSF, in conjunction with delivered, how to develop an SRE 2011. The guidance updates latest attempt by government to Becta, CEOP and local authorities, policy and how to support the information for SACRE’s and make parents aware of their to: seek ways to reinforce the health and social needs of all sets out good practice for responsibility for policing the importance of e-safety in all pupils with regard to sex and school governors, head internet activity of children and schools and homes, ensuring that relationships. Key issues include: teachers and those who plan, young people. With many parents families and schools work together the challenges and responsibilities manage and teach RE. It much less internet-savvy than to support the e-safety of pupils; of parenthood; ensuring that replaces elements of Circular primary pupils, less than half of continue to support the training of schools consult parents on what is 1/94. parents used any parental controls all staff in all schools in e-safety; being taught; highlighting the to stop them accessing Chris Waterman is editor of and encourage and support importance of marriage and stable Children’s Services Weekly inappropriate content online. schools to move from locked down relationships; and helping young (www.education publishing.com) According to a Young Poll survey, to managed systems. A number of people to stand up to pressure to and is Children’s Services Editor of young people spend at least an recommendations for individual engage in sexual activity. Education Journal. hour a day in the internet, mainly schools includes: improving staff on social networking and gaming training; working closely with sites. In launching the campaign, School Burnout among adolescents shows families; use pupils’ and families correlation with parental work burnout Ed Balls, Secretary of State for views; and provide an age-related, Children, referred to the lack of comprehensive e-safety New research claims that parents who push themselves too hard at confidence that many parents feel curriculum. work may harm their children’s chance of success at school. The with regard to the internet and study, from the Academy of Finland’s educational arm, shows that Alan Johnson, Home Secretary, Sex and relationships mothers and fathers with career burnout pass on their feelings of pointed to the work of the Child education from the disillusionment at home. Their offspring are more likely to lose Exploitation and Online Protection interest in school work. They can begin to worry they are not (www.ceop.gov.uk/) Centre in early years keeping up with their classmates, become cynical about the value protecting children from online The Department for Children, of education and exams and may even start to experience the predators. Schools and Families has exhaustion that accompanies burnout. “Experiences of burnout Ofsted has now published The published a Sex and Relationships were shared most particularly between adolescents and parents of Safe Use of New Technologies, a Education Guidance consultation the same gender” says Professor Katariina Salmela-Aro who led the short report (www.ofsted. document www.dcsf.gov.uk/ research. gov.uk/Ofsted-home/Publications- consultations/index.cfm?action=c www.aka.fi/en-gb/A/Academy -of-Finland/The-Academy/ and-research/Browse-all- onsultationDetails&consultationId Tiedotearkisto/Academy-releases2/School-burnout-among- by/Documents-by-type/Thematic-r =1637&external=no&menu=1. adolescents-shows-correlation-with-parental-work-burnout/ eports/The-safe-use-of-new- The guidance will apply to
APRIL – JUNE 2010 Montessori International 5 MONTESSORI INTERNATIONAL GOES DIGITAL! Subscribe for only £14.95 a year (Europe - C17, Rest of World - US$23). Our eco-friendly digital version includes the added benefit of a search function which enables you to locate information at a touch of a button. Articles can be located effortlessly by clicking on the entry in the contents page and readers can be forwarded to any advertisers website address by clicking on the advert. Each 56 page full colour quarterly includes the following sections: Classroom activity ideas
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Many of the parents at my school are regular subscribers to Montessori International magazine. I find that it really assists them in developing a good understanding of the type of education they have chosen for their child ‘‘Jane Lord, Principal of Wharfedale Montessori School, North Yorkshire To subscribe to the latest issue today and access your FREE TRIAL VERSION visit:
www.montessori.org.uk MONTESSORI msanews The Early Years Single Funding Formula Primary Reach Launched MSA has been very active in lobbying local authorities, MPs, Ministers and Shadow Ministers about the concerns our members have about the proposed ‘Reach Further’, Early Years Single Funding Formula (EYSFF). Martin Bradley reports. our guide to Montessori Our view is that the funding for at cost, and few authorities say circumstances which enable them education for three and four year olds proposed that the charges for more than 15 to meet their outgoing costs. the over fives, is by every local authority for which hours can be set at a level which Maria Miller, like the Minister, now available to we have information will not meet will recoup the loss made on the assured us that the proposed download the basic hourly staffing costs of funded hours. funding was adequate – which we through our settings. There are also concerns Using information provided by dispute – and noted that website. This about the arrangements members, we have pressed local Montessori schools were the only new brochure surrounding the funding – authorities to clarify their group in the PVI sector providing builds on the success of the including what can be charged for proposed arrangements for the direct evidence of the proposed original ‘Reach’ guide to as ‘extras’, how funding beyond funding, especially what they see funding levels not meeting Montessori and, with increasing the proposed 15 hours can be as ‘extras’ that can be charged for settings’ costs. In February we numbers of Montessori settings treated, and what the relationship and what impact withdrawal from wrote to every MP outlining our expanding into the primary years, between the local authority and accepting the funding for three view of the issue. As expected we is set to become a useful providers who decide not to and four year olds might have. We received responses from only a marketing tool. accept the funding will be. have written to Dawn Primerolo, small number of MPs – mainly Copies of the brochure will shortly Therefore we are arguing on two the Minister of State for Children, Conservatives, but also some be available to order through our points: the funding does not meet Young People and Families, who Labour. online shop. In the meantime you basic cost and variations between replied that the proposed funding We will not let the issue rest. Our can download a free copy by local authorities are considerable. was adequate and that the next step will be to write to MPs visiting our website For Montessori schools and arrangements were up to each who responded to our first letter, www.montessori.org.uk/msa/ nurseries there appear to be three local authority. We next submitted updating them on the situation. primary_montessori options: accept the funding and evidence to the Select Committee We will also be contacting other try to work with an income for the for Children, Schools and Families organisations concerned about the Outstanding 15 hours proposed when this when they had a brief enquiry into issue. Our strength is that we are does not meet outgoings to refuse the EYSFF at the end of last year. using information gained from our Ofsted to accept the funding and see if Our evidence was firmly based on members – details which no MP Congratulations to The Old parents can afford full cost fees or evidence from MSA member can easily access. Also this issue School House II in Tenterden, to go out of business. A schools, quoting shortfalls in is likely to come to a head in April Kent; Privett Montessori complicating factor is that some funding as opposed to actual and May, just as the election School, Alton, Hampshire; local authorities appear to be costs as well as varying seems likely to be looming. Please Cator Park Montessori in saying that settings cannot arrangements between local continue to give us information Beckenham, Kent; Lavender require parents to take more than authorities. This was followed up about your local authority and how Lodge Montessori, Burgess the 15 funded hours, so before Christmas by a meeting this might affect you: we do not Hill, E Sussex and Flying Start preventing the setting recouping with Maria Miller, Shadow Minister name any setting or school, but Montessori in Sawbridgeworth, the shortfall between the funding for Families. Here we noted that cite the information about the Herts which have all been and the actual costs by charging Montessori schools are essentially authority. In this way MSA can awarded Outstanding in their more for additional hours. Others small businesses who should be lobby and work on your behalf. latest Ofsted inspections. say that additional hours must be allowed to trade in financial Best wishes and good luck!
Soaring High Montessori Primary scoops top spots in national poetry competition Youngsters from Soaring High are to become published writers after being selected from tens of thousands of entrants in a national poetry competition. Children from Soaring High Montessori School in Coggeshall entered the ‘Poetry Explorers’ competition run by ‘Young Writers’, part of Forward Press, the largest publisher of poetry in the country. The competition has been run for the past 19 years and attracts scores of entrants – this year a staggering 65,000 children took part. The event results in a series of regional anthologies being published and the lucky winners see their work included. These anthologies are then distributed to libraries across the UK and are also kept in the prestigious British Library in London as a lasting record of achievement. Deputy Head Denys Lyne said she was thrilled by the news: “We would have been delighted if one of the children had won but to have five children be so successful when such a large number of youngsters entered is really fantastic,” said Mrs Lyne. We are a fairly small school in comparison with many other local Primary Schools so Pictured from right to left are: India (9), Ayda (9), Max (10), that makes the success even more special,” she added. Jack (8).
APRIL – JUNE 2010 Montessori International 7 msanews Ceremony success Barbara Isaacs reports on a truly memorable occasion for MCI graduates and Montessori schools receiving their MEAB accreditation awards.
I am sure that all those who Steel Band. This was the first time attended the annual MCI that the band comprising of graduation and the MEAB awards children from year 5 and 6 had would agree with me that the played outside the school. The evening of 5 December when we size of The Logan Hall where they all gathered at the Institute of were to perform was Education for our annual overwhelming for all of them. celebrations was a memorable However, they overcame their Above: Children from Gorton Mount welcomed guests with a steel band occasion. The five hundred stage-fright, and welcomed all performance. graduates, owners, managers and participants, with their positive, teachers from MEAB accredited bright and cheerful sounds. school and their families and Camila Batmanghelidjh, the guests, including many children, founder of Kids Company was this were welcomed by the sounds of years’ guest speaker. She the Gorton Mount Primary School reminded all those present about the importance of believing in the child and her impassioned speech brought to life the hard existence of the children who turn to her organisation for help. Camilla’s words were echoed in Carol Powell’s, the head teacher from Gorton Mount Primary Above left: William Bloomfield presents the Ruth Bloomfield Memorial plaque to School, as she reflected on what MCI student Eunah Koh. Above right: Kevin Coyne, Trustee of MSN gave the Montessori education brought to opening address. the lives of the pupils at her from two state primary schools, Plaques by William Bloomfield on school, reminding us of the Gorton Mount, and Spitalgate behalf of the Charity. children in the first Children’s School in Grantham. For the first The successes of the 65 House in Rome and their need for time, the St. Nicholas Charitable Montessori schools that received order, predictability and Trust celebrated academic and their MEAB accreditation during Above: Camila Batmanghelidjh consistency. personal achievements of two 2009 were celebrated by presented the MEAB awards and This year’s graduation celebrated graduates, Aina Sutawalla and presentation of the MEAB plaques certificates to graduates. Below: Over 80 MCI graduates the achievements of over 80 MCI Eunah Koh. They were presented to the representatives of the 42 received their diplomas. graduates including ten teachers with the Ruth Bloomfield Memorial schools who gathered on the day.
8 Montessori International APRIL – JUNE 2010 Above: 65 MEAB schools received their MEAB accreditation plaques including Gorton Mount Primary which received accreditation for their foundation stage
They came from as far afield as invitation from Sandra Morris- Above: Philip Bujak introduces the MSN Bloomfield Memorial award and talks about the high calibre of students at MCI. Above left: A 500 plus audience Scotland, Devon, Yorkshire, Coole for all present to join in including a number of the Trustees from Montessori St. Nicholas Norfolk and the Home Counties. A celebrating with the graduates and congratulated graduates and MEAB accredited schools on their success. Montessori school in Cyprus was accredited schools. the first accreditation for MEAB An unexpected bonus for all outside the United Kingdom, and present was the reminiscences by the awards also included the Phyllis Wallbank of her days accreditation of the Montessori working with Dr Montessori and Foundation Stage at Gorton memories of her Montessori Mount. school, The Gatehouse School in The evening closed with an Bethnal Green, London.
Above: Gorton Mount teachers receiving their diplomas Left: Phyllis Wallbank shared memories of her friendship with Maria Montessori. Below: Barbara Isaacs, Academic Director of MCI and children from Gorton Mount Primary welcomed guests with a steel band performance.
APRIL – JUNE 2010 Montessori International 9 msanews Christmas Concert at the Magic Tower In December the children of the Magic Tower Montessori Nursery School in Andover proudly presented a Christmas Concert of Favourite Songs. The children loved dressing up as characters of the Nativity as well as snowmen, stars, reindeer, Christmas trees and Christmas puddings. Parents, grandparents, aunts and uncles were charmed by the performance and by all the little faces scanning the audience for their mums and dads, and breaking into big smiles when they spotted them.
Scottish Montessori website MSA Scotland is pleased to announce the launch of a new Scottish micro-site dealing specifically with issues faced by Montessori settings north of the border. Due to launch at the end of March 2010, this website will contain information about the MSA schools in Scotland plus information for Scottish Montessorians on Scottish legislation and other issues that affect them. It will form part of the existing website www.montessori.org.uk which contains information about the MSA, Montessori jobs, training, publications and general information about the Montessori approach to education. Theresa Ellerby, Sylvia Archer and Nathan Archer are presented with their award by Rachael Campbell, the MSA Regional Chairman for Scotland Esther Rantzen says: ‘This is an exciting development and we are looking forward to working with member schools in the region to Nursery scoops Oscar expand our new website.’ Lincolnshire Montessori is celebrating Any Montessori setting, or any interested Early Years after scooping a national award practitioners, who want to know more about the philosophy recently, UK Nursery Design of the Year. Presented with the award by Esther and teaching methods in Scotland, that are not currently a Shortlisted by the Nursery Management Rantzen CBE at a gala awards dinner, member of the MSA and wish to become a member should Today magazine, the nursery beat off the nursery was commended for its complete the joining form at www.montessori.org.uk/msa/ stiff competition from around the UK to exceptional design and pioneering, msa/schools_registration win the coveted award. child-centred environment. Children raise money for Haiti The children of Meadowbrook Montessori School have expressed concern for the disaster that hit Haiti recently. During community meetings and class discussion, Pre- Primary decided they would draw a map of Haiti and cover it with money. They have done just that. On Friday 29th January the children raised even more money by having a mufti day for which they made a donation; they also sold cakes at home time. Barbara O’Sullivan, Head of Pre-Primary said: “The children made many caring and thoughtful comments such as we should help people who can’t help themselves.” Our next maths lesson will be counting how much we have
collected! PHOTO: BRACKNELL STANDARD
10 Montessori International APRIL – JUNE 2010 msanews Soaring High opens new building Children at Soaring High Montessori Primary School in Coggeshall, Essex, started the new year in their new school building. Staff, their friends and family had worked long hours over the Christmas break to ensure that everything was ready for the start of term and the grand opening. Free milk for under The ribbon was cut by Lady fives Patricia Newton (pictured right), Mace Montessori School in district councillor for Coggeshall Camden teamed up with Cool Milk and North Feering whose support for a ‘School Milk Day’ in January was crucial to the success of the with the aim of making children planning application. The school The school was officially opened by Lady Patricia Newton more aware of the importance of library was named in her honour After some opposition from helped to make it happen and milk as a part of a healthy and while the landscaped garden was planners, and tremendous support who had given either myself or the balanced diet and to understand named ‘Tom’s Yard’ in recognition from the community and parents, school such huge support over the where milk comes from. of its creator. permission was finally granted for last six months. The children were Cool Milk, who supply school milk Soaring High opened in 2007 with the conversion of a barn on the so proud of their new throughout the UK, sponsored the five children and now has 33 on outskirts of the village and work environment, conducted event, providing everyone with a its books. The success of the could begin. wonderful tours and sang a witty free portion of milk, flags and school meant it had outgrown its Principal Sarah Rowledge said: ‘It piece summing up how we feel stickers as well as treating all the original premises in the centre of was a real privilege to be able to about our move to the children to a milk-themed fun the village so alternative officially open our new premises, countryside. It really was an show and arts and crafts. accommodation had to be found. surrounded by all those that had incredibly emotional afternoon.’ Every child under the age of five attending a registered daycare provider for two or more hours a day is entitled to a free 189ml serving of milk. This can be an administrative burden for settings so the Cool Milk scheme funds milk purchases and manages all administration on behalf of the setting freeing up precious time and money to focus on education. Everyone at Mace Montessori School really enjoyed the event. Jon Lloyd, Development Manager for the school added: “We are not aware of children in Camden receiving free milk in the schools since Margaret Thatcher ‘the milk snatcher’ abolished the scheme. The result of our efforts is that the scheme is once again being rolled out in Camden, benefiting all under 5s at schools across the Mulberry Bush Montessori sponsors top 10K in Scotland borough - that's a lot of kids! The The Balfron10K which takes place on Sunday 25th parents running the 10K, raising valuable funds for team at Mace Montessori School April is one of the most highly regarded races in the charities including SSAFA and the Chest, Heart and are very proud of this Scottish running calendar. Stroke Foundation, to name a few. I have run it achievement, and are really Mairi Clark, Managing Director of the Mulberry Bush every year and my local 10K is always a great race to pleased to have helped put Montessori in Glasgow and Killearn said: “I am so run, the views are glorious and the atmosphere is something in place to benefit the thrilled to be the main sponsor of this prestigious electric.” Many children who attended Mulberry Bush whole community.” event. This endorses my personal and professional Montessori now attend the local Balfron Primary For more information about Cool commitment to health and well-being for all. We school and will take part in the 2K run. To enter visit Milk please visit their website have a couple of staff teams from each setting and www.balfron10k.org.uk www.coolmilk.com
APRIL – JUNE 2010 Montessori International 11 supporting boys Understanding and meeting the needs of boys in the Montessori
classroom ANGELS PHOTO: ABSOLUTE Chris Manville looks at the differences in the way boys interact with their environment and suggests practical ways these differences can be provided for in the Montessori classroom.
t has been widely reported in more suited to girls. Expectations such ability of children to abide by it. recent years that girls are as sitting quietly on a mat or at a table, Creating a stimulating outdoor outperforming boys in all areas communicating verbally, using ‘indoor environment that can be accessed at of learning and development by voices’, and walking when indoors with any time (free flow) is one of the best the end of the Foundation Stage. few opportunities to play outside are all ways of creating a more boy-friendly IWhilst I do not intend to address this things that boys find particularly environment. According to Bilton et al issue specifically in this article, I do difficult, but are often governed by (2005): “some boys who are at risk of think it is important to consider classroom rules. By contrast, the more becoming disaffected at a very young whether we are doing everything we physical, exuberant and energetic age have shown significant can to help children fulfil their approach favoured by boys often leads improvements if their learning takes potential. I believe wholeheartedly in to behaviour that is perceived by many place outside.” Indeed, many boys the ideal of equality of opportunity practitioners as inappropriate. show a distinct preference for being but, as with all aspects of diversity, this (Confident, Capable and Creative: outside. does not mean treating everyone in Supporting Boys’ Achievements, DCSF Practical Life in the exactly the same way. What is 2007). important is to consider the individual The activities boys choose can be a outdoors needs, interests and learning styles of challenge to many practitioners as they On a recent visit to a nursery in each child and match our provision to may attract little adult involvement, Hampshire I observed a wonderful them. This is as true for gender as it is and are often seen to be of less value activity involving breeze blocks and a for SEN or ethnic diversity. Throughout than those chosen by girls. However, if club hammer. Children were provided this article I will be drawing we are to truly say that we are following with safety gloves and goggles, and distinctions between boys and girls. It the child, as Montessori said we should, were then able to break up the block is very difficult to do this without being and if we are to plan activities on the whilst remaining safe. An additional accused of exactly the type of basis of observations of children’s safety measure was a chalk ‘safety stereotyping that I will be arguing interests, as the EYFS advises, then we circle’ into which only the rock-breaker against. I would like to be clear from must learn to value the choices of all was allowed to enter. Interestingly, the start that when I use the terms children, and look for ways of although this would seem to be a boys’ ‘boys’ or ‘girls’ I am referring to developing their learning through activity, it was being enjoyed just as children with the characteristics often meaningful, sustained shared thinking. much by the girls. associated with each gender, and not to Practitioners need to value the noisier, Providing guttering, pipes, funnels, all boys or all girls. more action-based activities of some buckets, tubing and hoses together What is important is to recognise boys as much as they do to the quieter, with a supply of water will lead to a that boys explore and interact with the more contained play of other children. wide range of practical life activities, environment in ways that are different That is not to say that we should not but in a form and on a scale that will to girls. These differences need to be continue to have ground rules. The inspire and enthuse boys. Adding acknowledged, valued and provided consistency and predictability that these wheelbarrows, piles of sand, crates, for, to ensure that boys are not provide as limits to the child’s freedom rope, planks and sheets/tarpaulins switched off from learning before they are a vital part of the development of offers opportunities for den building even enter statutory education. self-discipline. But practitioners need to and fulfils boys’ need for ‘shifting stuff’. All too often boys are forced to fit consider the developmental Activities of this sort encourage team into an approach to learning that is appropriateness of any rule, and the work and collaboration, and provide a
12 Montessori International APRIL – JUNE 2010 PHOTO: WESTWOOD MONTESSORI PHOTO: ROSEWOOD MONTESSORI PHOTO: THE GOWER SCHOOL PHOTO: WESTWOOD MONTESSORI
wealth of opportunities for learning Creating a many practical life activities. Providing den they have been thinking about all stimulating outdoor and development across all six areas of large motor practical life exercises and morning? I do not go along with those the EYFS. In particular, the inclusion of environment that can be accessed at materials for woodwork and large scale who say they need to practice sitting mark-making materials to motivate any time (free flow) art are good ways of encouraging boys still because ‘they will need to when emergent writing will stimulate boys’ is one of the best to participate in more structured, they go to big school.’ They are not at interest in early literacy skills in a way ways of creating a more boy-friendly focused activities that allow them to big school; they are in nursery and we that more structured activities often fail environment. develop their physical, and creative, should be concentrating on their to do. For example, providing MOT skills in a developmentally appropriate current needs, not their future ones. forms in the garage mentioned above, way. Recently I spoke to a Montessori will give children the opportunity to Buckets and ladles in place of small Head Teacher who told me that the record faults and work-to-be-done, so bowls and spoons create a boy-friendly boys in her school rarely chose to join stimulating further role play and transferring activity, while a in with music sessions. She asked the exploration. Chalks can also be watermelon and golf tees provide a boys what songs they liked to sing and provided for marking out and great introduction to hammering. as a result the structure of the sessions numbering parking bays for wheeled Woodworking skills can be further was changed to include more upbeat, toys – developing numeracy and developed through the use of good whole body action songs and other providing the impetus for tidying away quality, real, child-sized tools (see movement activities, often with props. at the end of the session. http://mkn.co.uk/toy/build/juniorcarpe These changes had had a dramatic Planning challenges, such as using nter). These need to be introduced effect and now almost all the boys join available materials to build a bridge, gradually and under close supervision. in with every session. will further encourage the use of Invest in a bench vice to hold blocks of By creating activities that appeal to problem solving and reasoning skills. wood still, goggles and good quality the particular needs of boys, Creating a favourable classroom environment What is important is to recognise that boys explore and interact Moving indoors, boys still need with the environment in ways that are different to girls. These space, and yet the layout of many differences need to be acknowledged, valued and provided for... nurseries leaves boys constrained and restricted in their movements. As boys tend to spend much less time than girls work gloves. Start with large headed practitioners will actually be providing engaged in table activities it should be nails part-hammered into a piece of opportunities for all children to possible to remove some of the tables wood, or cross-headed screws (these are demonstrate their knowledge, to provide more floor space. This not safer than slot-headed screws) in pre- understanding and abilities in new and only gives children more room to move ‘‘ drilled holes. Wood glue can be exciting ways. We will also be around but also allows more space for introduced for fixing pieces together, recognizing the unique individuality of such things as block play and other with scraps of material, plastic lids and every child. It is no longer enough to construction activities, which are other recycled materials added for say that we encourage all children to favorites with many boys. Indeed, it is nailing on. With older children, saws participate in every activity; we must important to allow boys, and girls, the and chisels can be added, but again this take every child’s needs and interests freedom to explore materials in their needs close supervision and appropriate into consideration when planning own original and creative ways, even risk assessment. those activities. when this challenges our ideas on An alternative approach is to ask References misuse of the materials. There is a parents for any unwanted flat pack Bilton, H et al. (2005), Learning difference between exploring and furniture. Children (and staff) will have Outdoors: improving the quality of experimenting with the materials, and hours of fun working out how to put it children’s play outdoors, (David Fulton) treating them in a way that is together in different ways, and in doing DCSF (2007), Confident, Capable and dangerous or damaging. Providing a so will be developing a wide range of Creative: Supporting Boys’ Achievements, range of science and technology practical, social and creative skills. (DCSF) materials and posing a daily ‘what It is also important to consider the DCSF (2009), The Early Years Foundation happens if ……?’ question is another structure of other group activities to Stage, (DCSF) way of meeting the children’s need for ensure they reflect the learning styles Smith, T. (2008), Engaging Boys in the challenge, experimentation and and developmental needs of boys. Early Years Islington Primary Strategy Early Years Team exploration. Circle time is a case in point. Can we (www.islington.gov.uk/earlyyears) Boys are also less likely than girls to really expect boys who have an excess be drawn towards activities involving of pent up energy to sit still when they Chris Manville is Course Tutor for MCI, fine motor skills. This may include are itching to get outside and build that Woking.
APRIL – JUNE 2010 Montessori International 13 supporting boys
Sally Goddard Blythe looks at the early development of both sexes and explores how the differences in boys’ needs can be nurtured in a positive way.
oys and girls are different. Males, often viewed as the physically stronger sex are actually more vulnerable in the early years than Bfemales, suffering a significantly higher rate of spontaneous abortion, premature birth, infant mortality, a range of illnesses in the early years including ear, nose and throat infections and a tendency to be fussier and more irritable in infancy. They are also more likely to suffer from developmental disorders including autism, attention deficit disorder and dyslexia.
Greater susceptibility to this range of www.sxc.hu problems is thought to result from a PHOTO: combination of larger brain size and Boys are physically more active and impulsive and less likely to calm themselves than girls. slower rate of maturation before birth, the presence of only one X chromosome and exposure to higher levels of pre-natal testosterone. Testosterone depresses the functioning of the immune system. Why boys and gir While girls appear to have advantages in the early years, the scales start to balance out at puberty, when girls’ growth and maturation slows down about two years earlier than that of needs in the early boys’. By the mid-twenties many earlier biological developmental differences in showing that they develop different considerable individual variation on learning outcomes level off provided skills at different times and in different specific criteria.) that both sexes have enjoyed equal ways. These natural differences are Boys grow more quickly than girls opportunity to develop in ways reinforced by nurture, cultural from early on in gestation and male supportive of gender specific learning expectations and experience. If genes cells have a higher metabolic rate needs. Despite many recognised and hormones set the scene, making them potentially more behavioural differences between the experience can amplify or diminish vulnerable to damage at stages of sexes, differences in the architecture of differences, raising the question: how rapid proliferation. the brain are surprisingly small and are thought to result largely from pre-natal exposure to different hormones, The most profound difference between girls and boys is in the particularly testosterone. The effects of sequence of development of the various brain regions...they small differences in hormonal environment increase with time and at develop different skills at different times and in different ways.” different stages of development can education foster and accommodate Boys have a slower rate of resulting in divergence in how the these different rates of maturation, maturation in the respiratory and brains of boys and girls function. needs and learning styles to bring out immune systems before birth making The most profound difference the best in both boys and girls? them more susceptible to illnesses in between girls and boys is in the the early years. sequence of development of the various What are some of the brain regions. A study published in ‘‘ acknowledged differences Boy’s brains are about 9% larger than 2007 demonstrated that there is no between boys and girls? female brains, but girls mature at a overlap in the trajectories of brain (Note that these are general physiologically faster rate up to development in girls and boys differences and there can be puberty.
14 Montessori International APRIL – JUNE 2010 to “let off steam” in other physical ways. Regular physical activity can be introduced easily into the school day. The “Fit for Learning” programme is one example. Developed by Professor Pat Preedy and Chris Lees at a primary school in the Midlands, “Fit for Learning” enables teachers to break up learning sessions with physical activities. The sessions are led by teachers and require no preparation, minimum space and resources. Staff have reported significant improvements in children’s coordination, behaviour and concentration. These empirical findings mirror standard practice in other cultures such as Japan and Taiwan, where twice as many recesses are incorporated into the school day in the early years while educational attainment remains high. Normal attention span is approximately equivalent to 3 to 5 minutes per year of a child's age. Therefore, a 2-year-old should be able
PHOTO: IVERNA GARDENS MONTESSORI, KENSINGTON to concentrate on a particular task for Boys are generally better at visual-spatial tasks while girls are ahead in verbal skills up to 6 minutes, and a child entering kindergarten should be able to concentrate for 15 minutes. The longer a child has to sit still beyond his or her natural attention span the greater the amount of fidgeting, vocal ls have different activity and general disruption. In Finland, pre-school education pays particular attention to the physical needs of children, incorporating up to two hours of outdoor play into the pre- years school day enabling boys to work off their physical energy while More boys than girls suffer fetal and endurance in gross motor skills encouraging girls to develop gross distress during the birth process and but slower at developing fine motor motor skills, resulting in a more level have lower Apgar scores at birth skills. playing field when all children begin formal instruction in reading at 7 years making them more vulnerable to Boys are physically more active and of age. damage. impulsive and less likely to calm Boys need extra encouragement to Newborn boys secrete more stress themselves than girls. develop verbal skills in the early years, hormone in response to a surprising What are the positive aspects because reading ability grows out of stimulus than girls, making them of male differences and how spoken language. Language develops more reactive to certain stimuli. can these be nurtured in the through use, not just through passive Girls are ahead of boys in the early educational environment? listening. “Sounding out” is an aspects of expressive language, The male brain is wired to respond in important precursor to being able to including use of gesture and first external, rather than internal, ways. decode visual symbols phonologically words (about 1 month earlier), This can leave boys at a disadvantage in and sounding out begins with speech, vocabulary growth (about 2 months a school environment, when teaching conversation, telling stories and earlier in toddler-hood) and about focuses on the sedentary development singing. Singing, sometimes 15% more verbally fluent than boys of verbal skills at the expense of active erroneously regarded as a “girl” activity at 4 – 5 years of age. There is no learning. As early as kindergarten, can help prepare the voice, the eye and difference in receptive language at 5 kinetic, impulsive boys are told to sit the brain for reading and is suited to years of age. down, be quiet, and do their work. boys because it involves active Boys are generally better at visuo- Teachers are expected to provide a learning. Cathedral choristers provide spatial tasks while girls are ahead in calm, controlled classroom, but boys examples of how regular singing can verbal skills. tend to learn by doing and if activity in enhance every aspect of academic Boys are usually superior in strength the classroom is suppressed they need learning.
APRIL – JUNE 2010 Montessori International 15 APRIL – JUNE 2010 Montessori International 15 Why boys and girls have different needs in the early years continued from previous page
Physical readiness also plays an While boys gross motor skills are important part in a child’s ability to sit generally more still, pay attention, hold and control a robust than girls, writing implement and to transfer they tend to thoughts via the motor system on to struggle to master fine motor skills. paper. While boys’ gross motor skills are generally more robust than those of girls, they tend to struggle for longer to master fine motor skills. Problems with writing can be minimised by separating the mechanics of writing from cognitive processing, teaching penmanship as one skill and encouraging them to talk about ideas and answers before putting them on to paper. Rough and tumble play is also important for boys because it allows children to explore in creative ways and to test boundaries of strength and control without aggression. In ancient Greece, athletics and wrestling were “The male brain is wired to respond ‘‘ in external, rather than internal, ways. This can leave boys at a disadvantage when teaching focuses on the sedentary development of verbal skills at the expense of active learning. PHOTO: HAPPY DAYS MONTESSORI, WEMBLEY PHOTO: HAPPY DAYS important elements of a boy’s society could establish play References education, as control of the body was “sanctuaries” for at-risk children in Durden-Smith J, de Simone D, 1983. Sex considered essential training for the order to facilitate frontal lobe and the brain. Pan Books Ltd. London. mind. Wrestling was used to develop maturation and the healthy The NIH/NIMH study. 2007. Sexual control of strength and of temper. All development of pro-social minds” dimorphism of brain developmental trajectories during childhood and healthy young mammals engage in These recommendations were adolescence. NeuroImage.36/4:165-173. rough and tumble play and there is a confirmed recently by Dr Abigail Eliot, L, 2009, Pink brain, blue brain. correlation between the appearance of Norfleet James, author of “Teaching the How small differences grow into this type of activity and maturity in the male brain”. Speaking at The troublesome gaps – and what we can do frontal lobes of the brain which are International Boys' Schools Coalition about it. Hougton Mifflin Harcourt. New involved in creativity, imagination, (IBSC) conference in central London in York. empathy, planning and self-control. January 2010, she said that boys and Knowle C of E School. Knowle. Solihull. One reason suggested by leading girls have distinct skills, with boys Goddard Blythe SA, 2003. The well balanced child. Hawthorn Press. Stroud. scientist Jaak Panksepp for the generally being less verbal, having less Panksepp J, 2007. Can play diminish increasing incidence of ADHD amongst acute hearing, slower perceptual speed ADHD and facilitate the construction of and being less likely to be able to children (particularly boys) may be, the social brain? J Can Acad Child “the diminishing availability of control their impulses. While boys Adolesc Psychiatry. 16/2:57-66. opportunities for pre-school children to generally have better spatial skills, more Norfleet James A, 2007. Teaching the engage in natural self-generated social acute vision, they learn best through male brain. Corwin Press. CA play. Pre-clinical work indicates that touch, are more impulsive, more Norfleet James A. Presentation at The play can facilitate behavioral inhibition physically active and are “movement International Boys' Schools Coalition in growing animals, while orientated” throughout primary and (IBSC) Conference. London. 19th January psychostimulants (ritalin for example) secondary education . 2010. reduce playfulness. The idea that If boys and girls are to have equality Sally Goddard Blythe is Director of intensive social play interventions, of opportunity in education, then The Institute for Neuro-Physiological throughout early childhood, may education needs to take these small but Psychology in Chester. www.inpp.org.uk alleviate ADHD symptoms remains to significant differences in rates of and a consultant in neuro- be evaluated. As an alternative to the maturation and learning needs into developmental education. use of play-reducing psychostimulants, account from the outset. www.sallygoddardblythe.co.uk
16 Montessori International APRIL – JUNE 2010 supporting boys Engaging boys’ interest through exploration and investigation Pat Brunton and Linda Thornton suggest practical ideas to productively channel boys’ interests in exciting exploration and discovery enabling them to demonstrate their abilities across the curriculum.
arly years practitioners EYFS profile which shows that when Exploring leaves could make experiences which and patterns. will be aware from their compared to girls, boys attain normally occur inside the setting own experience that every significantly less well in the areas of available outdoors. Try developing a child is different, each learning associated with Personal, system of carry caddys to transport with his or her own Social and Emotional development materials such as magnifiers, collecting Einterests and preoccupations. (PSED), Communication, Language pots, mirrors, torches, den making Successfully supporting a child’s and Literacy (CLL) and Creative equipment, clipboards, pencils, paper learning and development comes from Development (CD). The area with the and books outside. observing and documenting these smallest gap between the attainment of Planning for boys’ interests interests and planning accordingly. boys and girls is Knowledge and Nevertheless, there is good evidence to Understanding of the World (KUW). Provide interesting open ended show that boys and girls do, by and The urge which many young boys have resources which stimulate curiosity and large, behave differently and tend to be to try things out, take things apart and encourage exploration, and pay close interested in different things. This is test out ideas can be productively attention to how the boys in your borne out by the evidence from the channelled into interesting and setting choose to use these materials. exciting exploration and discovery, Recognise that boys and girls will play Provide interesting open-ended resources which stimulate curiosity and encourage enabling them to demonstrate their with these resources differently; be exploration. abilities across many other areas of the open minded and follow up on the early years curriculum. boys’ ideas by sourcing additional materials as required. Organising your space Reclaimed resources available from Boys need space to move around and your local recycling centre or ‘scrap are interested in movement – of store’ provide a real treasure trove to themselves and other things. Untidy, explore and experiment with. cluttered environments hamper their Handling reclaimed resources helps movement and freedom to explore and children to begin to see the investigate and make it difficult for connection between the properties of them to access resources easily. On a different materials and the purposes separate board, which can be hung for which they are used. The vertically or placed horizontally on a intriguing shapes and materials fire work surface, or on an easily accessible the imagination and prompt shelf, mark clear silhouettes of the investigation of what they can do bases of the pieces of equipment you and what they can be turned into. want to store. This makes it easy for Reclaimed materials can be used to children to see where resources should build dens and large scale be returned to, in addition to constructions or to create interesting practitioners knowing at a glance what environments for small world play. is missing. ‘Machines’ can be built on a small or Many boys seem to feel more large scale with discussion about the comfortable, and therefore learn more nature and purpose of these creations effectively, when they are out of doors. extending boys’ thinking and To support this, think about how you communication skills.
18 Montessori International APRIL – JUNE 2010 Light boxes and overhead projectors are wonderful resources for extending boys’ exploration of light and shadow. Transparent, translucent and opaque materials can be investigated, and natural and reclaimed resources used to investigate pattern, shape, form, opacity and colour mixing. Boys will enjoy exploring the way the overhead projector can be used to create ‘giant shadows’ and will be attracted by the technical nature of these resources, often prompting questions about how they work. Mirrors never fail to provoke interest and excitement. Place them in the construction area to challenge children’s thinking by providing interesting and unusual viewpoints or suggest the boys take the mirrors outside to look at the undersides of things. On a sunny day enjoy making a ‘spotlight’ by reflecting the sun Light boxes are its own, not replicated by playdough your setting makes the building itself onto different surfaces. Use this as an wonderful or plasticene. The texture of clay can a valuable teaching tool. opportunity to talk about the safety resources for extending boys’ be altered by adding water to make it Document boys’ learning by taking issue of never reflecting the sun into exploration of light thin and slippery, or by drying it out photographs, encouraging them to anyone’s eyes. and shadow. to make it hard and strong. It can be make drawings and models to represent Sticks are great for swishing around built into bridges, flattened to create their ideas and by taking careful note of and poking into piles of leaves but roadways or shaped to form houses the words they use. Documentation can you can also draw boys’ attention to and enclosures to enhance small be used to capture the events, how wood and bark vary in texture, world play. encounters, interactions and stages in colour, structure, strength and scent Even the smallest outdoor area has an investigation or exploration, helping depending on which tree they have the space for creating a habitat for to track boys’ learning experiences and come from. Encourage them to investigate the difference between The urge which many young boys have to try things out, take the smooth outer bark of a stick from an ash tree and the rougher texture things apart and test out ideas can be productively channelled of the bark on a piece of oak. Wood into interesting and exciting exploration and discovery...” freshly cut from a pine tree has a distinctive smell and often oozes a living things, attracting snails, ants, giving an insight into how they review sticky, viscous sap, wonderful for beetles, worms and woodlice. A small and clarify their thoughts. investigating the properties of area of ground for digging will Documentation is an active process, materials. Investigate which sticks are develop physical coordination and and not simply a record put together at best for making a den – the longest gross motor skills. Planters and tubs the end of an exploration or ones; the strongest ones; the ones can be used for growing flowers, investigation. Gathering which bend easily? ‘‘ vegetables or herbs and bird feeders documentation during the process of an Rocks and stones provide an infinite and nest boxes can be fixed to walls investigation and displaying it around variety of shapes, colours, patterns or trees. Provide child-sized trowels, the setting not only provides a visual and textures and provide good buckets, spades and wheelbarrows as record of the learning, it also starting points for extending well as boots and waterproof demonstrates to boys the value you children’s vocabulary and descriptive clothing. place on their thoughts and ideas, language. Sand, as well as being great Exploring the immediate building their self perception as for digging in and moving around environment – the roads, houses, competent resourceful learners. from place to place, also varies in gardens, shops and parks and For more ideas on how to support boys’ texture and colour depending on pedestrian crossings in the local investigative learning see Making the where it has come from. Explore how neighbourhood will give boys real Most of Reclaimed and Natural sand of different texture pours experiences of many aspects of Materials and Making the Most of Light through tubes and funnels and see science and design technology and Mirrors, published by A & C Black. who can build the highest wall using including weather, forces, materials, Pat Brunton and Linda Thornton are damp sand. structures, energy and control. directors of alc associates which Clay has the potential to be shaped Looking at, and where possible provides training and consultancy for and moulded by being rolled, investigating, the different materials early years practitioners and local squashed, squeezed, pinched, cut and used to make up the walls, doors, authorities across the UK. joined. It has an aesthetic quality of windows, drainpipes, and roof of www.alcassociates.co.uk
APRIL – JUNE 2010 Montessori International 19 international Montessori for Seniors Christine Mitterlechner talks to Montessori International about her work with Montessori and the elderly. She is the pioneer of a successful project in Austria which has won two prestigious awards.
What was your inspiration for Coffee was chosen the project? as the theme for the pilot materials The reason for this complex project as it can be lies in my life-history. I grew up in a experienced through all of the family of teachers where there was senses. always a discussion going on about learning and education. My primary interest has always been in joyful learning, made possible through the Montessori learning materials and a favourable environment. Fifteen years ago I became aware of physical and psychological changes in my parents, behaviour (my mother was diagnosed with Alzheimers, my father with Parkinsons) and therefore I began to study aging processes and education for the elderly. Are you the pioneer of this type of work in Austria as far as you are aware? Yes I am indeed. As far as I can discern from my research there are no geragogic materials based on the Montessori-principles and no documentation or special learning Can you tell us about the elderly” certificate from the Ministry of materials for seniors. Before the project Using as many project? work, social and consumer protection was initiated there were no learning channels of our My colleague Beatrix Dangl-Watko (Nov. 2009). companions who could put the model perception as into practice. My current work is aimed possible and I have created, tested, evaluated Can you tell us a little about the at normal functioning seniors; however compensates for and realized a new way of learning for needs of seniors in your study? the decline of the seniors. Through the developed I would like to explore the work done senses as one gets geragogic materials (didactic materials Perception changes with age (the with dementia patients in the future. older. based upon Montessori) and the six- performance of the senses declines, as phase-model (activation, free selection, does the quantity of absorbed stimuli): execution of tasks, calming down, visual impressions are active longer – reflection and strengthening the soul) the gathering of new information is self-controlled learning with all senses therefore delayed. Auditive information for seniors is easy. needs more time to be noticed and We trained social support workers, decays faster. One possibility to senior citizen carers and LIMA-trainers compensate for the decline of the senses for seniors from September 2008 till (beside glasses, hearing aids or a January 2009. From February to May walking stick) lies in using as many 2009 we supervised them on an channels of our perception as possible. individual basis. After a reflection day Our special learning materials can aid they got their learning companion with that. Working with the elderly certificate. In the meantime we were showed us, that where the concept of honoured with the first place from the the free learning phase was used with Austrian Forum of Catholic Education the geragogic materials continuously for adults (June 2009) and the “good even patients with dementia can benefit practice model in education for the from it.
20 Montessori International APRIL – JUNE 2010 How did you come up with the ideas for the materials? Can you offer examples of some of the activities? My colleague and I tried to adapt the attributes of the Montessori materials to the needs of the elderly. We focused on the stability of the base-plates, clear structures and large fonts on the instruction cards and different supporting materials (e.g. broad rubber bands with different stress and clothes- pegs in different sizes for opening and closing). All materials can be used by right- and left-handed persons. The use of the materials promotes the coordination of eyes and hands and the strengthening of the finger muscles and manual 2009 the second official course started dexterity. The brain is thereby re- Hildegard, 90, said that since she and the third will start in September trained. started working with the materials, 2010. The learning companions will Especially with people with then have the chance to reflect, to dementia, an activation is only possible her brain has become more active. exchange their impressions and via the long term memory. Appealing She now writes shopping lists for experiences in a Montessori-workshop pictures boost visual perception and (the next one is in April 2010 in promote concentration. her daughter.” Vienna) Can you also tell us why you the seniors. The themes that they The concept will be expanded: my chose “coffee“ as the theme would like to see for the current son and I want to find out if his for the 17 materials in the pilot materials are famous explorers and competence as a NLP Master ‘‘ Practitioner and mine in Montessori- study? scientists, trees and their fruits, geragogic can complement each other. Every senior knows about coffee and spring/summer/fall flowers, wildlife, Together with another gerontologist most like it. I was looking for a material and the production of cigars. We have whose main focus is more creative which can be experienced through all already finished materials about the (music and dancing) I want to broaden of the senses. The seniors smelt the Danube, the Austrian districts and their what is offered.. coffee when they ground it, they drank coats of arms, the capital cities and coffee during the breaks, could touch overall data about Austria. What is your vision for the the differently ground coffee Can you highlight some of the future? (fine/coarse, rough/smooth) on our benefits for seniors by giving us I would like to see seniors with their learning pads, and talk about it as well a couple of brief case studies? diverse skills and restrictions gain more as look at the pictures. Working with the mobility, cognitive activation, joy and Montessori Richard, 72, stopped talking to other What other ideas have you materials will people. Through the continuous use of strengthening of the soul through come up with that would be enable seniors to the materials and his experienced participation in the free learning phases appropriate for this age group? remain with the geragogic materials. This will independent for successes he has gained self-assurance. enable them to have a better chance to I try to use the suggestions made by longer. For the past three months he has taken part in conversations during the remain independent and self-reliant for reflexion phase. as long as possible, meaning a better Hildegard, 90, said that since she quality of life for them and their started working with the materials, her relatives. brain has become more active. She now I would also like to see the number of writes shopping lists for her daughter. educated ‘learning companions’ Maria, 86, now brews coffee herself increase, so our model of learning gets again and pours milk into her cup used in more day care centers and without spilling a single drop. Her homes for retired people. I truly hope hand/eye coordination has noticeably that the relevant institutions support improved . this project financially and recognize the importance and benefits to an Your initial project was just a aging population. pilot study. What are you Christine Mitterlechner is married planning next? with two adult children. She is a Retired I am planning to offer more training Director of a public school and the co- sessions for ‘learning companions’ who founder of the Montessori-Society in are working in day care centers and Vienna. To contact Christine email: homes for the retired. In September [email protected]
APRIL – JUNE 2010 Montessori International 21 classroom activity ideas The outdoor classroom Sarah Olley-Dorey suggests design features and practical activities for the outdoor environment “The child, who more than anyone else is a spontaneous observer of nature, certainly needs to have at his disposal material upon which he can work. “ Discovery of the Child, M. Montessori
he outdoor environment Den making sessions challenge a child mentally and physically. is an important resource Activity ideas for a nursery as it can offer Den making countless opportunities for Den making appeals to our basic learning and sensory animal instincts of making a safe place Texperience as well as supporting and will reinforce the child’s self healthy and active lifestyles. When esteem and confidence as well as children work outside it has a positive encourage creativity and imagination. influence on their development and During den making sessions a child is promotes physical fitness, motor skills, challenged mentally and physically, confidence, self esteem, creativity, team they set their own rules and may have work and leadership skills. An outside to negotiate and mediate - all essential classroom will add value to any life skills. classroom work by supporting the For these sessions provide string, curriculum and providing a place to tape, pegs, fabric/blankets, large boxes, explore and apply concepts and skills. sticks, large furniture, large building It is also a valuable extra space where blocks and then materials to take inside noise and mess are usually less of an like cushions, carpet squares, books, issue and children can be free to work things to use such as cups and plates Take photos of and ‘inanimate’ and ‘animate’ on the with less interference which leaves land, air and water and wheelbarrows to back packs to other. Discuss what these words children feeling happy and calm. The elements and link transport things. Importantly you must mean. outdoor classroom suits children who them to the land, provide space, time and adult support air and water jars. Look around the garden for things to find it hard to be contained indoors. and reassurance. put under the heading cards or have “Outdoor learning has a positive impact on lots of cards and label things in the a child’s well being and development” Animate and inanimate garden. Look at the objects and EYFS Effective Practice Outdoor Have black and green labels – ‘never discuss their qualities - what makes Learning 2007:1 alive’ and ‘alive’ written on one side something living? DESIGN IDEAS FOR THE OUTDOOR CLASSROOM Pond or water feature Planting to encourage rich diversity Vegetable plot or tubs of wildlife and sensory exploration Nesting boxes - bird tables - bird baths - hide Compost areas Mini beast areas - plantings - log piles - Play areas hotels/homes Quiet spaces Table for outside work - like a nature table Storage space inside with resource boxes, tools etc. Areas to hide in
22 Montessori International APRIL – JUNE 2010 PARENT IDEA Make bird cakes and put out in the garden with your child. Sit and watch which birds come Have binoculars available Have books so birds can be looked up and named Maybe take photos and make a book of birds that visit your garden Art in the
A possible recipe to fill old coconut shells or yoghurt environment pots Collect materials from the 500g fat - 500g mixed seeds - 500g scraps environment- lay them out - look (cooked rice, pasta, potatoes, cake, grated cheese) at them and explore their feel, Soften fat smell and shape. Consider how Mix in a bowl with the seeds and scraps you can create a picture or collage from them and how you might Spoon into the mould and leave to set - put in group them. string or wire whilst still soft Take photos and leave out as a Cut off pot if used living gallery. Hang in garden - wait and see!! Collect interesting sticks and pieces of wood and arrange them Make collections of these objects. in a creative way Make collages with them. Note differences between colours, shapes Float leaves, petals and sticks or or textures. Which are more the like in a puddle appealing? Weave grasses or feathers or things in a wooden V stick Air, land and water jars Combine a whole variety of things Use the air, land and water jars to found to make a big picture collect the required elements from the environment. Look at experiments to explore the elements particularly air - make pin wheels, run with bags and watch them fill with air and use balloons. Take photos of the elements in the garden and decide what colours to Use the land, air and water jars to mount them on and link to the jars. collect the required Link to projects on animals and elements from the plants. environment
Bird studies Set up some bird feeding areas – a table, branches and a ground space. Try different foods and get the children to string peanuts in their shells with pieces of cheese and soaked dried fruit. Hang from a branch and watch which birds come to eat from it. Take photos and mount on a chart which can be used to keep a tally of how many of each bird comes to eat. Which is the most frequent visitor? What is the most popular food? Look at the birds that feed at the different feeding areas – take photos of them and identify them. Sort the photos into categories: ground and above-ground feeders. Sarah Olley-Dorey is an MCI tutor and lecturer
APRIL – JUNE 2010 Montessori International 23 bright ideas Culture24 launches once more. Each tablet has long wooden sides so the child can new teachers’ site hold them without touching the silk as described in Dr www.culture24.org.uk/teachers Montessori’s own handbook. Box 1: 3 pairs of tablets in red, yellow and blue in a wooden box. £11.99 Box2: 11 pairs of tablets in a wooden box. £34.99 Prices exclude VAT and delivery. Balance Board There’s a sea change happening in www.absorbentminds.co.uk education. The new secondary curriculum, the primary curriculum A circular board requiring good balancing skills to keep the ball review and the recommendations Robot Bug and Bath Fizzers of organisations like the Culture running in the track. and Learning Consortium, Learning Stand on the board and gently tilt www.sciencemuseum.org.uk/educatorsresources Outside the Classroom and Kids in the board around in a circle so the The Science Museums all emphasise the need ball stays in the groove. Museum has added for creative, skills-based, cross- The balance board can also be five new activities to curricular approaches to teaching used without the ball: exercises their popular range and learning. The museums sector, can be carried out sitting, kneeling of free classroom encompassing a huge range of or standing on the board; rock resources. cultural collections, venues, events from side to side - with feet firmly Developed with and resources, is ideally placed to teachers and support and enrich this approach. students, Robot The recently rebuilt Culture24 site, Bug, Bath Fizzers, already dubbed one of the Marshmallow Guardian’s top 100 essential Madness, Soap websites, offers the biggest single Challenge and SOS 'Save Our Snacks' are fun and engaging source of cultural educational classroom activities. Teachers can download them for free. resources in the UK via its brand new ‘Teachers’ section launched at BETT ‘10. Tool Kit www.mindstretchers.co.uk At last a range of real Silk Colour tools designed and created for children, and Tablets they actually work. This placed on the board, make slow beautifully made leather www.absorbentminds.co.uk controlled movements from side pouch allows children to Beautiful colour tablets covered to side; rock backwards and keep a small range of with silk thread that shimmer and forwards - slowly rock the board tools together and comes attract the child, which are used to from front to back; slowly rotate with a hammer, wrench, introduce the vocabulary of colours the board using controlled circular three screwdrivers and and refine the chromatic sense. Dr movements; try getting the child space for a few more bits and pieces. They are not classed as toys, Montessori’s colour tablets were to throw a beanbag or ball at you, however we believe that the right tool should be used for the job; the originally covered in silk and it is or at a target such as a bucket or adult role is to support the child to learn to use tools properly so that lovely to see them on the shelves some skittles; pass a beanbag they can engage in functional projects such as building and from hand-to-hand while construction. We use these tools on our woodwork benches as well as balancing on the board; reach to our woodland sites with children aged from 2 years to 12 years. £23.00 clap soap bubbles or to catch floaty scarves. Win an Absorbent Minds Gift Voucher An excellent exercise Inspired? Send in your own bright ideas to for feet, ankles, knees, [email protected] and any hips, balance training published will receive a £10 voucher to Gift Voucher and core stability spend at Absorbent Minds Montessori. Your which can improve £ own classroom activities, ideas for the posture. Absorbent10 Minds Montessori home, practical life materials, hands-on £19.99 (ex VAT and delivery)- science and outdoor activities are all welcome. stripy legs not included!
24 Montessori International APRIL – JUNE 2010 APRIL – JUNE 2010 Montessori International 25 brightREADERS OWN ideas French Knitting We have a very simple French knitting dolly - in our case it's a clear perspex one so that the child can see what's going on inside (right). We have it on the practical life shelves along with a small ball of wool, and find it's popular with 4-5 year olds (3 year olds usually want to help when they see it, and can manage to lift the lower yarn up and over the metal ends, but are not usually ready for such fine motor action). There is a pointed but not sharp bodkin that comes with it, but I have chosen to replace it with a crochet hook. We link it in with a discussion about wool, sheep and the Family Tree whole spinning- We recently had a huge family knitting reunion after many years of process. unsynchronised holidays and a Children love lull in big weddings, so it came the knitted ropes produced, and we have used them for grading lengths, as a bit of a shock for my measuring heights, plaiting, making valentine hearts and even writing daughters to be faced with so cursive letters and names (they glue to card really well). many relatives all at once. To help them understand how we were all one for my mum’s side and one Amanda Hawkins, Montessori Home School related we started drawing a for my dad’s side. The two family tree. We decided to make it grandparent branches met in the Photo Card Game look like an actual tree with middle and made children This could be done in a nursery setting with staff members or by parents branches for each aunt, uncle and branches from which we have at home with adult family members. The set of cards are divided into grandparent and a leaf for each of green leaves for each grandchild. two groups - half show a current picture of a member of staff and the their cousins and second cousins. On each leaf we wrote the name other half features a picture of the same person when they were roughly Although it had greater impact on and birthday of each of their between 3 and 5 years my seven year old, the younger cousins and second cousins. It is old. The objective of the one had a great time colouring-in fascinating tracing your roots and exercise is to match the the branches and leaves and it has made us all reach out to adult face with the correct drawing birds, butterflies and family we haven’t seen in years. It child face. The cards are creatures to decorate our giant is up on the wall now and my self-checking with the poster. We made one poster for daughters love tracing the correct match printed on my side of the family and one for branches with their fingers and the back of the card. my husband’s side. We started adding details so it makes a great Children are fascinated with my children’s great extension to the personal timeline with what adults looked grandparents as the trunk of the activity. like and did when they were children, and it's amusing for the grown-ups tree and divided it in two halves Guatami Parekh, India too. It also encourages close observation and promotes discussion about what things were like for children growing up in the past - things that are different in present times and things that remain the same. Elephant Finger Amanda Hawkins puppet We picked up this one from a Zoom-In Cards puppet-making workshop and Place a selection of common objects on a it was an instant hit with the tray along with a magnifying glass and a children. On a piece of card set of cards showing a magnified image of have each child draw a rough part of that object. For example a real tea outline of their hand, fingers strainer and a card showing part of the together and palm facing down. It does not need to be perfect as the mesh, a peacock feather and a card rounder it is the more authentic your elephant. Then draw a small circle showing some of the detail, a door key in the middle where the trunk sticks out and add eyes, ears, legs, toes and a magnified shot from an unusual and baggy knees. Once coloured in and cut out, help them cut out the angle. The objective is to match the real hole in the middle approximately the same circumference as the base of object to the correct zoomed-in picture, their index finger. Now slide the elephant onto the index finger with the and this encourages close observation of thumb and other fingers folded down. Use the index finger as the everyday things. elephant’s trunk and wiggle it about to make conversation. Theresa Bambu, Mill Cottage Playgroup Guatami Parekh, India
26 Montessori International APRIL – JUNE 2010 APRIL – JUNE 2010 Montessori International 27 reviews To Market! To younger children) with some interesting things found in markets Market! around the world. Great for Montessori settings, with Anushka Ravishankar & something in it for all ages. It is Emanuele Scanziani the kind of book that brings back ‘To Market! To Market!’ is a memories if you have ever been to wonderful story of a little girl’s visit a market in India and inspires you to a bustling market in India. What to visit if you haven’t yet had the begins as a quest for something opportunity. interesting to buy with the change Published in 2007 by Tara in her pocket soon turns into an Publishers, a small independent exuberant journey fuelled by her publishing house in Chennai, vivid imagination. India, ‘To Market! To Market!’ is The beautiful rhyme and meter are her. Like the little girl in the story book as much a work of art as it is just one of the many amazing complemented by vibrant you soon forget the money in her fabulous children’s literature. The children’s books in their illustrations with a keen sense of pocket and simply enjoy the large format with varying shapes repertoire. Go to detail. Everything from the jangling atmosphere of the market, its and sizes of lettering make it an www.tarabooks.com/uk for more bangles, grotesque masks and sights and sounds, characters and ideal book to read aloud with a details. You will soon realise why shiny mirrors to jumping fish and curious eccentricities. group of children. It also lends they have such a loyal fan flapping roosters draws you into Italian artist Emanuele Scanziani’s itself nicely to further discussions following just waiting for their next her world of delight and makes illustrations and poet Anushka on markets and could perhaps be beautiful book. you wish you were right there with Ravishankar’s rhymes make this used along with a mystery bag (for Reviewed by Gautami Parekh
Catherine’s knowledge of his daughter with Story Special Reader Offer her cousin. Readers of Montessori International are The sensitive language of the Genevieve Moore entitled to 20% off the R.R.P (£11.99) book is beautifully supported by and Karin Littlewood of Catherine's Story (total cost £9.59 bold, bright watercolour including free UK p&p). To take illustrations and is a heart- Catherine’s Story advantage of this offer, readers should warming celebration of examines the life of a visit our web site Catherine’s life showing how all young girl, who, when she www.franceslincoln.com and, where the things that make her different was a baby had a special prompted, cite the promotional code also make her special. This book kind of epilepsy, which "CSMI2010" (case sensitive.) The offer is a real inspiration in the use of resulted in severe and will expire 31st December 2010 positive language; a must for multiple disability. The everyone who struggles with story, written by Genevieve explaining disability to young Moore, is an important and when Frances tries, she just falls children. thoroughly researched book over. Frances, who wants to find Frances. She can’t talk or walk Reviewed by Barbara Isaacs written from the author’s personal like her cousin Frances but out why Catherine does things in experience of her niece. Catherine listens very hard (hardly her own special way is supported £11.99 Published by Frances We explore Catherine’s life anyone does that), and she can and guided by Catherine’s father Lincoln Children’s Books, in 2009 through the eyes of her cousin walk in her special shoes, but who shares his intimate www.franceslincoln.com
Renoir’s Colours – A variety of shades. Yellow can be the colour of a Children’s Art Book man’s straw hat or the light of summer shining through the trees. Marie Sellier Blue can be bright like the stripes in a woman’s This new lift the flap book uses Renoir’s dress or dark like the shadows that dance on masterpieces to introduce children to colour the ground. The book encourages children to and art. A solid-colour page introduces each look closely at visual images as well as to see colour and its name. The reader is then invited the variety of colours in the world around them. to open a flap and see a beautiful colour detail This would make a lovely addition to the book of one of Renoir’s works and then turn the page corner. to see the full paintings from which the detail is drawn. The paintings include several portraits of £10.95 children, including two of the artist’s own son. www.roundhousegroup.co.uk Children will learn that each colour exists in a Reviewed by Amanda Engelbach
28 Montessori International APRIL – JUNE 2010 Discover Montessori ONLINE Montessori St Nicholas has made shopping easier for schools and parents by adding popular Montessori books to its online shop. Montessori Titles now available online include: Bringing the Montessori approach To Your Early Years Setting; Montessori: A Modern Approach; Montessori from the Start; The Secret of Childhood, The Absorbent Mind Also available to buy: Magazine subscriptions Tickets for upcoming events Charity Publications Montessori DVD with Tana Ramsay
VISIT www.montessori.org.uk/shop FOR MORE INFORMATION
APRIL – JUNE 2010 Montessori International 29 reviews Designs for Living and Learning Deb Curtis and Margie Carter
This very attractive and informative natural resources, book, produced by Red Leaf Press visual arts, open is a real inspiration for reviewing ended materials our early childhood environments. and a sense of Using US settings (some belonging. HeadStart Centres – the The environments equivalent of our Sure Start) the in the book have book has many wonderful images clearly been and descriptions of spaces which lovingly and are in turn homely, inventive and thoughtfully sensorially inspiring. designed and With a nod to early and arranged to contemporary pioneers in early provoke a sense education, the book is especially of wellbeing as indebted to the Reggio tradition of well as wonder and curiosity. northern Italy. Exploring light, colour, sound and motion, these settings begin with A helpful 'navigating your way the image of the child as through this book' section competent leaner from birth, and encourages the reader not only to seek to expand the vision of what appreciate photographs in terms is possible. of the aesthetics of the environments but to consider With an emphasis on flexible them as representations of spaces and natural, open ended particular ideas in the book. For materials, this book provides a example many photos encourage wonderful insight into children's the reader to consider the idea ‘spaces’ and encourages us to that environments reflect values look at the way we design and use Reader Offer and shape identity. Written with our environments for young children empathetically and Redleaf Press would like to offer a 25% discount to Montessori hope to ‘inspire an examination of International readers. This discount can be given if they order the values [we] use in our work creatively. Do read it if you have the opportunity. from our website, www.redleafpress.org, and enter promo with children’, the following discount DESIGN when prompted. chapters consider the roles of the Reviewed by Nathan Archer
Drive: the surprising truth about what motivates us and Steiner and Reggio. However Daniel Pink extrinsic rewards, goes on to autonomy, mastery the value of the review the reasons why rewards and purpose, all I think I may be forgiven for a book lies in its reduce performance, and then perceptions dear moment’s déjà vu on picking up drawing together of describes the limited set of to a this book on intrinsic motivation, a wide range of circumstances where rewards Montessorian’s as I have a copy of Alfie Kohn’s research actually do work. heart, and excellent book Punished by demonstrating the discusses them Rewards, but that is probably If our actions are intrinsically inherent weakness of in the contexts of unfair. This new book, as well as motivated (what Pink calls ‘Type I behaviourism. But leadership, work being very up-to-date (it explains behaviour’), then there are its great merit lies in and social how the bankers’ bonus culture – important correlatives. He the understanding responsibility. massive extrinsic rewards - leads develops this by drawing on ‘Self- that , in Pink’s own to unethical, high risk and short- determination Theory’ which The third words, “bringing our term behaviours, and thence to bases its approach on the section of the book is described understanding of business collapse) contains a universal and fundamental human as a ‘toolkit’ for type I behaviour, motivation into the twenty-first plethora of ideas. Daniel Pink, a needs for competence, autonomy and contains a substantial series century is more than an essential contributing editor for Wired, and and relatedness. Rewards sap of short self-help sections. This move for business. It is an writer for the New York Times and competence by focusing on book relates most closely to affirmation of our humanity.” Harvard Business Review, starts performance goals, they sap business organisation, although ISBN 9 781847 677686 with Harlow’s earlier, and less autonomy by their externality and he mentions education briefly in well-known, monkey experiments they sap relatedness by their the toolkit, devoting a page to Priced at £12.99 in 1949 where he showed that narrow competitiveness. The Montessori and then spoiling it by Reviewed by John Clarkson, rhesus monkeys actually prefer second section of the book apparently not understanding the Registrar, Kent & Sussex intrinsically motivated tasks to focuses on our needs for distinction between her method Montessori Centre
30 Montessori International APRIL – JUNE 2010 A day in the life of... Camila Batmanghelidjh
Camila is a psychotherapist and founder of Kids Company, an organization that works with vulnerable children and young people. She lives in London and was the guest speaker at the Montessori Centre International graduation ceremony and MEAB accreditation awards. an you imagine being held challenges. Then the phone starts carpet because abused children Usually at nights I have to go to a hostage by your own sense ringing. It’s the children and the can’t hold politicians accountable. fundraising dinner. I’m growing to Cof vocation? Mine was staff at Kids Company. I definitely By lunchtime I have intensely dislike poached salmon as every discovered when I was nine years answer a good 100 calls a day and loved a few children, battled it out dinner they seem to be serving it. old. It felt as if my own energy about 200 emails, so it feels with teenagers who need some I pursue anyone wealthy in the would fry me, so I realised that I incredibly busy. I’m always on call firm boundaries and begged a few room and give them my card, had to live my life beyond my and have 4 PAs. bankers for money – it’s never telling them there’s a gift waiting individual need in the service of My colleague Tony picks me up dull. But the fundraising is so for them – the ability to be kind others. My brothers used to call it and takes me to my 9 a.m. difficult. We have to raise and see the impact of it in a ‘being plugged into a different analysis session. A lot of very £8million a year on top of our vulnerable child’s life. In the early socket’. Frequently, I was told to vulnerable people rely on me so in Government grant in order to help years they used to think it was shut up and go and run my order to make sure I am as sane the 14,000 children who self-refer some mad fat genie that’s popped orphanage. I was clear that I as I can be, I have regular sessions to our centres. Many of them out of the teapot, but now they’ve wanted to work with vulnerable with a counsellor. It sounds heavy need really basic things, like got a bit more used to me. children. Despite being going but we have a laugh and it underwear, a toothbrush, bed It’s usually 12 a.m. before I get enormously loved, I had a sense helps a lot. sheets and food. In fact, we feed into bed and finish my telephone of those who were not. I love my time with the kids; they 2,000 children a week. conversations with the most So nothing’s changed since I was are so courageous and inspiring. I It’s so profoundly touching to vulnerable kids who are reliant on nine. I have the same sense of get indignant when the public receive donations from the public. my telephone call to be able to fun which begins with choosing an dismiss them by calling them Schools raise money; 80 year olds calm down and sleep. So many of outfit in the morning. I design ‘feral’ and trying to ban them from forgo their birthday and ask them have night terrors, where the them with leftovers from table shopping centres with mosquito friends to make a donation to us. abuse revisits them and they fall cloths, sofas and other people’s alarms which shriek in the teenage Sometimes people, before they apart. My phone is on if they need second-hand scarves. It takes me ear only. With 1.5 million children die, request that relatives send us me, but they’re so wonderful they two minutes to get dressed and every year being abused and a donation rather than buy flowers only ring if truly desperate. I go to it’s my opportunity to be creative. neglected in Britain, I think the real at the funeral. It’s being at the sleep worrying if we’re going to My flat is the same; hand painted crime is being committed by those receiving end of such have enough money to keep walls and stained glass windows grownups who fail to protect extraordinary compassion from the going, but also full of faith that which I climbed onto the top of vulnerable children. So when the general public that keeps me and miracles will keep coming. my chest of drawers to paint. media call me to appear on their my staff going. It explains why I programmes or in their magazines, am always in a good mood, Breakfast is cereal and an array of If you want to be part of this I see it as my responsibility to despite being shot at by drug pills to keep my endocrine miracle you can donate to represent the children’s point of dealers and insulted by those who disorder in check. My mother Kids Company at view and not allow the shocking believe disturbed children should pushed me out too early and left www.kidsco.org.uk. me with ample neurochemical facts to be brushed under the be hung or locked up.
APRIL – JUNE 2010 Montessori International 31 ask the expert Q&A Teachers
Sue Briggs and Barbara Isaacs answer your questions on student teachers, twins and vertical age grouping
We have a lovely student discussion from you, the student Q on teaching practice who will realise that the needs of the has been with us since child mean that she needs to January. She is very support his social development conscientious and works well and slowly encourage him to play with the rest of the staff. with other children. In the first However, she has become instance she can clearly guide him child. One thing I would suggest would be. As a result, as you very attached to a 3 year old towards activities with other is that each twin might have a day probably know, the exercises of boy and we now have a children stating that she will work at school on their own each week practical life evolved to ensure situation where he follows her with him after he has chosen if this is possible. This that all the children were fed, kept around all the time and does another activity independently and arrangement has many benefits; clean and the school environment not interact with the other always reassuring him that she is each child has time alone at kept clean and tidy. The older children. We have talked home and time alone at school children enjoyed helping the about this with the student in the room with him if not directly beside him. and also the other children are younger children. Maria but she seems to enjoy this able to get to know each twin Montessori observed the children special attention and does not If she has chosen this child for a independently rather than always all the time and it is indicative of try to re-direct him to other child profile, encourage her to seeing them as a set of twins. her insightfulness that she saw activities. He has some complete her observations and the benefits of this family type speaking difficulties and it she may well see that she needs You and your staff need to be arrangement for all the children. seems that she can some detachment in order to fully aware of the bond they have As the older children developed communicate with him well complete these objectively. This for each other but also to greater self confidence and which is lovely for them both is a very gradual process and both encourage them to choose work independence and reinforced their but the staff now think the student and child will benefit from independently and find their own own learning by helping the student should be encouraged very positive support from both interests. This may be easier with younger children, the younger to maintain a little more yourself and the other members of the non-identical boy/girl twins as ones had positive role models only distance from this particular your team. it is easier to establish their child. different identities. You might find a little older than themselves. I am glad that you can see the We are expecting two this may be a challenge for them Vertical grouping is one of the positive benefits of this Q sets of twins to start at as they may be used to doing essential elements of a true relationship for both your student school next term. One set are exactly the same thing at exactly Montessori environment as it and the little boy at your school; identical boys and the other the same time which in a enables each child to move they will both grow in confidence girl and boy twins. Do you Montessori environment is not towards independence following and self esteem as a result. I can have any specific advice or always possible. his/her own individual learning also see that as this situation suggestions that I can share pathway. with my staff? We have a new member continues without some re- Perhaps your new member of staff of staff who is NNEB balancing that the benefits will be Q would like to read more about the Starting school can be a stressful trained and very experienced. less positive. first Children’s House and you time for any child and I am sure She is used to having a room could suggest Dr Montessori’s Perhaps it’s time to remind the you have policies in place to ease of children all the same age Own Handbook, The Montessori student to look again at her the situation for both and is enjoying the Method or Rita Kramer’s Montessori theory and child parent/carers and the individual Montessori experience of biography of Maria Montessori. development and reread Maria children. Sometimes twins can having children vertically Montessori’s ideas of the teacher pose a particular set of problems grouped. She is keen to know Sue Briggs, BA (Hons), Mont Dip being a guide rather than a crutch depending on how they relate to how the idea originated so and Advanced Mont Dip, with 18 for each individual child. It is each other and to other people. she can explain the benefits years teaching experience. to prospective parents. sometimes hard for students to Some sets of twins are a realise that they need to step complete unit and need additional The first Children’s House in Rome Barbara Isaacs is currently the away sometimes to allow the child help to begin to make friendships catered for children of all ages Academic Director of Montessori to develop independently, become with other children. Find out as under six years. Dr Montessori Centre International and the less egocentric and move on. much as you can from the and her helper never knew how Senior Accreditation Officer for the Hopefully, as a result of some re- parent/carers about their home many children would arrive each Montessori Evaluation and reading and some careful guided routine as you would with any new morning and what ages they Accreditation Board.
32 Montessori International APRIL – JUNE 2010 Parents
Clare Healy Walls and Sally Goddard Blythe answer your questions on Montessori Primary, handwriting and boys in the classroom. How will I know how well My 8 year old son seems Q my child is doing in a Q to be bright, has a good Montessori Primary (6-12) spoken vocabulary and is classroom as I have heard reading well, but he is unable they don’t do tests and to write more than a few assessments? How are words, and his handwriting is children prepared for exams terrible. What can we do? to get into an independent secondary school? Writing problems can arise for at least two reasons: 1) difficulty in Montessori primary (6-12) controlling the pencil stemming schools have tests and from problems with motor control; assessments but the difference is 2) difficulty in sequencing ideas that the results are not published, and being able to express them KENSINGTON PHOTO: IVERNA GARDENS MONTESSORI NURSERY, even to parents. Children have using the motor system. ongoing opportunities to test writing problems have retained settle in the nursery and develop Boys tend to be later at themselves but in a Montessori an infant reflex (ATNR), which autonomy, initiative and joy of developing the fine motor skills school the teachers create an interferes with hand-eye completing tasks he has chosen needed for writing. If all environment where children enjoy coordination. Special exercises by himself. concentration is focused on the learning for its own sake. They do designed to inhibit the reflex can Your son may also enjoy puzzles mechanics of writing it can not focus on praise or test results. improve the mechanics of writing. and construction activities; once interfere with the ability to think A good Montessori teacher again there are many and write at the same time, hence I have just been to look observes and takes action to fill opportunities to develop these a discrepancy between oral ability, around a Montessori gaps in the child’s knowledge. Q interests and engage in floor reading and written performance. school with my rather Many Montessori teachers help boisterous 2 year old son and activities and learn how the parents to know what a child is Separating handwriting as a skill I’m concerned whether there classroom works. (penmanship) from creative doing, including displays of work would be enough in the A well-run Montessori classroom writing or copying of content can or occasional use of standard classroom to keep him will provide a wide range of help to develop the mechanics of tests, but children present to their engaged. I can see how a activities supporting children from writing first, for example by: little girl could be kept parents only when they feel ready. all cultures and both genders. Pressure removes the joy of work Encouraging boys to copy the occupied for hours with the threading, pouring and Their practice is based on and then what is the point of a shapes and contours of large polishing exercises on the observing children and planning letters as a “drawing” skill in the Montessori school? Parents must practical life shelves but I for their interests and abilities. have trust in the Montessori early years. didn’t see much for my son Today’s Montessori practitioners Method and in the child, while Getting boys to draw and talk who gets bored easily. Please are fully aware of the differences teachers should support parents about their ideas before writing can you advise me as to in children and prepare the by updating them at least twice a them down. whether the Montessori classroom with the individual in year. Providing paper with double environment is right for my mind – this is what “following the child? Examinations require a skill. The narrow lines as guidelines for child” means. letter formation. Letters must children have been taking in Montessori was a pioneer of Clare Healy Walls is a be kept inside the two lines, knowledge for some years so now outdoor learning before it became Montessori teacher and trainer with the exception of short-tall the teacher simply has to guide the mantra of the Early Years and has written about Montessori letters such as t and p, and tall- them in learning how to present Foundation Stage. You also need for all age groups. this in examination format. By tall letters such as h,d,b,l,k etc. to look at what is on offer in the Sally Goddard Blythe is Director of allowing free choice about doing which extend above or below outside classroom, where your The Institute for Neuro-Physiological tests or mock examinations and the lines. son can develop practical skills Psychology (INPP), Chester. by helping the child to learn to Encouraging your son to “tell” using whole body movements. self assess, the teacher will the story he wants to write first. Activities such as transporting You can then write the main If you have a question you manage to keep the Montessori leaves and soil, digging, planning would like answered by one of approach to learning but also points down for him, which he and watering the vegetable patch copies out. our panel please email prepare good examination or washing tricycles should [email protected] candidates. Occasionally children with engage his interest, help him
APRIL – JUNE 2010 Montessori International 33 health and well-being Back to basics Increasingly common, back pain is thought to be largely due to our more sedentary lifestyles. Teaching, however, is a profession where you are active and on your feet all day, so what are the risks in the classroom?
What Causes Back Pain? Back pain is very includes twisting (e.g. as you turn from common – surveys the board to the class and back again). Your spine consists of 33 vertebrae, have shown that with shock absorbing discs in-between almost half the Think posture at all times! the 24 independent upper vertebrae adult population suffers from low If standing, your knees should be which are supported by a complex back pain lasting arrangement of ligaments and muscles more that 24 hours slightly soft, your pelvis aligned that run along the length of the spine. at some time centrally, your spine lengthened, your The discs contain a soft jelly centre during the year. shoulders back and relaxed and your (nucleus) and outer fibrous ring chest and head lifted.Too many people (annulus). A healthy spine has a gentle stand with their knees forced back, S shape with hollow (concave) curves in which tilts the pelvis and exaggerates the neck and lower back. These curves the hollow in the lower back, and need to be there to help with overall results in pain. This is more common shock absorption, but do not need to in those who wear high heels, so become exaggerated. The lower or consider your footwear. Standing with lumbar back is most vulnerable, since it one foot slightly raised on a platform a not only supports all the upper body few inches high can really help prevent weight, but is also an area involved in the exaggerated pelvic tilt (but much bending and twisting. remember to swap legs frequently). Two very common causes of back This adaptation is useful for standing pain are poor posture and poor lifting / Two very common causes of back chores at home too. carrying technique. Habitual poor pain are poor posture and poor If seated, the same principles apply, posture strains the supporting except that feet should be placed hip ligaments and muscles, over lifting/carrying technique. There are distance apart and under the knees, exaggerates the spinal curves causing also other (less common) diseases of with feet flat on the floor. If your feet the muscles to possibly go into spasm, don't reach the floor that raised all of which can cause pain. Poor the spine...and increasingly platform could be just what you need posture, along with poor lifting, also psychosocial issues have been found again, or a foot bar attached to the stresses the discs between the vertebrae, desk. Keep your body close to the desk. and can result in the soft jelly of the to impact on back pain.” Ensure you sit square on, and that your nucleus protruding through a tear in ‘‘ seat height means that your forearms the outer fibrous ring and this causes feet wide apart, tuck your pelvis under, (placed on the desk) are horizontal, and pain (often referred as a ‘slipped disc’). bend the knees and hips to lower your knees slightly above your hips. There are also other (less common) 2. Bending or stooping over You may also find that a lumbar diseases of the spine, and increasingly children at their tables/desks. support cushion (or rolled towel) helps. psychosocial issues have been found to Preferably, learn to squat or kneel down 3. Prolonged sitting. impact on back pain, especially chronic beside a table/child - this may need Apart from ensuring good seated back pain. exercises to stretch and strengthen posture, you need to move – relevant leg muscles so that you can do frequently. Best of all, get up and walk Teachers and Back Pain this comfortably. If this is not possible, around briefly every 20 minutes or so. Increased risk factors for teachers when you lean forward support your Arrange items on your desk to avoid include: body weight by placing one hand excessive reaching and twisting. 1. Lifting heavy loads e.g. books, (preferably both) on your thighs, or on Contact your GP immediately if your OHPs and other equipment, and the desk/table. This avoids suspending back pain: small children. all your upper body weight on spinal happens immediately after impact You can minimise the risk of lifting ligaments, which will become sprained. injury or a fall; by using the correct technique: straddle Poor posture, either seated or happens immediately after lifting an yourself over the load you intend to lift, standing is a major risk factor. This object;
34 Montessori International APRIL – JUNE 2010 is accompanied by unusual symptoms such as numbness, pins and needles, or pain down the legs; is associated with the onset of a fever or chills; is getting worse; lasts more than 48 hours. Otherwise, the best thing is to move gently e.g.walk, carefully go about your everyday activities, and avoid bed rest unless the pain is unbearable. All these tips for looking after your back will help prevent you from developing back pain, or to manage it more effectively if you already suffer from back pain. Finally, if your back problem is a chronic one, you may be able to get special equipment to help at work - your local Disability Employment Adviser is the person to contact - find them via Employment Service in the telephone directory.
Resources and futher reading www.backcare.org.uk, the website of the National Back Pain Association
This article was reprinted with kind permission from Optimus Education. www.teachingexpertise.com
APRIL – JUNE 2010 Montessori International 35 education update Spring 2010 Education & Special Needs & Disabilities Update
‘Dyspraxia Friendly’ Benchmark What do I have to do? Steiner Waldorf Guide Registering is simple and very to EYFS The Dyspraxia Foundation is drawing up a benchmark similar to the process for getting a for ‘Dyspraxia-Friendly’ school and nursery provision. On 21 January 2010 the CRB check (AccessNI check in They especially want to hear about early-years settings Department for Children Schools Northern Ireland). Most people will that make a real difference for children with dyspraxia. and Families published a Guide to be registered within seven working the Early Years Foundation Stage All schools and nurseries can apply to become School Members. days. ISA registration is portable; in Steiner Waldorf early childhood Schools wishing to gain the Dyspraxia-Friendly Benchmark will you only have to register once. If settings. The Steiner Waldorf receive advice and support with their application. For more you move to a new job your new approach is founded on the work information: www.dyspraxiafoundation.org.uk employer will be able to carry out of the Austrian philosopher and a free on-line check of your educationalist Rudolf Steiner, who hear the message that, no matter Henry ‘The Fonz’ registration status. wished to create a form of how they learn, it makes no Winkler leads the way How much will it cost and education which would help pupils difference to how great they are. for children with who pays for it? achieve clarity of thought, Indeed Henry says he became sensitivity of feeling and strength learning difficulties who he is today because of his Individuals are responsible for of will. In each learning challenges! registering with the scheme; The booklet gives the Steiner view class of 30 For more information on the My however employers and voluntary on how the EYFS learning and children Way! Campaign go to groups will also need to check there are www.firstnews.co.uk that their staff are registered. They development principles and goals about six will also need to check that new might be addressed within the children who The State of the employees are registered before Steiner Waldorf early childhood have some World’s Children letting them work; this can be curriculum, and guides the reader sort of done on-line for free. through each section covering the UNICEF are learning challenge - dyslexia, principles, practice and learning celebrating 20 SA Registration will be free for autism, dyspraxia are just a few of and development requirements. years of the volunteers; paid workers will be them – which means the brain charged a one-off fee of £64 Download the guide at: http:// Convention on works in a different way. The My (£58 in Northern Ireland). nationalstrategies.standards.dcsf. the Rights of Way! Campaign is all about gov.uk/node/259359?uc=force_ the Child with What happens next? deep helping children and teachers a comprehensive look at The understand that there are many From July 2010, new employees The Child – The True State of the World’s Children. different ways to learn and to help and volunteers and those moving Download the report at: Foundation every child find and recognise the posts to work in regulated activity talent they have. http://www.unicef.org/publications can register with the ISA. Saturday 12 June /files/SOWC_Spec._Ed._CRC_Mai From November 2010, new The 2010 Open EYE conference is Henry Winkler (aka the Fonz in n_Report_EN_090409.pdf ‘Happy Days’) is the campaign employees and volunteers must bringing together some really Ambassador. Henry is an actor, Working to protect register before they start work. inspiring speakers, all of whom are and author of the Hank Zipzer vulnerable people Those already in regulated activity concerned about policy making in series of books about a boy will register in phases, organised the early years. These include, growing up with dyslexia, based on The Vetting and Barring by their employers, between April Kathy Hirsh-Pasek, Dr Sebastian Henry’s own childhood Scheme introduces a simpler, 2011 and July 2015. Suggate, Professor Lillian Katz and experiences. Henry says: ‘Every more comprehensive system www.isa-gov.org.uk Dr Aric Sigman. Visit www.thechild child has greatness inside them. for assessing those who work www.direct.gov.uk/vetting thetruefoundation.com with vulnerable groups We need to help them to dig it out and give it to the world. I cannot How does it work? wait to see who they become.’ Anyone wanting to work or The Department for Children, volunteer frequently in ‘regulated Schools and Families are working activity’ with children or vulnerable Nursery World is running its annual closely with the campaign: adults will have to register with awards again in celebration of the Children’s Secretary Ed Balls says the Independent Safeguarding achievements of the early years sector throughout the UK – organizations, ‘This is a great campaign, focused Authority (ISA). From October teams, individuals, initiatives and equipment providers. on raising awareness of the 2010 it will be an offence for The awards recognize the best that is being achieved throughout the UK different ways children learn and employers to engage a new and offer you and your Montessori school a chance to get your hard work, giving all children the self esteem worker in regulated activity with innovation and dedication recognized by your peers. to achieve their potential. vulnerable groups while not Through the My Way! Campaign registered or to fail to check their They also offer up the perfect opportunity to raise your profile. Henry hopes that all children will registration status. To find out how to enter: - Email: [email protected]
36 Montessori International APRIL – JUNE 2010 RESEARCHWATCHRESEARCHWATCHRESEARCHWATCH
John Clarkson examines current research in the field of education and child development
Sometimes research just accepted children’s punishments confirms what we, as were clearly abusive by Montessorians, have always contemporary standards. On the known. However, that is not to say other hand, the relaxation of that the research is a waste of parental discipline has not usually time. It is always useful to have been replaced with any hard data to back up a point of conception of self-discipline and view. A case in hand is the value so we have a ‘spoilt generation’ to of children undertaking ’real’ tasks borrow the title of Dr Aric (possibly via the Practical Life Sigman’s new book. He sees Exercises) rather then just role- authority (not the same as playing. Markella Rutherford, an punishment) as fundamental. associate professor of Sociology in Authority can and should be Massachusetts, has just properly used, for example to lay completed a study of parenting down ground rules and thus pave magazines entitled Children’s the way for self-discipline. Autonomy and Responsibility: an analysis of child rearing advice. On Electronic Media the basis of her study she Dr. Sigman (who has contributed commented that “in earlier frequently to Montessori generations, children... were given International magazine) has also meaningful opportunities to be been prominent in calling responsible...” This helps them attention to the dangers of develop a caring attitude and electronic media exposure to the keeps them grounded. very young. Research is gradually amassing that, at the very least, Discipline the brain is affected and altered in Another case is some recent its functioning by the extensive research into the effects of use of electronic devices. Two smacking children. Lisa Berlin and recent studies have highlighted Creativity is very much on the educational agenda her colleagues at Duke University, specific instances of this. Dr North Carolina, studied 2,573 Heather Kirkorian and her a new research initiative, entitled not allow children to follow their toddlers of ages 1, 2 and 3 years. colleagues at Massachusetts “A Brain for Life”, to gather hard own interests. If you read the They found that spanking at age 1 University studied the effects of data on these changes. She report that is not quite what is results in more aggressive having the TV on in the commented that her hypothesis is said, but it does lay a behaviour at age 2 and lower background in the home, the that “young people may be at risk considerable emphasis on mental developmental scores at effect was to decrease both the of losing the ability to gain real planning for creative activities. age 3, although this was quality and quantity of parent- understanding.” The question is whether creativity moderated by social factors (Berlin child interactions. This, she (www.telegraph.co.uk/education/7 can be planned for in that way. If L. et al (2009) ‘Correlates and stated, shows that background TV 220021/Computers-in-schools- you see creativity as purely free consequences of spanking and has negative consequences for could-be-doing-more-harm-than- expression, then obviously not. verbal punishment for low-income child development. (Kirkorian H. good.html) However Montessori’s own view White, African American and (2009) ‘The impact of background was more subtle than that. She Mexican American toddlers’ Child television on parent-child Creativity believed that you should first train Development Sep/Oct) and verbal interaction’ Child Development Creativity itself is very much on the hand and eye, and only then punishment was not found to 80(5) 1350-9) Professor David the agenda. Ofsted have recently give the children their freedom to have the same effect. Another Nicholas recently presented published a report on developing express themselves creatively. She study at Duke looked at the details of his research on how creativity. It is certainly needed. As famously wrote that “to confer the effects of physical punishments children are accessing Sir Michael Bichard, a former gift of drawing we must create an from age 5 upwards (Lansford J.E. information. (BBC2 The Virtual senior civil servant at the DfES eye that sees, a hand that obeys, (2009) ‘Trajectories of physical Revolution 20th February 2010) and author of the report on the a soul that feels; and in this task discipline: early childhood He found they were ‘flitting over Soham child murders, commented the whole life must co-operate. In antecedents and developmental the virtual landscape’ and not at the North of England Education this sense, life itself is the only outcomes’ Child Development concentrating on a single source, Conference in early January 2010 preparation for drawing. Once we 80(5). She found a clear link e.g. reading a book. This is not “Sadly, too often our education have lived, the inner spark of between ongoing physical automatically a bad thing, but it is system does educate people out vision does the rest.” (Montessori discipline and teenage very different way of learning. of their creativity.” Whether the M. (1965) The Montessori aggression. Baroness Greenfield, director of Ofsted report will help is another Elementary Material Cambridge The whole question of discipline is the Institute for the Future of the question. Some national MA, Robert Bentley Inc.) It is a a difficult one. On the one hand, Mind, at Oxford, is one of many newspapers (and not the tabloids) shame that this understanding is no-one wants to return to the bad who are alarmed at these reported that Ofsted had not more widely disseminated, old days when some socially- changes. She recently announced concluded that teachers should even in Montessori settings.
APRIL – JUNE 2010 Montessori International 37 brain and behaviour PC pupils? - rethinking our gender-neutral agenda Aric Sigman explores the differences in male and female brain development and subsequent behaviour and explains why we should be embracing the differences in the early years. ntil very recently, thanks to expressions as well as or better the legacy of the 1960s, it than five-year-old boys. Uwas politically incorrect to When it comes to language, state that males’ and females’ studies of two- to five-year-olds brains and minds are different. have found that boys and girls use Fortunately, we’ve gone beyond different brain systems to process this naïve and damaging cultural and learn grammar. When asked phase. While before, feminists to create a past tense, girls tend and the politically correct were to rely on “declarative” memory worried that if we acknowledged while boys rely more upon brain differences between boys “procedural” memory, which and girls, this would inevitably involves rules and grammatical lead to boys being seen as procedures. It is a rule-governed “superior” and girls “inferior”, now system. Furthermore, oestrogen, ironically society is up in arms found primarily in females, may about our poor boys falling behind affect this brain processing. Boys’ and ultimately under-achieving in and girls’ brains process faces Around the world boys play and learn differently – and more roughly. school. My, what a difference a and emotional expressions inherent differences in sex and parents? The answer is not a couple of decades makes. differently too. processing speed. We know that medical or educational one, but Just to be clear, boys’ and girls’ However, what might be most there are different paths of rather a political and ethical one. brains are biologically different, relevant to some of the concerns competence, and we believe there The drive to create a generation and that difference is already about “boys lagging behind” is the are fundamental differences in that is intellectually and apparent in the womb when the finding that girls have a significant how male and female brains end professionally “gender-neutral” brain is sexed by being bathed advantage over boys in processing up getting organised.” conflicts directly with what has with hormones. Yet it isn’t a speed for timed tests and tasks. Perhaps it isn’t so surprising that been observed in every culture During the early years, we may have to completely rethink the current notion that boys are in some way intellectually “disadvantaged” and instead vive la différence! simple case of one brain structure The researcher Stephen Camarata one of our closest cousins apes throughout history: that males and being different from the other, the concluded: “If you look at the our own children’s behaviours. females are profoundly different in differences are far more nuanced. ability of someone to perform well When presented with a selection almost every respect. Males and It isn’t a case of boys’ brains in a timed situation, females have of toys, including dolls, trucks and females are in no way equal – they developing along the same lines a big advantage. It is very “gender-neutral” toys, researchers are actually equivalent. Social as girls’, only more slowly, it’s important for teachers to described “striking parallels engineering intended to alter this is simply that different skills develop understand this difference in between monkeys and humans": something we should question for at different ages. For example, males and females when it comes male and female monkeys divide the well-being of our children. For areas of the brain involved in to assigning work and structuring their choices in the stereotyped young children, we must prevent language and fine motor skills tests. To understand a person’s way our own boys and girls do. ourselves from forcing our adult mature years earlier in girls, while overall ability, it is important to And studies at Cambridge by the preconceptions about gender and the areas involved in spatial also look at performance in un- researcher Simon Baron-Cohen learning. Teachers and parents can memory and targeting develop timed situations. For males, this have found a male preference for use their own instincts to introduce years earlier in boys. In other means presenting them with focusing on systems is evident or emphasise the learning of words, the areas of the brain material that is challenging and very early. “Our Cambridge study certain skills when it seems to be involved in language, spatial interesting but is presented in found that at one year old, little the ‘right’ time. During the early memory, motor coordination and smaller chunks without strict time boys showed a stronger years, we may have to completely getting along with others socially, limits.” Camarata points to the preference to watch a film of cars rethink the current notion that boys develop in a different sequence. fact that many classroom (mechanical systems), than a film are in some way intellectually Therefore, it isn’t surprising that activities, including testing, are of a person's face (with a lot of “disadvantaged” and instead vive la some studies have found that at directly or indirectly relating to emotional expression). Little girls différence! the age of two, a boy is almost processing speed: “The higher showed the opposite preference. three times more likely than a girl performance in females may And at one day old, little boys look Dr Aric Sigman lectures to school to be able to build a bridge out of contribute to a classroom culture for longer at a mechanical and parents and is the author of blocks, while at three-and-a-half, that favours females, not because mobile.” The Spoilt Generation. girls may be able to interpret facial of teacher bias, but because of So where does this leave teachers www.aricsigman.com
38 Montessori International APRIL – JUNE 2010 parenting How can Montessori influence our parenting?
Over the last year Tessa McTaylor has been discovering how to incorporate Montessori He has made his own perfect ‘match’ philosophy into her approach to parenting. and this is why I hold this experience Here she discusses the importance of in such high regard. toddlers walking outdoors. Interpreting this one experience to this degree is possibly also something r Montessori placed real Lincoln, aged 18 that stands out between myself and months loves emphasis on the need for other parents, whether Montessori exploring the toddlers to go walking in neighbourhood. inspired or not, but I find it useful to the outdoors at their me in many ways. I find it useful to own pace, “guided by remember how important and even Dwhat appeals to them” (1988, p149). necessary this experience is for Lincoln She explained the difference between in those moments when we have how an adult generally walks to a the only toddler and parent out stopped to pick up yet another stick, to destination but a young child walks for walking, and I would have walked with wave and shout “hi” and “bye” at every the experience and is spurred on by the my child even if I had never discovered car that goes past or repeatedly go up interesting things they see around Dr Montessori’s writings. However, and down a slope along the way and I them. “The child’s way is like that of what I think is different is the value am feeling eager to rush him on. I also the first tribesman to wander the Earth. that I place on this activity because of find it helpful to remember what a No one said, ‘Let’s go to Paris’, for there what Dr Montessori revealed about the positive experience it is when I start to was no Paris. ‘Let’s take a train’...there nature of childhood and how to best feel concerned that I have not were no trains. Men walked till they support the child’s natural ‘achieved’ anything in my day, or came to something useful or development. Our exploring time is wonder if Lincoln should be doing gym interesting” (ibid). At 18 months old, not just about getting fresh air or classes instead or maybe we would be Lincoln just loves exploring our soaking up time and it is certainly better going out in the car looking for neighbourhood on foot, and we make about far more than just exercising his exciting destinations. Even when we this our main activity on our days legs. My knowledge of the Montessori are heading off out the gate, with no together. Rather than heading out of approach helps me identify Lincoln’s set plan, I never think we are going our gate to somewhere specific, I follow current needs, interests and sensitive walking for no reason. My Lincoln’s lead, letting him set the pace periods. I know that he has a real need understanding of the Montessori and direction. Our ‘somewhere to be active and practise his body philosophy means that, in fact, we are specific’ comes every few steps when he movements with lots of repetition as going walking for the most important finds his next discovery, whether it be well as increasing his level of challenge. reasons of all – to enrich Lincoln’s life the cover over a water main, a daisy, a He loves to make his own choices and and assist his natural development. pathway, a wall to balance on or a discoveries and uses all of his senses to References puddle to splash in, and we continue learn about his world. He is very social Montessori, M. (1988). The Absorbent on in this way until I can see he is and enjoys practising greeting people Mind. Clio Press: Oxford. ready to come back home. (social graces), and is just beginning to Tessa McTaylor is a Montessori There are times when I ask myself want to have a name assigned to all the teacher in New Zealand. She is the (and am also asked by others) “what is things he encounters. I truly believe he mother of Lincoln, 18 months and has so different about taking a Montessori is able to drive his own development been writing about her experience of approach to parenting?” Using this and so I find it really reassuring that becoming a Montessori parent, since example of walking with Lincoln, at the one activity that meets all of these he was a young baby. This article was face value I would probably say there is needs at the same time is the activity first published in Montessori Voices, nothing different. We are certainly not that perhaps brings him the most joy. December 2009.
APRIL – JUNE 2010 Montessori International 39 company profile Behind the scenes at Mindstretchers In a new section we get to know the people and motivations behind inspirational companies who supply the Montessori community
he day starts for me as them. The aim for our international with many other families, work is to add our voice to support a with the hubbub of early child’s right to a ‘natural childhood’. Claire Warden, Founder and CEO of The second element is the resource morning breakfasts, and Mindstretchers. school bags. Dogs are arm, which includes books we have Twalked and gradually another day at written, fair trade sensorial resources, warehouse, to look at our designs and work comes into focus. Life was not and ethically sourced materials from connect to people all over the world always like this. Mindstretchers was communities that are trying to be self- who have the same belief in children. Below: We annually created shortly after leaving lecturing fund muffins for sufficient. A group of women in South The dynamic team at the warehouse in Primary Education at Strathclyde needy children in Africa use our money to bake are a delight to work with, as excited by University.Creating a company with a Kylemore to ensure nutritional muffins every day and take the resources as the designers and they receive their strong vision and an ethical them out to the street children. hopefully the children who play with daily recommended methodology was really important for nutritional At this time of year there are a them. It gives me great hope to see how us. requirements. number of product meetings at our the world is full of people who do care There are three core elements to deeply for their children, and how we Mindstretchers, firstly the training and can all link together through networks. research. Courses and mentoring are a The third element is the Outdoor core element of our consultancy so Centres we have created, they offer care often a day will involve some training for children aged 2-6 years. I pop into or some writing time to create materials one of the Nature Kindergartens to talk to support local authorities in the to the green wood worker who is in the implementation of national strategy. process of building our Outdoor Kinder We are currently supporting the kitchen. The site is a shared facility to Scottish government directly, through support children’s connection to food their advisory committee for ‘risk’ in and its uses. The outdoor kindergarten life and learning. is a real centre of innovation, it offers So many experiences offered in children a natural, risk-full place to Montessori settings resonate with explore and experience childhood. The approaches I have come across outdoor garden has natural features around the world which strongly such as hills and fallen logs and of believe in the child, their need for course the mud pit; the final element is sensorial experiences and their the wild wood where nature has close, almost intuitive, connection created its own landscape. to nature and the world around The last meeting of the day is at the Centre of Excellence in Fowlis Wester Mindstretchers conference day near Crieff. The meeting is with the with a workshop in a tipi. head of research who is currently working on a doctorate based on the action research in the nature kindergartens. The landscapes at the centre have been created to motivate visitors to offer nature as a place to learn. People come from all over the world to share and connect to each other at international conferences; most have been with us since the start supporting and encouraging us to keep going. The day often comes to a close with a friendly text which is often from someone new we have just met. If we haven’t met you yet do get in touch. www.mindstretchers.co.uk
APRIL – JUNE 2010 Montessori International 41 special needs AD(H)D and boys a largely manufactured problem? Wendy Fidler explores the latest research into Attention ADHD is a common behavioural disorder in Deficit Disorder and asks whether modern, western culture children and young people estimated to affect be causing this escalating crisis for our boys? up to 3% of school-age children and young ami Timimi, consultant child Specialist ADHD teams to develop people in the UK, and about 2% of adults and adolescent psychiatrist, age-appropriate training programmes worldwide. It usually starts in early childhood analysed cross-cultural beliefs for the diagnosis and management of and some people will continue to have ADHD about children's behaviour ADHD for professionals who have as adults. Severe ADHD is sometimes known and suggested that modern contact with people with ADHD. as ‘hyperkinetic disorder’. The symptoms of Swestern culture has many features that Healthcare professionals should offer ADHD include: should concern us. In Naughty Boys: parents or carers of pre-school children with ADHD a referral to a Inattentiveness – unable to concentrate for Anti-social Behaviour, ADHD and the Role parent-training/education very long or finish a task; of Culture Timimi argues that the programme as the first-line treatment. current epidemic of ADHD is a hyperactivity – fidgety and unable to sit still; Teachers who have received training symptom of something going wrong in impulsiveness – speaking without thinking about ADHD and its management our culture, rather than reflecting a about the consequences should provide behavioural massive increase in children with a interventions in the classroom It is an extremely distressing disorder, neurological deficit. Parents/carers of children and young affecting the person as well as their families In 2008, the National Institute for people with ADHD plus moderate and carers. The National Institute for Health Health and Clinical Excellence (NICE) levels of impairment should be and Clinical Excellence (NICE) published guidelines for the diagnosis offered group parent-training/ and management of ADHD. education, either on its own or Key recommendations from the UK together with a group treatment guidelines (to be reviewed in 2011) programme (cognitive behavioural include: therapy [CBT] and/or social skills training). School-age children and young Boys people with severe ADHD should be Mainly diagnosed with ADHD offered drug treatment as the first-line ‘Acting out’ in school intervention. Parents should be offered group-based parent- Constantly fidgeting and wriggling training/education. Drug treatment Calling out inappropriately for children and young people with Standing up for no reason ADHD should form part of a Class and homework disorganised comprehensive treatment plan that includes psychological, behavioural Difficulty staying focussed on and educational advice and schoolwork interventions. Good attention to construction toys The NICE guidelines avoid several key and computer games issues, including: why a diagnosis of ADHD is given Girls mainly to boys Mainly diagnosed with ADD an understanding of ADHD Daydreaming at home and school ‘behaviours’ cross-culturally. Different cultures have different Gazing out of the window Boys will be boys – culture where childhood behaviours beliefs about normal or deviant Twiddling or sucking strands of hair and they need to have become most problematic. behaviour, and what are appropriate take risks; courtesy Forgetting homework and school child-rearing techniques. The NICE of Eagle Peak Why are more boys diagnosed books Montessori, Walnut emphasis on parenting classes as a first- Creek, CA with Attention Deficit than Poor organisation line intervention effectively imposes girls? Poor concentration views of childhood and child-rearing More than a million children have Generally very bright on communities that have differing and been diagnosed with attention deficit No poor behaviour well-functioning alternative views. in the US. Until recently the disorder Conversely, it is modern western, was thought to be four to nine times
42 Montessori International APRIL – JUNE 2010 What causes ADHD? As yet, there is no known definitive cause for ADHD Certain receptors in the brain, which should normally respond to the neurotransmitter dopamine, appear not to work effectively; this could be because dopamine is not being produced in sufficient levels. Ritalin is the best known drug used to treat ADHD; it works by making more dopamine available and curbs symptoms such as hyperactivity and behavioural problems. Functional Magnetic Resonance Imaging (fMRI) of the brains of boys with ADHD shows they have a smaller prefrontal cortex – the brain’s ‘command centre’ and smaller caudate nucleus and globus pallidus – which translate the commands into actions. ADHD may be genetic: one third of all fathers with ADHD have children with the disorder. Identical twins have at least 75% chance of sharing the same trait. PHOTO COURTESY OF ANNE FRANK MONTESSORI, AMSTERDAM more prevalent in boys than girls; nature they said was more restorative that their childhood is being ADHD has long been thought of as a than the challenging physical activities. undermined by the growth of risk boy’s problem, but experts increasingly This positive effect or ‘restorative aversion. This restricts children's play, agree that the disorder is widely under- environment’ was greater than the limits their freedom of movement, diagnosed in girls. Kaplans had predicted. They posited corrodes their relationships with adults Paediatrician William Sears, author of that too much directed attention leads and constrains their exploration of The ADD (Attention Deficit Disorder) to ‘directed attention fatigue’ marked physical, social and virtual worlds. Book, explains that whilst boys are more by impulsive behaviour, agitation, Gill believes that children and young likely to ‘act out’ in school, becoming irritation and inability to concentrate. people have the potential to be more either the class clown or a discipline Directed-attention fatigue occurs resilient, capable, creative and able to problem, girls are more likely to be because neural inhibitory mechanisms learn than we give them credit for. He withdrawn and ‘spacey’. become fatigued by blocking competing believes that if children are to enjoy and Girls tend to be inattentive rather stimuli. make the most of their lives, modern, than hyperactive and therefore less “If you can find an environment western society must reconsider its disruptive in school and at home. As a where the attention is automatic, you values about what a healthy childhood result, many girls with ADD go allow directed attention to rest. And looks and feels like. undiagnosed or are mistakenly believed that means an environment that’s References: to suffer from anxiety or depression. strong on fascination.” Kaplan, R., Kaplan, S. and Ryan, R. Hyperactive boys tend to be referred Perhaps our modern, western children (1998), With People in Mind: Design and for evaluation between ages five and just need more time with nature. Management for Everyday Nature, Island seven, whereas most girls are aged Press, Washington DC eleven or more when they are referred. Boys will be boys – and we must Louv, R. (2009), Last Child in The Woods: At this age previously well-functioning let them take risks during play Saving our Children from Nature-Deficit girls transitioning to secondary school In his book, No Fear: Growing up in a Disorder, Atlantic Books, London can be overwhelmed by the complexity Risk Averse Society, Tim Gill argues that Sears, W. (1998), The ADD Book: New of the curriculum, classroom changes, children’s lives are becoming ever more Understandings, New Approaches to Parenting Your Child, Little, Brown Book larger classes and increased homework. scheduled, controlled and directed, and Company, London These girls begin to fall back Timimi, S. (2005) Naughty Boys: Anti- academically due to their increasingly Agence française de sécurité sanitaire des aliments (Afssa), the French food safety organisation, issued social Behaviour, ADHD and the Role of obvious disorganization; they also begin Culture, Palgrave Macmillan, Basingstoke, a report on the safety of Bisphenol A (‘BPA’) on to struggle socially. Hampshire February 5 2010 mirroring an advisory note issued The ‘Restorative Environment’ by the US Food and Drug Administration in January Agence française de sécurité sanitaire des aliments (Afssa) http://www.afssa.fr/ 2010. There are significant concerns around the In Last Child in the Wood, Richard NICE ADHD Guidance : presence of BPA in plastic (including feeding bottles) Louv recalls the work of environmental www.nice.org.uk/CG72. used in the worldwide food and drinks industry; psychologists Stephen and Rachel US Food and Drug Administration: Canada banned BPA in October 2008. Afssa are Kaplan. The Kaplans organised a two- http://www.fda.gov particularly concerned about the impact of BPA on week activity wilderness project pregnant and feeding mothers and the subsequent Communication: following which participants reported presence of ADHD type problems particularly in To comment on or discuss this article experiencing a sense of peace and an young girls. please contact the author: ability to think more clearly; being in [email protected]
APRIL – JUNE 2010 Montessori International 43 gun & war play Beyond banning war Diane Levin explores how to meet children’s needs in violent times by offering an approach to war play that addresses the unique needs of children in today’s world
n experienced teacher learning as well as to the nature of the recently wrote: “I need society in which war play occurs recommendations on how (Cantor, 1998; Levin & Carlsson-Paige, to help children who are 2006; Katch, 2001; Levin, 1998, 2003 & caught up with 2006). Asuperheroes and gun play and use play Exposure to violence. From a time to create problems in the therapeutic as well as cognitive classroom. Four-year-old Jules is perspective, children use play to work particularly obsessed. Telling him no out an understanding of experience, guns or pretend fighting just doesn’t including the violence to which they Above: Peter Pan most successful are linked to violent work. When he’s a good guy, like a are exposed. Given all the violence and Captain Cook – media. For instance, in the first boy (4 yrs). Power Ranger, he thinks it’s okay to use children growing up today see— quarter of 2009, sale of the best whatever force is needed to suppress direct violence in their homes and selling Star Wars toys reached $144 the bad guy ‘because that’s what a communities as well as violence they million (Kidscreen, 2009). Such toys, superhero does!’ And then someone see on the screen in the form of both Below: Nuclear with the dramatic power and entertainment and news violence— War: A 5 year old ends up getting hurt. When we try to excitement it looks like they will why are we surprised when they child’s enforce a ban, the children claim it’s interpretation of provide, are very seductive and bring it to their play. some situation other than superhero frightening things channel children into trying to Need to feel powerful. Children often in the news play. Many children don’t seem to replicate the violent scripts they see look for ways know more positive ways to play or on the screen. Some children, like to feel Jules, seem to get “stuck” imitating play the same thing over and over powerful and this media-linked violence instead of without having any ideas of their strong. Play developing creative, imaginative and own.” can provide a beneficial play. This account captures the kinds of seemingly concerns I often hear from teachers safe way to How Can We Reconcile worried about how to deal with war achieve a Children’s Needs and play in their classrooms. Parents often sense of Adults’ Concerns? voice similar concerns when it feels like power. In a society where children are their homes erupt into war zones. Whether exposed to huge amounts of pretend Given the current state of the world— correctly or and real violence, there are no simple including the wars in Afghanistan and not, from a or perfect solutions that fully address Iraq, which children hear about in the child’s point of the needs of children and concerns of news (Levin & Van Hoorn, 2009), as view, play with adults at the same time (Levin & well as all the entertainment violence violence, especially when it is Carlsson-Paige, 2006). However, there on the screen—many children of today connected to all the power and is much you can do both in and out of are exposed to a great deal of violence. invincibility of entertainment Below: Shooting violence, provides a very seductive play to make it better for everyone. In these times, adults have a vital role the enemy – boy to play helping meet children’s needs avenue for feeling powerful. And (5 yrs) created by the violence they see and children often look to war play the influencing the lessons they learn. most to help them feel powerful and safe are also the children who feel the Because play is a primary vehicle most powerless and vulnerable. through which children work out the violence they see, we must create an Influence of violent, media-linked toys. Children’s toys give powerful approach to war play that addresses the messages about what and how to unique needs of children growing up in play and not all toys are the same. the midst of today’s violence. Open-ended toys, like blocks, stuffed Why Are Children animals and generic dinosaurs can be Fascinated with War Play? used in many ways that the child controls; highly structured toys can There are many legitimate reasons show children how and what to play. why children bring violent content and Today, many highly structured, themes into their play. They are related media-linked toys are marketed to to the role of play in development and children and of these, many of the
44 Montessori International APRIL – JUNE 2010 r and superhero play
Within play, try to develop an products in ways that keep the peace approach that: in the family (Levin, 1998; Levin & Does not just try to eliminate play Carlsson-Paige, 2006). with violence without addressing References children’s needs. Working to ban Cantor, J. 1998. ‘Mommy, I’m Scared!’ media-controlled imitative play, or How TV and movies frighten children and even just to contain it, can be an what we can do to protect them. NY: appropriate stopgap measure when Harcourt Brace. the problems created by the play Katch, J. 2001. Under dead man’s skin: become too great. But relying Discovering the meaning of children’s exclusively on a banning approach to violent play. Boston: Beacon Press. solve the problem, in addition to Kidscreen Newsletter, May 19, 2009. rarely working very well, denies Levin, D.E. 1998. Remote control children the opportunity to work out childhood? Combating the hazards of usually require direct help from Above: Taming the media culture. Washington, DC: NAEYC. violence issues through play or to feel adults. But how you help depends on dragon so no one _____. 2003. Teaching young children in that what they care about is gets hurt – boy (5 the nature of their play (Levin, 2006). violent times: Building a peaceable important. Banning can also leave yrs) Taking time to watch the play and classroom (2nd Ed.). Cambridge, MA: children to work things out on their learn what children are working on Educators for Social Responsibility & own without the guidance of adults. and how, can give you the Washington, DC: NAEYC. Ensures the safety of all children. information you need to help them Levin, D.E. & Carlsson-Paige, N. 2006. Children often need lots of help get beyond narrowly scripted play The war play dilemma: Balancing needs learning how to play in ways that that is focused on violent actions. and values in the early childhood keep themselves and others safe. Often children need help reducing classroom (2nd Ed.). NY: Teachers College Press. Work with children to develop rules their dependence on highly realistic, and regulations for the play that they media-linked “fighting” toys and have a role in creating. When setting learning how to find interesting ways to use open-ended toys. Some children will also need help bringing new and interesting content into their play that expands the focus of the play beyond violent themes and actions. Such efforts provide children with skills to work out the violent content they bring to their play, learn the kinds of lessons you aim to teach, and be able to move on to new issues rather than stay obsessed with the play. Above: Peter Pan, _____. 2006. Play with violence. In D. Work closely with parents. Reducing Wendy, Michael, Fromberg & D. Bergin (Eds.), Play from children’s exposure to violence is one John flying to Never birth to twelve: Contexts, perspectives, essential way to reduce their need to land – excitement and meanings (2nd Ed.). NY: Garland. without violence bring violence into their play. Most Levin, D.E. & Van Hoorn, J. (2009). Out of of young children’s exposure occurs sight, Out of mind. Or is it? The Impact of when they are at home. Therefore, it the war on Children in the United States. is vital to help parents recognize the Childhood Education: Annual International ‘Tanks go by our house but we are safe’ importance of protecting children Theme Issue. Israeli girl (5 yrs) from violence, develop strategies for Resources limits to ensure safety help children reducing their children’s exposure to Teachers Resisting Unhealthy Children’s understand what the problem is and news and entertainment violence, Entertainment (TRUCE). specific things they can do to solve it. and learn how to help their children www.truceteachers.org. Prepares an We can also encourage them to use deal with the violence that still gets annual “Toy Action Guide” and “Media art, storytelling and writing (as they in (Levin, 1998 & 2003). Help them Violence and Children Action Guide” for get older) to deal with issues of learn the value of play with open- parents and teachers of young children. Image Copyright - violence in ways which are generally ended toys and non-violent play "Helping Young Diane E. Levin, Ph.D., is a professor of easier to keep under control and safe. themes at home. In addition, as Children Understand education at Wheelock College in Promotes development of practices for marketing products Peace, War and the Boston. For many years, her work has imaginative and creative play (rather linked to violence escalate and Nuclear Threat" by focused on how to promote children’s Nancy Carlsson-Paige than imitative play). For children to become more sophisticated, help healthy development, learning, and and Diane E. Levin. work through their deep issues and parents and children learn how to Washington, DC: behavior in violent times. She is the needs in a meaningful way, they will resist the pressures to buy such NAEYC, 1985. author or co-author of 8 books.
APRIL – JUNE 2010 Montessori International 45 resource ideas Star products Hollow Blocks The EYFS states that while early years of Community playing, children ‘can try things Playthings, just because it was the out, solve problems and be simplest and children could do the creative, and can take risks and most with them.’ Their design was use trial and error to find things a breakthrough at the time, and out.’ All these take place as children still reap the benefits, children work with hollow blocks. including: In 1948 Community Playthings Detail-free blocks can be designed the open hollow blocks whatever a child envisions resources, solve problems and spatial orientation on a large that we make to this day. Art Because there is no ‘right’ or together and respect each scale. Many practitioners include Wiser, the co-designer (now 89) ‘wrong’ use, children are not other’s ideas clipboards, paper and writing says, ‘I think the worried about failure - each materials in the hollow block area hollow blocks success encourages the next Hollow blocks support children’s to make literacy a natural part of were the best experiment physical development as they gain children’s activity. Writing emerges product we Creativity has boundless scope – a sense of balance and use their when they are developmentally created in the hollow blocks can be used to muscles to lift and transport build something different every blocks. While children interact, ready, usually much earlier in girls day they develop personally, socially than boys. If children are pressed Children may build spaces that and emotionally. They build to write before they are ready, they can occupy, giving them a language skills through they may feel frustrated or feeling of control communicating plans and insecure; but if they are ready, Co- discussing ideas. Vocabulary is writing is an adventure. operation: developed through conversation. Hollow blocks are teachers, not children Educators agree that block play just toys. Being modular, they learn to helps set a foundation for literacy, convey mathematical ideas such share which begins with representational as length, width, fractions, learning. Children gain pre-reading volume, weight, and geometry. skills such as shape recognition They teach scientific/technical while they work with blocks. Boys concepts as well - design, particularly are more comfortable symmetry, spanning and building - with large-motor action than strengthening children’s fine-motor control at this knowledge and understanding of stage; hollow blocks allow the world. them to experience shape www.communityplaythings.co.uk Musical Trixstar Musical Trixstar is a fresh, players are able to enjoy social handy question hints versatile and fun music discovery interaction, developing listening enable parents to be board game ideal for complete and performance skills, broaden included in their child’s beginners through to competent emotional awareness and show musical development. Being musicians. empathy for others. Players are in a happy and secure 330 Novice questions have been also able to develop spatial environment encourages specifically designed by music awareness, co-ordination, children to fulfil their potential. educators to access player’s strength and balance within the Let your imagination run wild as different learning skills; Visual, physical aspects of the game. you act out musical terms or Auditory and Kinesthetic A broad range of categories mime being an instrumentalist techniques come in to play including Mime Time, Express and see if you can answer the throughout the game. Feeling safe Yourself and Songathon Cadenza (general knowledge) and confident enables Musical encourage self-expression, questions which have proven Trixstar players to develop creativity and communication to enlighten even the most inquiring and knowledgeable whilst It’s A Fine Line and Picture musical of brains. minds. This use the unique, colour-coded For more information about and double-sided learning stave At Musical Trixstar we feel Musical Trixstar, forthcoming for treble and bass clef notation. convinced that music education projects including ‘Musical equips youngsters with skills Musical Trixstar promotes families Trixstar Live’ and to order necessary for life success. and friends to play and learn online visit Within the board-game concept, together. Helpful instructions and www.musicaltrixstar.com
APRIL – JUNE 2010 Montessori International 47 school management Is your nursery adequately protected against loss?
Jackie Hyde from dot2dot £391,680 nursery insurance offers This calculation will give you an idea some useful tips for on your prospective annual income for Montessori schools. the coming year, you then need to give consideration to the indemnity period. ith ten years The indemnity period is the length of experience working time your insurers will continue to pay with the nursery a loss of income claim following an industry I can say insured event. The insurance standard with a degree of limit is twelve months which in our Wcertainty that a large percentage of experience is unlikely to be long nursery are inadequately protected by enough for nursery businesses. For their insurance arrangements. Many protected against this potentially example, a fire or severe water damage nurseries businesses were founded over expensive risk? loss could result in your business being ten years ago and some have not Content Insurance closed for, say nine months. During this time it is likely that some or all of reviewed their insurance cover since The total content sum insured must the children that attended your nursery deciding upon the levels of cover all be adequate to replace all of your will have been placed in alternative those years ago. Ultimately it is the contents on a new for old basis. care. Could you replace these children responsibility of the nursery to not Remember to include carpets, curtains, in the remaining three months covered only decide on their initial sums furniture, toys, stock, and office by a twelve month indemnity period? insured but also ensure that they equipment and don’t forget what is If not, then you need to consider remain adequate over time. Although behind cupboards particularly in the extending the indemnity period to they should expect support and kitchen! guidance from both their insurer and eighteen months. Larger nurseries broker in understanding how they Laptop Computers should even consider twenty four should calculate the correct figures, in Does your nursery use laptop months. reality this does not always happen. computers? If so, have they been The consequence of under Such ‘under-insurance’ can have a specified on your policy to ensure that insurance devastating affect on a nursery business cover is provided away from the All insurance policies are ‘subject to particularly if a claim results in the nursery? average’. Put simply, if your sum nursery having to close for any period Loss of Income insured is half what it should be any of time. subsequent claim settlement will be I have compiled a number of tips This section of your insurance policy reduced by half. Of course we all hope below that may help you understand is designed to protect all the hard work that we will never suffer a loss but what you need to consider: invested in building your business to what it is today. If your nursery is experience tells us that they do Building Insurance closed for even a short period of time, happen. It is therefore very important The sum insured should reflect the parents may have no alternative but to that you take the time and trouble to rebuild figure and must not be place their child in another nursery. review your cover carefully to ensure mistaken with market value. The end When considering the amount of cover that any claim will run smoothly, you figure needs to include costs to clear a needed it is important to keep in mind will receive full reimbursement and site in the case of demolition and any any potential growth in the business perhaps most importantly the business architect fees. Sources of help in together with any intended increase in will suffer minimal disruption. establishing the correct figure are your fees over the coming year. If it has been a while since your cover mortgage provider, previous valuations Not all insurance policies provide loss was last reviewed, don’t leave it any which should include a rebuild figure, of income cover automatically so check longer. Check your sums insured now or alternatively your broker or insurer. that you have cover in place. If you do to ensure that they accurately reflect Most commercial property insurance is the sum insured adequate? As a basic your business as it trades today – you excludes damage resulting from guide to calculating your sum insured never know what is round the corner. subsidence, heave or landslip. Climate you can use the following formula: Should you require further guidance change attributed to global warming Number of registered children x cost please do not hesitate to contact has contributed to warmer summers per child x number of weeks the nursery Jackie Hyde at dot2dot. which in turn have resulted in an is open x Percentage of expected increased number of subsidence claims capacity for the forthcoming year – e.g. Jackie Hyde, Director, over recent years. Is your building 80 places x £120 x 51 x 80% Full = www.dot2dot.org.uk
48 Montessori International APRIL – JUNE 2010 classifiedads Montessori Teaching Opportunities www.montessori.org.uk
NORTH LONDON Montessori teacher required NORTH WEST LONDON Montessori Nursery teacher Our Accredited Montessori School This is a fantastic opportunity for Gower School is dedicated to providing an Living Spring Montessori an enthusiastic, experienced The Gower School Based in excellent, carefully planned and Starting in April and September Practitioner to work within a small, Islington, London, has job structured environment for 2010 we have the following Montessori based private nursery 1 opportunities in our happy, children aged between 2 /2 and 6 openings: Montessori Qualified in Central London. Position will friendly and beautiful MSA years. We require a sensitive, Teachers. Children’s House, commence from April. Previous accredited 0-11s schools. We flexible, enthusiastic and Applicants must hold a 3- 6 Nursery Nurse Experience is a require committed, 3-6’s dedicated individual to join our Montessori Diploma. You must must, as well as being Montessori qualified teachers with friendly team. Montessori Diploma be organised and committed to Montessori-qualified, and with sound knowledge of the essential, commence April 2010 the Montessori principles and experience of working with 0-5 Foundation Stage, and recent for five mornings a week, term practice. Your class will consist of years. Good level of written and relevant experience to work with 3 times only. Excellent salary offered 28 children of mixed ages ranging spoken English also necessary. 1 to 6 year olds. We are particularly according to experience and from 2 /2 to 5 years. Infant Some of your responsibilities will keen to receive applications from qualifications. Please contact Community: Applicants must hold include: Ensuring the children are 6-9 or 9-12 teachers, as well as Norma O’ Flynn 0207 7002961. a 0-3 Montessori Diploma. Your cared for in a happy, safe and from Senior Montessori teachers. class will consist of 18 children of stimulating environment; Term time only positions as well mixed ages ranging from 18 Planning, preparing and reviewing Monty’s Montessori as all year round available, and months to 3 years. We will the curriculum with the team; teaching practice placements. “Where Individuality blossoms”. consider sponsoring applicants Working in partnership with the Our children use the full range of Monty’s Montessori would like to with a 3-6 Diploma on the 0-3 parents; Following all the policies materials as they progress employ a passionate and training. We welcome applications and procedures set out by the through the school. Our schools committed Montessori Teacher to from around the world but nursery; Being key person to a are well resourced and we take a join our dedicated team. Our preference will be given to UK & group of children, write high quality approach to children's indoor/outdoor classrooms are EU residents who meet our observations and be responsible education. If you are passionate fully equipped with Montessori requirement – please contact us for individual child profiles. All about using the Montessori materials. We offer a competitive for a detailed job description and applicants will be required to approach with young children salary and ongoing professional requirements. By post to: Living complete an enhanced CRB then please send your CV and development training for the right Spring Montessori Nursery, St Disclosure. Please send your CV covering letter to the Principal by candidate. Requirements: Michael’s Church Annex, St to apply to for this position: email to info@thegowerschool. Montessori International Teaching Michael’s Road, Cricklewood, [email protected] co.uk or call 020 7700 2445 for Diploma 2 - 6 years; Degree in London, NW2 6XG. Or by email: more info. any field, Early Years would be an [email protected] advantage; Minimum 2 years www.livingspringmontessori.com post-qualifying experience; Good command of English 8 weeks paid holiday. Please forward your CV with covering letter to: SOUTH WEST LONDON [email protected] To advertise your Montessori Teacher or post to: Principal, Monty’s Montessori School, Hargrave Hall, vacancy call Eaton Square School Nursery School based in Enfield, Hargrave Road, London N19 5SP. North London. Are you Stephanie on: Nursery School Head Teacher & enthusiastic, inspiring, dedicated 0207 493 8300 Early Years Practitioners wanted. and highly motivated to lead Eaton Square School require Montessori practice? Rare EAST/EAST CENTRAL enthusiastic, creative and opportunity to join our award LONDON conscientious staff to join their winning team and put your own well established Nursery Schools stamp on our highly respected River House Montessori WEST LONDON in Central London. Candidates applying for the Nursery Head nursery. Initially a Maternity cover River House is seeking a Teacher’s post should ideally hold that could lead a permanent Montessori teacher to join the Montessori Teacher a Level 6 qualification or EYPS. position. We are committed to pre-school teaching team for the Those considering Level 6 training safeguarding children and offering summer term (12th April to 12th The Caterpillar Montessori Nursery will also be considered. our little ones the best start to July 2010). This full time position School, Chiswick W4 requires an Candidates applying to be an Early nursery life and education. If this involves working as part of a experienced full-time teacher from Years Practitioner should hold sounds like you, you could be our friendly team with another April 2010 (term-time only). You relevant experience and a new special person. You have a Montessori teacher and two should have at least 3 years Montessori Diploma, NNEB, or sound knowledge of EYFS, want to assistants in one of our four pre- experience, be highly motivated, minimum NVQ Level 3 provide plenty of free flow school classrooms. Each teacher have good leadership skills and be qualification in Childcare. We are opportunities both in the indoor has responsibility for the learning able to contribute ideas to our looking for experienced and and outdoor environment and and development of thirteen to planning/projects and enjoy motivated staff with a sound would like to join our friendly team fifteen children aged 3 and 4. working as part of an enthusiastic knowledge of Early Years and the in beautiful surroundings caring Other Montessori teaching and team. We are offering a Foundation Stage Curriculum. To for 2-5 yr olds. Full time 8am- assistant opportunities are competitive salary to the right request an application form, 4pm. Call Carol Medcalf 020 available for September 2010. For person who should also have a please contact Lottie Hooper at 8364 4440 for more information information about the school see sound knowledge of the EYFS. Eaton Square School or email or e-mail cjmedcalf@caroljane www.river-house.co.uk. Please Please contact Alison Scott on lottie.hooper@eatonsquareschool. nursery.co.uk for an application email [email protected] 020 8747 8531 or email com form. or call 020 7538 9886. [email protected]
APRIL – JUNE 2010 Montessori International 49 Montessori Teaching Opportunities www.montessori.org.uk
SOUTH WEST LONDON Paint Pots Montessori REST OF THE UK Cheshire Paint Pots three Montessori We are a tiny Montessori school CONTINUED Bedfordshire Schools are accredited to MEAB. for children aged 2-5years, term Senior Montessori Manager Tilsworth Montessori School time only, in the Cheshire required to join our passionate, located near Leighton Buzzard is countryside. We are seeking a Montessori Teachers dedicated team for September looking for a Montessori manager Montessori trained teacher with at Montessori Teacher/Directress 2010. We are looking for high for one year maternity cover. You least 2 years experience to be a required ASAP or early Spring for calibre candidates who can will be required to work five named deputy. Applicants must two friendly established nurseries demonstrate maturity and mornings 8.30am to 12.30pm be enthusiastic, passionate about in Clapham and Battersea areas. responsibility within the and an afternoon for admin Montessori, have a good You will be working in superbly demanding environment. You will duties. It is essential that you understanding of EYFS and be equipped classrooms with a small need to be decisive and an have 3 years experience and a able to work as part of a small group of three and four year old excellent communicator. Passion Montessori diploma equivalent to team. Must have CRB enhanced children. Both nurseries are based for Montessori is paramount. an NVQ3/4. We operate a safer dislosure, ideally First Aid and in their own well designed Interviews to be held in April. recruitment policy and are child protection training. Duties premises with excellent outdoor Please send CV and covering committed to safeguarding and include being a keyperson for a areas. Two positions available that letter to the principal by email at promoting the welfare of children. group of children, keeping would suit newly qualified or [email protected] Applicants must be willing to developmental records and experienced teachers. The undergo child protection screening providing a stimulating and position at the Battersea nursery including checks with past nurturing environment for the requires an experienced teacher To advertise your Employers and Criminal Records children. Outstanding OFSTED. able to lead the nursery’s Bureau. All managers are Please contact Su Su Lake on Montessori work. Negotiable, vacancy call interviewed by Ofsted. Please 07801821608 or send CV and competitive salaries are on offer. Stephanie on: contact Mrs Courtenay-Robin on covering letter to The Little House, Please contact Mrs Taylor on 079 01525 211055 for an application The Cobbles, Lower Peover, 7117 2134 or send your CV to 0207 493 8300 form. Cheshire WA16 9PZ. [email protected] SOUTH EAST LONDON Berkshire Children of the World Montessori Cheshire School require a Montessori Deputy Manager and Teacher Teacher/Manager to work in a Stepping Stones Montessori We are a small established happy and friendly environment in Nursery School has a vacancy for Montessori Nursery based in a trained/part trained Montessori Montessori Teacher a well resourced Montessori South East London caring for school in the heart of Windsor, Teacher to provide high quality Dawmouse Montessori Schools in children aged 06 months to 5 Berkshire (Near Junction 6 of M4 care and education for 2-5 year Fulham, South West London has years seeking a Montessori and Windsor Central train station). olds in a small established nursery teaching vacancies for the coming Teacher to be a named Deputy. Excellent OFSTED inspection. in Macclesfield, Cheshire. We are Summer and September terms. Montessori Diploma and Must be dedicated to the looking for an enthusiastic and Applicants should be Montessori knowledge of EYFS framework Montessori philosophy. To start motivated person to join our small trained and prepared for essential. Responsibilities will Summer Term 2010. Please dedicated team; candidates will classroom life. We are a busy include key-working, planning, email: cotwmontessori@ be required to have a sound school that welcomes someone teaching and liaising with parents. yahoo.co.uk or telephone 01753 knowledge of the EYFS framework with a sense of responsibility, The successful candidate will 833 771. and it's links with the Montessori warmth and humour. Interviews need to have good Method. This is a full time position will take place as soon as we communication skills, enthusiasm and applications are invited from Berkshire receive your CV and references. and be able to assist in the in the part/newly qualified Montessorians We actively encourage day to day running of the Nursery. Braywood Montessori School is with relevant work experience. For professional development and Competitive salary. Please apply set in the countryside near more information please email would expect candidates to have in writing with CV to Windsor, Berkshire. We are Aptar on info@steppingstones a clear career path. For further [email protected] seeking an experienced montessori.co.uk or ring 07932 information contact Miss Emma for the attention of Maura Montessori Teacher to join our 759379. (please only email on or 1 on 020 7381 5731 or send your McMahon. Telephone: 020 8850 team working with children 2 /2 to before 12 April due to holidays). CV to missemma@ 8753. Website: www.willowpark 5 years during mornings, term dawmouse.com montessori.com time only. Responsibilities will include key-working, liaising with parents, planning/delivering an Essex exciting curriculum in line with the Holiday Club Teacher. A post for a Montessori Teacher EYFS and Montessori Curriculum. qualified Montessori teacher has The individual needs to be arisen due to our beautiful small enthusiastic, conscientious/ Montessori nursery in Colchester, and Assistant reliable and would also need to Essex now opening during school required for a newly established nursery play a pivotal role in the day-to- holidays. It is our wish to open day running of this small but well the school all year round as we Opening Sept 2010 in the heart of High Street London established school. Salary based currently operate on a term-time on qualifications and experience. only basis. Hours-08.00-18.00 You will be working with children age 2-5 years. Call Georgina Pitchford on 01628 Mon-Fri during school holidays You must have knowledge of the foundation stage,must be 676717 for more details or email (we anticipate closure for 2 weeks motivated and able to assist in planning and day to day your CV to georgina.pitchford@ at Christmas and 1 week at running of the establishment. virgin.net Details from: Georgina Easter) leading to possible year- Pitchford, Principal, Braywood Continous develpment encouraged. round post. Please call Gaynor on Montessori School, 21 Windsor 01206 760863 or email Please contact manager on 0207 937 7337 or Road, Maidenhead, Berkshire SL6 [email protected] 2EW. Tel: 01628 676717 Mobile: m for more info. Website: send CV to [email protected] 07850 260533. lexdenmontessori.com
50 Montessori International APRIL – JUNE 2010 Montessori Teaching Opportunities www.montessori.org.uk
Essex Middlesex Surrey Surrey The Village Montessori Nursery New challenge? Based in Montessori Nursery School A new nursery school based in (MEAB-Accredited), Theydon Hounslow, Middlesex: Bambinos Manager. To start immediately, Frimley, Camberley, Surrey for Bois, Essex seeks Directress to Montessori opening in April 2010 initially for 9 months to 1 year for children between the ages of join friendly team Mon & Wed are looking for a dedicated maternity cover, position likely to 3months to 5 years is looking for 09:00 – 14:00, possibly one qualified Manager to help set up become permanent. Cobham candidates in the following areas: additional morning, 41/42 weeks the new nursery. Confidence, Montessori Nursery School is a Full time Montessori Manager; Full p.a. Start asap. Holiday pay 6 knowledge, experience in term-time nursery school with time Montessori Teachers; Part weeks p.a. pro rata plus training management essential. Manager holiday club, open 49 weeks per time Montessori trained/newly subsidy. Mont. Int’l Dip essential, role consists of liaising with staff, year, registered 40. Hours: 8am- qualified. If you would like to be knowledge and experience of planning, assessing, recording 3.30pm Monday-Friday, class considered for future employment, EYFS preferable; applicant should and teaching following Montessori teaching 9am - 1.15pm, you need to be highly motivated, reside in the UK; be computer- curriculum alongside EYFS. Admin/planning in afternoons, or sensitive, flexible, enthusiastic, literate: have a good command of Immediate start. Competitive to cover in the Nursery when reliable, dedicated, passionate English as s/he will be involved in salary. Teaching staff also required. Duties include managing with a good team spirit and able the planning & assessment needed. Montessori diploma team, preparing environment, to work well as part of a strong process. Professional, proactive, essential with experience. Full or planning and delivery of daily team; we would like to hear from caring and cheerful disposition part time. Knowledge of the activities. Assess and record you. The nursery is easily essential and a willingness to EYFS is key with good leadership children’s development using accessible by train/buses and as work as part of a team. CVs to roles and responsibilities. Looking record system, Following part of our employment package Debbie Palmer, Tel: 07930- for enthusiastic members with Montessori curriculum alongside accommodation will be provided 313075 (email: deborah.palmer good communication skills and EYFS framework. Qualifications on site at a reasonable cost. If @homecall.co.uk) confidence to help one another in required:-Montessori Diploma as right candidates are found we are a fun environment. Pay based on a minimum, Nursery Management looking to open in the Easter qualifications and experience. experience. Knowledge of EYFS. period 2010. Please send C.V Please contact Sonya Pannu on EYPS an advantage. Salary: £21k, together with covering letter East Sussex 07970642789 or email negotiable. Call 07795322688 or clearly indicating which post you bambinos.montessori.nursery@ email office@cobham are applying for to; Ginika Ogidi, To start April 2010 onwards. gmail.com montessori.co.uk Hamilton House, Springfield Road, Brighton and Hove Montessori Camberley, Surrey, GU15 1AB or School, UK, recruiting new Surrey email [email protected] Montessori teachers for 2010- Tel: 07946648441. 2011 expansion. To work with Deputy Manager – Part-time. children aged 0-3, 3-6 and 6-12 Hours: 8.45am – 1pm, term-time Somerset years old. Please contact only. Duties involve Montessori admin@brighton- Tall Trees Kindergarten, Frome, teaching, helping manager with To advertise your montessori.org.uk with a brief CV. Somerset. Set in a beautiful preparing environment, planning location in a grade 2 listed and delivery of daily activities. vacancy call country house with 2 acres of Assess and record children’s Stephanie on: outdoor space, Tall Trees has a development using record system, Kent vacancy for a full time Montessori following Montessori curriculum 0207 493 8300 Montessori Directress teacher. The applicant may be alongside EYFS framework. Beckenham, Term time & holiday newly qualified, training or fully Montessori Diploma preferred, or club. £13-16,000. Our setting is experienced/qualified. Knowledge NVQ Level 3 Montessori Student. EUROPE MEAB accredited and achieved an of the EYFS is an advantage. This Knowledge of EYFS. You would be outstanding OFSTED in is a superb opportunity for a joining a friendly, enthusiastic September 2009. Based in the dedicated teacher to join our high team who love working with Albania middle of a traditional London quality, progressive and dynamic children aged 2.5 - 4 years. Good The International Montessori park, we are registered for 48 setting. Pay will be based on career prospects for right person. School of Albania children across two classrooms qualifications and experience. Salary £8.25 per hour to start. (www.montessorialbania.com) is with a dedicated team of 7 fully Please contact Emma Comer on Contact Hilary 07702788797 or looking for an English speaking qualified Montessori Directress’s. 01373 465691 or email: 01932 863360. Email: Montessori Teacher for our 3-6 If you are interested to find out emma.comer@talltreeskindergart office@greenacresmontessori. program in Tirana, Albania. Our more please contact us on 07802 en.co.uk Website: http://www.tall co.uk Website: http://www. school is the first and only 458 015. treeskindergarten.co.uk greenacresmontessori.co.uk Montessori School in Albania. It is situated in Tirana in a quiet Ecole Montesssori-Nations (bilingual residential neighborhood French-English) in Geneva, Switzerland, has frequented most by expat Lincolnshire URGENT: two positions for Montessori teachers (one French speaking and community. The classes are taught in English to a multicultural Montessori Teacher required from one English speaking) with 6-12 diploma, preferably with at least group of children (expat and September 2010 to work in a two years experience in teaching elementary levels for the next small, well-established Accredited local). There is a competitive school year starting August 2010. It is a team with French and Montessori Nursery School in the salary and benefit package offered English Montessori teachers (one in each class). Applicants should Lincolnshire/Leicestershire area, (paid accommodation and a nice term time only. Candidates will be be citizens of EU or AELE. furnished apartment), and airfare ticket, basic remuneration: 22000 required to have a sound CV should be sent to Mrs. Odette Cutullic, by e-mail or mail, EURO per annum. Required knowledge of the EYFS framework together with a copy of the Montessori diploma and work and its links with the Montessori qualification: a recognized 3-6 certificates of previous posts. Method. Please contact Diana Montessori Diploma; Criminal Thompson, Manor Farm ECOLE MONTESSORI-NATIONS Records Check; Enthusiastic and creative. Please contact: Mirlinda Montessori Nursery School, 13, Ch. Dr. Adolphe-Pasteur, 1209 Geneva, Switzerland Branston, Grantham NG32 1RU Boshnjaku Tel: +35542321121. [email protected] www.montessori-nations.ch on 01476 879 320 or by email at Email: montessorialbania [email protected] 20th anniversary 1989-2010 @gmail.com
APRIL – JUNE 2010 Montessori International 51 Montessori Teaching Opportunities www.montessori.org.uk EUROPE REST OF THE WORLD Indonesia Cyprus Pre School and Primary Teachers. Cyprus Montessori Teacher. Little A well established and resourced, Gems Montessori Nursery (MEAB Accredited Montessori School accredited), Nicosia - Cyprus, situated in a green area in South requires an experienced Jakarta, Indonesia, for children Montessori teacher to join our ages 18 months – 12 years. JMS Nature Kindergarten Manager happy, friendly and enthusiastic has job opportunities for 3-6 and team as from September 2010. Auchlone, Crieff, Perthshire, Central Scotland 6-9 Montessori qualified teaching The applicant must be fluent in staff with experience starting Competitive Salary offered in line with experience English. Greek language skills are August 2010. We offer attractive seen as an advantage. Duties Interviews: Week beginning 29th March 2010 salary and benefit packages include record keeping, curriculum including: paid vacation/sick and Mindstretchers is a growing and dynamic planning and maintaining a professional days; assistance with company and we are looking for highly moti- stimulating environment. Term- accommodation, medical cover vated, dedicated and energetic individuals to join time only. EU citizens need apply and relocation costs for qualified only. For more information about our team! applicants. This is an exciting Little Gems, please visit our opportunity to work in a beautiful, If you are creative, enthusiastic and passionate website www.littlegems culturally rich and diverse montessori.com Please send CV about working with young children in an outdoor environment with an experienced to: littlegemsmontessori setting then this may be an opportunity for you to staff. If you are passionate about @gmail.com Tel: +357 999 500 using the Montessori approach work with like-minded people and experts such as 70 or 22 351 319 with children send a covering our founder Claire Warden. letter and resume/CV together with a copy of your Montessori Contact information: Diploma/s and letters of reference Sabine Mackenzie, Mindstretchers Ltd, The from previous employers to To advertise your [email protected] Warehouse, Rossie Place, vacancy call or fax to +62 21 727 2202. Auchterarder, PH3 1AJ Tel: 01764 664409 Jakarta Montessori School, Jalan Email: [email protected] Stephanie on: Durian No. 10, Jagakarsa, Jakarta Interview dates: to be confirmed 0207 493 8300 Selatan, Indonesia. Website: www.jakartamontessori.com www.mindstretchers.co.uk
For Sale/Seeking to Purchase FOR SALE Montessori Nursery Nr Winchester Hampshire Beautiful village hall setting High Occupancy Call 01730 829008 or 01730 829377
52 Montessori International APRIL – JUNE 2010 Teacher Training www.montessori.org.uk
First aid for Life Learning first aid skills isn’t just about making someone a potential life-saver – it helps increase their confidence, independence and ability to react to a crisis. Our innovative first aid programme suits all needs with a particular focus on disabled people. To find out more –
APRIL – JUNE 2010 Montessori International 53 54 Montessori International APRIL – JUNE 2010 APRIL – JUNE 2010 Montessori International 55 globallinks UNICEF UK launches biggest ever international diary Europe initiative – ‘Put it Right’ 1st -3rd October On February 8th 2010, UNICEF UK Congress, Montessori Europe, Bad Honnef (near Bonn) launched its biggest ever initiative. Spanning five years, Put it Right 27 November aims to inspire unprecedented MSA National Conference, action to protect the rights of Institute of Education, London children everywhere – rights to a USA childhood, to be healthy, to be April 15 – 18 educated, to be treated fairly and to NAMTA - ICT and Montessori be heard. Pedagogy, Chicago, IL Put it Right has three aims: to raise an initial £55 million; to campaign New Zealand for action by the government, and August 21-22, 2010 to put children’s rights at the heart Montessori Aotearoa from Birth to of the UK’s approach to children. Six Workshop For the first time ever, UNICEF UK PHOTO ©UNICEF UK/BANGLADESH09/SUE PARKHILL Wellington, New Zealand has invested in an integrated Case Study: Aklima advertising campaign across TV, Aklima is 12 years old and lives in Bangladesh. Because her family The Annual print, digital and outdoor media. is so poor, Aklima has had to work since she was three or four years Mindstretchers UNICEF UK’s first ever above the old. Every morning, she makes the hour-long walk to a rubbish International line TV adverts will be broadcast dump with her friends. She collects scraps of paper and plastic Conference nationally across ITV, Channel 4, which she sells on. This work earns her between 40 and 60 taka Channel 5 and Sky. They will each day. In the future, she says she would like to have a job 8th - 9th June 2010 feature five children from across the sewing. Perthshire, Scotland globe. The children’s stories show Key speakers their experiences of having their Denied the right to education will include the fundamental rights denied, through Because she has to work, she can not attend regular school. award winning having to work, lacking clean water, Aklima’s right to an education has been denied. Worldwide Richard Louv, missing out on school and having to approximately 100 million children, the majority of them girls, are author of ‘Last raise a family after being orphaned still denied their right to go to primary school. Child in the by AIDS. How UNICEF is helping to put it right for Aklima Woods: Saving Richard Louv The initiative will promote and A few months ago, Aklima was put in touch with a social worker Our Children protect children’s rights, as who introduced her to an open-air school near the dump. The from Nature-Deficit Disorder.’ stipulated in the Convention on the school is run by a local NGO Also working with Mindstretchers Rights of the Child (1989). All (non-governmental organisation) will be Naama Zoran, a children have rights yet millions are in partnership with UNICEF. Developmental Psychologist and denied them. UNICEF believes this Many of the children who work at Educational Systems Consultant is wrong. the dump attend the school. It from Israel. We are hoping to raise more money offers non-formal education The conference will be led by the than ever for children and highlight which fits around their working founder and director of the importance of fulfilling hours. Mindstretchers, Claire Warden, children’s rights. who is also the European leader of curriculum. This corresponds with The Put it Right initiative shares the grow, participate and fulfil their the Nature Action Collaborative. Put it Right's ambition to raise same right-based approach as the potential. When asked about the focus of awareness of children's rights Rights Respecting Schools Award. The Rights Respecting School this event she said: “Children have through a focus on fundraising, Both initiatives recognise that all Award incorporates the values a right to have their opinions and advocacy and campaigning work. children have rights that guarantee and principles of the UNCRC ideas heard and their voices must them what they need to survive, into a school's ethos and www.unicef.org.uk/putitright always drive planning. This conference will share a variety of established and emerging International Montessori Europe Congress 2010 consultative strategies and The theme for the XIth International Congress secondary education. documentation from around the world.” from the 1-3rd October 2010 is ‘From International speakers include David Kahn (USA), Childhood to Adolescence’ Lesley-Ann Patrick (Scotland), Clara Tonar, (Italy) For bookings and to find out more, The emphasis will be laid on adolescence in view of and Ulrike Kegler (Germany). visit www.mindstretchers.co.uk or contact Sabine on 01764 the ideas for an experience-based education for For further information visit www.montessori- 664409 or email social life, as advocated by Maria Montessori for europe.com [email protected]
56 Montessori International APRIL – JUNE 2010