Tag Archives: early childhood

A Practical (Life) Thanksgiving

By Alex Chiu

Thanksgiving is just the holiday for making connections between home and your child’s Montessori school experience. With the number of preparations involved, it’s wonderful to have extra hands helping with all of the details, and your children have a great deal to offer as helpers. Since September, they have been refining many of the skills needed to pull off a perfect Thanksgiving holiday for family and friends. Invite your child to participate in the planning and preparation. They will take pride in and feel great satisfaction in being able to contribute, and you’ll be grateful for the extra help in getting things done!

Before the Big Day

Clean: As you begin your household chores, consider what tasks can be done by your child. At school, Montessori students practice folding cloths, scrubbing tables, washing dishes, sweeping, cleaning the leaves of plants, rolling rugs, and pushing in chairs, just to name a few. See what needs to be done around the house before company arrives, and then invite your child to take on one or more of the chores that he or she can be successful in completing. Simple chores such as putting clean hand towels in the guest bathroom, organizing their toys, or pushing in the chairs around the dining room table allow even the youngest children to feel like they are making a contribution to the festivities.

Decorate: Montessori students have ample opportunity to be creative with a variety of art supplies at school. Charge your children with the task of creating table centerpieces. Encourage them to take a nature walk and collect items to use in their creations. They may also enjoy making place cards for your dinner guests. Provide them with colored paper, scissors, colored pencils, and the list of guests. To welcome visitors, you might like to spend time together making a welcoming wreath for your front door. Using a wire or grapevine wreath frame available at most any craft or dollar store, use clothespins to attach favorite photos or items from nature, or tie strips of different colored ribbons around the frame.

Set the Table: Your children are already old hands at setting the table by the time Thanksgiving rolls around. They have been setting up their lunch spaces since the start of school, and many classrooms have likely set out a “table setting” work on the Practical Life shelf, showing the proper placement of forks, knives, spoons, and napkins. If your dishes are too fragile, work together. Let your child set out the napkins and utensils while you set out the dishes and glassware. And remember to have your child count while doing this chore. How many people are coming? How many of each item will we need? How many utensils will be on the table in all? Learning opportunities across disciplines abound in this preparation work!

Thanksgiving Day

Help with Food Prep: Food prep is often a favorite activity for Montessori students. They become young experts in peeling, chopping, pouring, and so much more. Allow your child to help with measuring and mixing, slicing (with a child-safe kitchen tool) and washing, or pouring and peeling. Remind your child to wash hands prior to doing any food prep, and provide some guidance, but be prepared to be surprised at how well they can manage many tasks in the kitchen!

Practice Grace and Courtesy: Prior to the arrival of your guests, coach your child in some of the social graces you expect of them. You might have your child collect coats as guests arrive or provide newcomers with a small tour of the main level of the house. Have your child introduce guests to one another, and practice some ‘conversation starters’ for your child to use. Share some memories about family and friends who will be joining you for the celebration, or put out some photo albums for your child to peruse with guests as a springboard to hearing old stories and making new lasting memories. At the dinner table, include your child in conversations by asking open-ended questions or encouraging your child to share some stories about school, friends, or special events.

Clean Up: Just as with setting the table, your children can easily assist with certain clean up jobs. Ask them to help clear dishes, wipe counters, or push in chairs. Transferring leftover items from serving dishes into storage containers is a great job for children to do. Whatever the task, allow your child to do the job to the best of his or her ability, and enjoy having the help!

When everyone is full, when all the work is complete, and when the busy-ness of the day winds down, take a few moments to reflect on all of the hard work that was done in order to create a special day for everyone to enjoy. Think about the ways in which your child was able to help and how he or she is growing, developing new skills, and gaining independence. Maria Montessori once said that “Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.” So before the day is done, share your reflections with your child, and remember to give thanks for it all!

Photo Credit: http://farm3.staticflickr.com/2677/4104214861_9f3e18b225_z.jpg

Promoting a Lifetime of Healthy Habits at MCA

By Polly Bliss with Alex Chiu

“Teaching health class is my favorite time of the day at MCA. The hand washing and vegetable songs are music to my ears, and I enjoy the great questions and funny, honest comments your children make during class. If you have Diet Coke for breakfast, I may hear about it!” ~ Nurse Bliss

Health lessons at The Montessori Children’s Academy (MCA) are based on five simple principals that are the same whether your child is in our Preschool, Kindergarten, or Elementary Program.

They include:

1. Washing your hands, brushing your teeth, and taking care of your body.
2. Practicing safety.
3. Taking a deep breath.
4. Eating more fruits and vegetables.
5. Exercising.

Every day, we should all be doing these five simple things.

1. Wash Your Hands! Brush Your Teeth! Take Care of Your Body!

The simple act of washing hands prevents us from getting sick and stops the transmission of illnesses. We encourage the children to wash their hands after they go to the bathroom, before they eat or prepare food, and when they come in from playing outside. The first thing children should do when they get home from school is wash their hands.
A Practical Life lesson MCA preschool students learn in Health Class is how to use a tissue, and children are reminded to keep fingers out of their noses and mouths. A favorite lesson is titled “Germs are Not for Sharing.” Using a spray bottle, we dramatically demonstrate what happens when sneezes and coughs aren’t covered—the children do NOT like to get sprayed with the pretend germs, and they quickly learn to use an elbow to catch their coughs and sneezes to protect themselves and others. In the Elementary Program, we take the topic of hand washing further by discussing viruses and germs and the many ways our immune system protects us.
In the fall, our preschool lessons also focus on body parts and how each body part has a specific job to do. We discuss ways to keep all of our body parts healthy and working properly. At the Elementary level, we discuss each body system, how the body systems work together, and ways to keep each body system functioning for optimal health. Later in the year, during Dental Health Month, students learn all about teeth and how important it is to keep teeth clean by brushing twice a day and flossing once a day. A local dentist and hygienist visit our classrooms for a fun, interactive dental health lesson, as well.

2. Practice Safety!

In winter, Health lessons focus on what to do in emergencies and calling 911. We talk about what an emergency is and what an emergency isn’t. Students are given different scenarios, and they must decide if it’s an emergency or not. They also learn to call 911. This is a tricky lesson because children cannot practice actually making the call to 911. However, as fewer of us have land lines in our homes, it’s important that children know how to use cellular telephones, so students should practice unlocking the phone, choosing a name to call from the contact list, or accessing the keypad–these are essential skills needed to call 911 in an emergency. Our Elementary lessons also focus on personal safety. After this lesson, you may find that your children remind you, their parents, not to text and drive or cross the street while looking down at your phone!
Poison Prevention Month in January provides us with the opportunity to teach the students about things that are good for our bodies and things that are bad for our bodies and that could hurt us. Students are introduced to a basket of poisons, such as cleaners, laundry detergent pods, dishwasher pods, and medicine, and in Health Class, they discuss the many things children should not touch or put in their mouths. At home, please remember to keep all poisons out of sight and out of reach. Elementary students also discuss medicine, both prescription and over the counter medicine, and they are taught how important it is to read directions and to take the proper prescribed dose. Students are reminded that a safe adult should always administer medicine to them rather than the children taking the medicine on their own.

Later in the year, during the month of May, our safety lessons focus on staying safe around water and the importance of wearing sunscreen. Students often end up reminding their parents to apply sunscreen, which is a wonderful way to see how they have internalized these important lessons!

3. Take a Deep Breath!

Throughout the year, and in every Health Class, students practice taking three deep breaths. The children learn to breathe in through their noses, the body part that warms and filters the air before it comes into our bodies. They learn to sit up, let their shoulders drop, and let their stomachs go out when they take a deep breath. We discuss how breathing is a great tool that can help us calm ourselves, and the children come to understand how breathing helps to flood our brains with oxygen so we can think better. In Elementary, students also use deep breathing as a strategy to calm their nervous systems, de-stress, and refocus their attention to the task at hand.

4. Eat More Fruits and Vegetables!

To introduce nutrition, preschoolers explore a basket of colorful fruits and vegetables and are invited to form a rainbow with the produce. They learn that each different colored fruit and vegetable has different health benefits. For example, blueberries are brain food, naturally red food is good for your stomach, naturally green food keeps your insides clean and builds strong muscles, naturally orange foods are good for your eyes, and naturally yellow foods are good for your lungs, while white vegetables are great for fighting germs. We also discuss the food plate and how important it is to eat a variety of foods.

It doesn’t matter what diet you follow at home, our health lessons at MCA focus on eating more fruits and vegetables and less junk food. Fruits and vegetables are nature’s multivitamins that come in a form our bodies can immediately recognize, absorb, and digest. Fruits and vegetables are loaded with healthy fiber. We encourage you to send fruits and vegetables for your child’s snack and lunch. If you have a picky eater, there are some strategies you could try to help your child incorporate a wider variety of healthy foods into his or her diet. If your child will only eat vegetables dipped in something or covered with cheese, that is a really great start in developing healthy eating habits. If your child is hungry after school, offer vegetables first. Have vegetables prepared when you are making dinner or setting the table so your children are free to munch on them. Choose different colors, shapes, and textures and let your child pick out new fruits and vegetables to try when you go food shopping.

In Health Class we refer to fruits, vegetables, and healthy whole foods as “go foods”, which are foods that our bodies need to stay healthy and foods that we should eat a lot of each day. “Go foods” also are foods that our bodies immediately recognize and can easily digest. Whole and natural foods have more nutrition in their natural, minimally processed state. At school, we call junk foods “whoa foods,” and these include foods that are loaded with chemicals, sugar, food coloring, preservatives, and anything hydrogenated. Our bodies aren’t designed to digest “whoa foods”. In fact, many foods we consume today wouldn’t have even been considered food 100 years ago. And sugar certainly wasn’t added to practically everything either. Our bodies don’t know how to digest highly processed foods and foods loaded with chemicals and preservatives. “Whoa foods” take much longer to move through our digestive system and since they stay in our bodies longer, it’s no wonder why obesity and chronic illnesses are on the rise.

Our MCA students learn that they should eat “go foods” most of the time and have “whoa foods” every once in a while. If you do choose processed food items, (which are usually the foods you find in the center aisles of the supermarkets), try to keep the number of ingredients listed on the packaging to under five. Another good rule of thumb as you shop is if you can’t pronounce an ingredient on the package, it’s probably not good for you. Also, if you lose count trying to count the number of ingredients, it’s not good for you, and if it will stay fresh for a year, it’s not good for you. You might also keep in mind that if your preschooler can reach a breakfast cereal, it probably isn’t good for them, and if your yogurt is loaded with sugar or has candy on top of it, it’s dessert.

During our Elementary nutrition lessons, we discuss the digestive system and how to read nutrition labels including portion sizes. We “re-think our drink” by using a sugar bowl to count out the number of teaspoons of sugar that are in our favorite junk beverages. This can be quite an eye-opening lesson for our students. Try it at home sometime and you, too, will be surprised! Take the number of grams of added sugar and divide by four. For example, if your 16 ounce bottle of soda has 44 grams of sugar, you are consuming 11 teaspoons of sugar. We hope this helps you all to ‘re-think your drink’!

As the seasons change and we get closer to summer, the children are encouraged to visit a local farmers market to see what fruits and vegetables are local and fresh. Not only is this a fun family outing, but a great way to take part in a community event and perhaps discover a new favorite healthy food!

5. Exercise!

MCA students are taught that exercise is also important for healthy bodies. Our bodies are made to move, not to sit in front of a computer or television all day. It’s no wonder so many of us have a stiff neck from looking down at our computers or phone screens constantly. Our MCA students learn that they should engage in at least one hour of physical activity a day. The best exercise for children is simply to go outside and play. Children build strong bodies by playing. Go to the park, go to the playground, go for a walk or a hike, ride bikes together, play a sport, learn to swim, and take the stairs. As parents, we model behavior for our children, so we encourage you to put the phone down, turn off the computer, turn off the TV, and go do something active together with your children. Encourage raking leaves, snow shoveling, vacuuming, cleaning, gardening, and car washing. They are all terrific physical, family activities that also count as exercise. Engaging in physical activity is a family affair that is good for everyone across the lifespan, and all of our MCA students from our youngest to our oldest, learn the value of movement and exercise. The older students extend their understanding of this by also learning about the cardiovascular, respiratory, and muscular systems. We are always emphasizing healthy behaviors that keep all of our body systems functioning properly.

Putting It All Together

In every lesson throughout the year, MCA students refer back to the 5 basic principles of taking care of their bodies, practicing safety, taking a deep breath, eating more fruits and vegetables, and exercising, and they learn to see the connection between these simple steps and staying healthy. It is our hope that our students are learning healthy habits that will last throughout their lifetimes!

Image credit: intranet.tdmu.edu.ua

Preparing for Parent/Teacher Conferences

By Alex Chiu

By the month of November, students are well into their school routines. They have learned the classroom rules and guidelines, refreshed their memories after a summer off from school, likely made some new friends, and are deep into their new learning. This is why November is often the time of year when schools will schedule their Parent/Teacher Conferences. It’s a perfect time for teachers to connect with parents to share their observations about their students, and it’s the opportune time for parents to glean some insights into how their children are performing in school both academically and socially.

Prior to conference season, teachers take a great deal of time to prepare for their upcoming meetings with parents. They may work with the students individually for the most up-to-date assessments of certain skills, they will take more time observing the children as they interact with peers in the classroom and on the playground, and they will collect any important and pertinent information for students, which depending on the child and the school, may include support services reports, samples of student work, or additional notes.

Montessori teachers have an edge in preparing for Parent/Teacher Conferences because a large part of their training specifically focuses on observation in the classroom. Montessori teachers learn and practice the art of observing how their students work and interact, using their observations to drive which lessons to present to which children, which materials to rotate, and which parts of the environment to adjust to meet the children’s needs. Therefore, parents of Montessori students can be assured that at their conferences, they will learn quite a bit about how their children function at school and what they might be able to do at home to bridge the school to home learning.

For parents with children in school for the first time, we’ve gathered some information to help you prepare for your first Parent/Teacher Conference. For ‘veteran’ parents, these reminders may help you get the most out of your conferences this year.

At your conference, you can expect to learn about your child’s:

1. Recent academic progress.
2. Behavioral development as observed by the teacher since September.
3. Social interactions and development in the classroom.
4. Strengths and challenges within the classroom.

During the conference, you can help your child’s teacher learn more about your child by:

1. Describing your child’s attitude towards school.
2. Sharing anything that currently may be impacting your child’s academic or social progress (e.g., family illness, move to a new home, other family changes or potential stressors).
3. Discussing what you see as your child’s strengths and challenges.
4. Providing information about any special interests/activities your child has outside of school, so as to help your child’s teacher get to know a little more about your child.

What parents can do to prepare for and help facilitate a smooth conference:

1. Bring a list of questions you may have or topics you would like to discuss, keeping in mind the time allotted for your conference. Prioritize your list.
2. Ask your child if there is anything he or she would like to discuss with the teacher and share his or her comments with the teacher.
3. Come prepared to listen and take notes.
4. Ask to see samples of your child’s work or which Montessori materials he or she has been using.
5. Ask what you can do at home to help your child with academic, social, and emotional development. Inquire if the teacher has any community references that may be helpful to your family.
6. Be respectful of the time. If you have more questions than time allows for, do ask for a follow-up meeting at a later date. Communication with your child’s teacher can and should continue beyond the conference as needed.

Parent/Teacher Conferences are a wonderful opportunity to learn about what a typical day at school is like for your child, develop stronger connections with your child’s teacher, and gain insights into your child’s development. By participating in these conferences, you are showing your child that you are interested in what happens at school. You also are modeling the importance of open communication, and you are building the bridge between home and school to promote your child’s success as a student.

Happy conferencing!

graphic credit: http://rlv.zcache.com/parent_teacher_conference_stickers_bright_leaves-rccdfe977e8404e3db9c5b4a5b6353c81_v9wxo_8byvr_324.jpg

An Abundance of Autumn Activities for Fall Family Fun

By Alex Chiu and Alisa Jones

Autumn is in the air! Crisp, cooler temperatures make us grab a sweater in the mornings. Vibrant colors of the changing leaves cause us stop to take in their beauty. Smells of cinnamon, apples, and pumpkins spike cravings of pie and cider. Our senses are beckoned at every turn.

Similarly, the senses of children in Montessori classrooms are heightened as we invite them to tune into all that is around them, not only in autumn, but all year long. While the Sensorial area of the classroom is specifically dedicated to stimulating and enhancing children’s senses, Montessori classrooms enrich students’ sensorial experiences across curriculum areas. This happens in every season through a variety of enriching activities that bring in what is unique to each different time of year.

Fall provides us with an abundance of activities we can do that help to build skills across curriculum areas using easy to find apples, acorns, pumpkins, and leaves. There are so many things we do in our classrooms with an autumn theme, and there are even more that you might enjoy trying at home as well. What follows is just a sampling of some fun fall activities that are easy to do with your family and friends this autumn season.

Fall into Science

• Sort types of apples or leaves by size, color, or variety.
• Grade apples or pumpkins from largest to smallest.
• Examine the parts of an apple or pumpkin from stem to skin to core to seeds.
• Experiment to see if apples (or pumpkins) sink or float (and if you find that apples float, why not create an apple boat by slicing an apple in half, adding a toothpick and paper flag, and letting it set sail in a bowl of water!).
• Do an experiment to find out why apples turn brown. Slice an apple, leave one piece as a control, soak one in lemon juice, one in vinegar, one in water (label them). Set them out on plates, and then observe and log what happens to the different samples of apple slices as they sit out over time.
• Explore gravity! Don’t want to drop the apples or pumpkins from the top of the swing set and clean up the mess? Try rolling two down the slide or a ramp made of cereal boxes. Guess which will roll to the bottom first. Were you right? Why or why not?
• Measure the circumference of your pumpkin and compare it to the measurement for your head.

Practical Life Autumn Activities

• Slice and serve apples. Check out the website www.forsmallhands.com for child-safe kitchen utensils.
• Wash a pumpkin. Have a parent carve open the top, and scoop out the seeds. Design your jack o’ lantern.
• Make applesauce or apple or pumpkin pie or muffins, or any other wonderful recipe you have.
• Conduct a blind taste test of different types of apples and vote to see which is your family’s favorite variety.
• Toast pumpkin seeds. Sprinkle with salt, cinnamon sugar, or a favorite spice to try a new twist on an old favorite.
• Transfer acorns from one dish to another using a spoon, tongs, or, if you’re really up for a challenge, chopsticks.

Seasonal Reading Connections

• Read the Dr. Seuss classic Ten Apples Up On Top and then do some follow-up activities.
After reading, see how many apples you can stack. Discuss with your child what makes it easy or hard to stack them? What could you do to make it more stable? (Pyramid? Skewers?)
• Cozy up with some of our favorite pumpkin-themed books, such as Pumpkin, Pumpkin by Jeanne Titherington, The Pumpkin Book by Gail Gibbons, Pumpkin Soup by Helen Cooper, Pumpkin Town or Nothing is Better than Pumpkins by Katie McKy.
• Go on a nature scavenger hunt after reading We’re Going on a Leaf Hunt by Steve Metzger. Invite your children to search for seeds, different types or colors of leaves, a stick that looks like a letter, something fuzzy, etc.
• Count acorns or leaves by ones, twos, fives, and tens after reading Nuts to You or Red Leaf, Yellow Leaf by Lois Ehlert.

Autumn Art Projects

• Chop up an apple, add toothpicks, and build creative 3D structures.
• Slice an apple in half, paint the flat half, and make apple prints. Try slicing one apple through the center and another from core to base to see how the prints differ. This makes pretty fall stationery.
• Make leaf rubbings. Peel off the paper around your crayons to allow for a smoother crayon rubbing.
• Create an apple or pumpkin inspired drawing using crayons, colored pencils, or oil pastels. Look closely at your apple, what different colors do you see? Blend them together and cut out in an apple shape.
• Decorate a pumpkin using paint, pipe cleaners, glitter, buttons, or unusual items you may find around the house.

Math Fun in the Fall

• Count the number of trees that have lost all of their leaves in your front yard or on your street.
• Estimate how many seeds are in your pumpkin as you carve it. Then count them before roasting!
• Collect acorns or leaves when out for a walk (you will need a lot!). At home, have your child set out the leaves by quantity from 1-10 (or as high as you can go!).

As you can see, it’s easy to incorporate fun learning activities into family time this fall season. We look forward to your children sharing all of their family autumn adventures with us when they come to school. And as fall turns to winter, and then spring, and then summer, challenge your family to apply some of these ideas to what is unique to each of the seasons for family fun all year long!

Clip art credit to: https://gallery.yopriceville.com/var/resizes/Free-Clipart-Pictures/Fall-PNG/Autumn_Pumpkin_and_Fruits_PNG_Clipart_Image.png?m=1443543781

The Language of Montessori

By: Alex Chiu

If your family is new to Montessori, you might think you hear your child speaking a ‘new language’ when he or she returns home from school each day. As the children are learning their new classroom routines, they are also learning some of the terminology unique to Montessori. In order to help you ‘translate’ some of the new phrases that might be coming home, we’ve put together a brief list of common terms you may encounter as you begin your Montessori journey.

The Prepared Environment: This is your child’s classroom. However, the Montessori classroom is specifically and meticulously arranged in such a way as to provide teaching opportunities at every turn. Organized by areas of learning, your child’s prepared environment at MCA includes the full complement of beautiful Montessori materials designed to facilitate learning and exploration in the areas of Math, Language, Sensorial, Practical Life, and Culture/Science. Teachers thoughtfully place the materials, furniture, rugs, and adornments with the children’s needs in mind. You’ll notice that the furniture is just the right size for the children and that artwork is hung at the child’s eye level. The classroom is set up to facilitate independent and group learning, and to offer children a safe, comfortable space in which to grow and learn.

Work: This is the term used for the activities the children engage in at school. Montessori ‘work’ includes all of the meaningful, beautiful materials the children will receive lessons on and then may choose from the classroom shelves while they are at school. At home you might ask your child, “What work did you choose today?”

Normalization: As defined on the American Montessori Society website, “normalization” refers to “A natural or “normal” developmental process marked by a love of work or activity, concentration, self-discipline, and joy in accomplishment. Dr. Montessori observed that the normalization process is characteristic of human beings at any age.” In Montessori schools, the beginning of the year focuses on the activities and skills that lead to a ‘normalized’ classroom in which students understand the expectations and are able to function in the classroom independently and successfully.

Grace and Courtesy: Part of the “normalization” process at the beginning of the school year involves a big focus on “grace and courtesy” in Montessori classrooms. Teachers model and then have students practice using simple courteous phrases such as “please”, “thank you”, and “excuse me”. Students learn the polite way to ask for help or to get someone’s attention. They learn how to walk around the work rugs of their classmates so as to not disturb them. They learn how to stand in a line or how to sit at circle without interfering with the physical space of their friends. These lessons are the fundamentals of a functioning classroom, and Montessori students learn them quickly and wonderfully!

Work Rug or Work Mat: Students define their work space in the classroom by using a work rug or mat. This keeps the materials contained and safe, and it also designates the area for the child’s activities. Other children learn to walk carefully around the work rugs or mats of their classmates. Your child may also use a special work mat at a table, especially when working with water or paint. The tablemat also contains the work to a specific area and helps in the cleanup of the work area as well.

Three-Period Lesson: When a student is introduced to a new concept for the first time, he or she is given a three-period lesson.

The first period is naming. Using the Montessori materials, the teacher first tells the child the name of or provides the specific vocabulary for the new concept. The teacher will say “This is a cube” or “This is a circle”.

The second period is recognition after being given the vocabulary. The teacher next will use the material in some manner, and then invite the child to show what was just named. For example, the teacher might say to the child “Show me the cube” or “Show me the circle”. The child is required only to recognize and identify the newly learned item.

The third period is when the child is able to provide the vocabulary spontaneously, showing mastery. In the third period, the teacher will ask the child to provide the vocabulary for the new concept. The teacher will ask, “What is this?” and the child is expected to give the name (e.g., “This is a cube” or “This is a circle”).

Note that a child may not reach the third period right away—a lesson may require several attempts over the course of time for a child to be able to master the third period and identify and provide the vocabulary of a new concept.

Work Cycle: Montessori students are given a wonderful gift of time called the “work cycle” during their school day. The work cycle is a long, uninterrupted work time during which the children may choose their activities and then spend time doing those activities for as long and as often as they wish. Montessori education understands that children need time to make choices, complete tasks, repeat tasks, and engage in their learning. During the work cycle, the child may complete many independent tasks, work with a teacher one-on-one, or do activities with a friend or in a small group—all productive and important components of the school session.

Practical Life: Especially at the beginning of the school year, the Practical Life area of the classroom is the most used and most popular. It is in this area that children learn the fundamentals used across all areas of the Montessori classroom. In Practical Life, they learn the steps for selecting work, taking the work from the shelf to the work space, organizing the work, performing the tasks, completing the work, and returning the work to the shelf so it is ready for the next person.

Practical Life activities involve a great deal of fine motor control, concentration, patience, and motivation to complete. Each activity assists the child in developing necessary everyday life skills from dressing to cleaning to preparing food, etc. As adults, we often take these skills for granted, but in Montessori classrooms, we know they are learned skills that promote learning across all areas!

Pincer Grip or Pincer Grasp: While not a uniquely Montessori term, children develop their pincer grip as they perform a multitude of tasks across the Montessori curriculum. The pincer grip is the combination of the thumb and forefinger working together to manipulate, move, or grasp an item.

Sensorial: The colorful and inviting Sensorial area is where children develop a heightened awareness of their five senses of sight, hearing, touch, taste, and smell. Children also develop understanding of size, space, and sequence, and the Sensorial materials provide a foundation for the Math and Language academic areas. The popular Pink Tower, an iconic Montessori material, is just one example of the Sensorial work your child might choose, building the tower from the biggest pink cube (which is 1 cubic decimeter) to the smallest pink cube (which is 1 cubic centimeter).

Control of Error: Because the child is encouraged to explore and learn at his or her own pace, the Montessori materials have a built in ‘control of error’ that lets the child know whether or not he or she has completed the work correctly. For example, if a child is learning to pour water from one small pitcher into another, the control of error is if the water spills. The child can see his or her success in completing the task without any interference from the teacher. If there is a spill, the child has learned already how to clean it up. Then, he or she can make another attempt at pouring, and another, until he or she pours without one drop spilled. Imagine the satisfaction felt after achieving that goal!

Circle: Again, this is not a uniquely Montessori term, but one that often is used in Montessori classrooms. Circle time refers to the time of day when the entire class of children come together with their teacher(s) and sit (usually in a circle) to listen to stories, sing songs, observe a group lesson, or do some other all-class activity.

Absorbent Mind: As defined on the American Montessori Society website, the “absorbent mind” is the time when “From birth through approximately age 6, the young child experiences a period of intense mental activity that allows her to “absorb” learning from her environment without conscious effort, naturally and spontaneously”.

If you encounter a Montessori term that is new and would like to learn more, or if you’re interested in gathering more information about Dr. Maria Montessori or the Montessori philosophy, you might enjoy reading some of the following books:

A Parents’ Guide to the Montessori Classroom by Aline D. Wolf
Maria Montessori: Her Life and Work by E.M. Standing
Montessori: A Modern Approach by Paula Polk Lillard
Understanding Montessori: A Guide for Parents by Maren Schmidt and Dana Schmidt
Montessori Madness! A Parent to Parent Argument for Montessori Education by Trevor Eissler
The Absorbent Mind by Dr. Maria Montessori