Tag Archives: three year old

Making Sense of It All – The Montessori Sensorial Area

By Alex Chiu

This month, The Montessori Children’s Academy will host the third in its series of Parent Education Workshops on January 9th from 7-8PM at the Short Hills campus. The topic for this upcoming workshop is the Sensorial area of the Montessori classroom, a hallmark of Montessori education. The Sensorial materials were designed by Dr. Montessori as a way for children to be able to explore and then make sense of their environment. Because she believed that sensorial exploration began at birth and that children had a developmental period where they were exceptionally receptive to what they took in through their senses, she created the Sensorial materials.

Dr. Montessori said, “The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world” (The Absorbent Mind). Each material in the Sensorial area isolates a different sense, and Dr. Montessori categorized her Sensorial materials into eight groupings based on which sense was being used: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic. The Montessori Sensorial materials help children organize, compare, order, and classify things based on how they look, feel, sound, smell, taste, etc. While this may at the surface appear very simple, a child’s discovery of these various qualities helps to build the foundation for learning in other areas.

For example, when children use the Pink Tower, a centerpiece of the Sensorial area, they can discriminate the size of each pink cube from the smallest to the largest. However, if we take a closer look at the depth of the learning behind this simple work, we can recognize that children are gaining so much more. First, as with most Montessori materials, there is only one Pink Tower, so children must either wait for a turn to use it or learn to use it cooperatively with another classmate. Next, the child must go through a multi-step process to prepare to do the work. A work rug must be unrolled. Then, taking one cube at a time, the child must navigate the classroom from where the Pink Tower is stored to his or her work rug. This takes several trips back and forth, as there are 10 cubes!

Once using the material, the child may arrange the cubes in a variety of formations. Horizontally on the rug, the child can see how the cubes compare in size. Vertically, the child can build the tower. Children can be quite creative as they use these materials, sometimes creating beautiful displays in an endless array of patterns and designs. This promotes not only discovery of the size discrimination, but it also provides an outlet for creativity and artistic expression.
As with all Montessori materials, the work is self-correcting, and the child, through the control of error built into the work, will see whether or not he or she has placed the cubes in correct size order. If a larger cube is place on top of a smaller cube, the tower would not look visually accurate, and in some cases, would topple over because it’s not structurally sound. There’s no need for a teacher to intervene in this work, as the child can see for him or herself whether or not the work was completed correctly.

On an even deeper level, the Pink Tower is an introduction to mathematics. Each tower is made with 10 pink wooden cubes that increase in size from 1cm cubed to 10cm cubed and represents the base 10 number system. From the youngest age of 3, children are exposed to the concrete material that later helps them understand more advanced mathematical concepts. As an early introduction to mathematics that can grow with the child as he or she is ready, it leads the child to move on to the cubing of numbers and cubed roots with the Montessori Golden Bead Material in the Math area in a natural and progressive manner.

Each colorful and beautiful Sensorial material, from the Pink Tower to the Red Rods, the Knobless Cylinders to the Color Tablets, the Trinomial Cube to the Geometric Solids, the Sound Cylinders to the Rough and Smooth Boards, has a plan and a purpose behind its creation. While initially the children may simply be intrigued by the materials because they are attractive and colorful, they eventually are drawn into deeper learning as they investigate the many aspects of each work. Their senses are refined and awakened, and they come to make sense of their world in a much greater way. Again, as Dr. Montessori so cleverly understood, the children’s work with the Sensorial materials indeed “open(s) the way to knowledge”.

Preparing for Parent/Teacher Conferences

By Alex Chiu

With Parent/Teacher Conferences coming up very soon, we thought we would repost this article from last fall to help parents prepare for these special school meetings.

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!

Springing Forward and Springing Up

“Growth is not merely an increase in size, but a transformation.” ~Maria Montessori

By Alex Chiu

Hopefully, we can say with confidence that spring is finally here. After quite a crazy winter and the late arrival of spring-like weather, we seem to be moving toward warmer temperatures, budding trees, and greening grass. And just as the seasons have changed, so have the children in their Montessori classrooms.

What can you expect from your child this spring? And what can you do to keep their growth springing forward in a positive direction? Let’s take a look at the different age groupings to find out.

2 ½ – 3 ½ Year Olds
With eight months of school behind them, the toddlers and younger preschoolers are showing more independence. You might start hearing the phrase “I can do it myself” much more often. If you do, the very best way to respond is to allow your child to make attempts at doing more things by him or herself! From putting on their own coats and shoes to cleaning up toys to pouring a drink, allowing your children the time to do these tasks independently further encourages their confidence in their own abilities and helps to motivate them to learn to do more and more on their own. You will likely notice that your children are more adept at communicating their needs, and that they have had a ‘language explosion’ in terms of vocabulary and speech. Continue to foster this development by engaging in conversations, commenting on the things you see when you are walking or driving, and of course, reading together on a daily basis.

4 and 5 Year Olds
These students are likely starting to take on more responsibilities in their Montessori classrooms. They might be helping younger children with lessons or doing more to keep the classroom in order. Having had the older role models ahead of them has provided this group of students with a map for what their role will be in the coming school year. They are aware that they are now among the older more experienced classmates, and they rise to the occasion of helping others as needed. At home, provide your 4- and 5-year-olds with opportunities to help you plan, shop for, and prepare a family meal, organize the games or activities when friends come to play, or choose a family outing. This group is also deep into their friendship development, so encourage that further by inviting a friend or small groups of friends to get together during the summer to play, attend a free outdoor community concert, or visit the library together.

Kindergartners
The Kindergarten students may find themselves feeling some mixed emotions at this time of year. They are generally excited about their upperclassmen status, having worked through the complete 3-year cycle in their Montessori classroom. They are the leaders, the role models, and what the younger students aspire to be. They have learned a wealth of academic information, grown in confidence, gained leadership skills, and developed deep friendships and connections with their classmates and teachers. At the same time, they may be feeling nostalgic and a little apprehensive to leave this warm, safe, familiar environment. If they are moving on to a different type of school for first grade, the unknowns may be tugging at them—Who will be in my class? What are the expectations? These and other questions or concerns may be addressed by reaching out to your child’s new school for the upcoming year and asking if they might be able to take a tour. Looking around your neighborhood, you might see potential new classmates and have your child start developing those friendships during the summer through casual playground get-togethers. For those children who will continue their Montessori journey in Montessori Elementary, they likely will have the opportunity to visit their new classroom and meet with current Lower Elementary students. Being able to see what lies ahead may help these graduating Kindergartners feel more at ease with the transition that is approaching for the next school year. Don’t forget to celebrate their Kindergarten graduation as it is indeed a milestone worthy of recognition. These children have worked hard for the past three years on their academic, social, and emotional development, and what they have achieved is worthy of celebration!

Elementary
By springtime, the Elementary students are using the skills they have acquired to extend their knowledge and dig deeper into their various areas of academic study. While some students experience ‘spring fever’ or ‘senior slump’ with a lackluster attitude toward school as summer vacation approaches, we find that most Montessori students continue to approach their school days with anticipation and excitement. The Montessori materials provide continuous learning opportunities and grow with students, moving them ever forward from concrete to abstract thinking and from simple to complex concepts. Each day is a new day for discoveries, and the Elementary groups are not done yet! Elementary students have made the adjustments needed to thrive in their classroom setting. They understand the Elementary level expectations and have worked with their teachers and peers to develop time management skills. They have had the opportunity to do both independent and collaborative work, building skill sets with each of these types of learning. Moving into the summer, parents might encourage their Elementary students to create a reading list, with titles of books that span a variety of genres. Perhaps your Elementary child might like to further research an area that he or she found most interesting during the school year and take it to yet another level of learning. A family field trip to enhance this makes an especially nice summer activity. And just as with the toddlers who have moved onto declaring “I can do it myself”, your Elementary children will surely want to show you the added independence that they have in their new stage of development. Encourage them to take on more responsibilities at home. Invite them into deeper conversations about current events. These students are growing in their personal confidence and opinions, so it’s a perfect time to allow them to share their ideas, and teach them how to do that in a respectful, thoughtful manner which will serve them well throughout their maturation.

Family Dynamics
As your children grow and reach different milestones and stages of development, your family dynamic may shift a bit or require some adjustments. Keeping true to core family values is important. However, how you interact with your children and what you do to uphold what is important to your family could require some changes. For example, as your children grow, the vocabulary you use should grow with them. The responsibilities you place on your children can increase, and the conversations and ways of letting loose and having fun might become different. Being aware of how your children are growing and developing will help you help them to continue springing forward into the wonderful beings that they are and will continue to be as they grow in their knowledge, independence, responsibility, commitment to service, and love of learning and life. After all, each one of us continues to spring up and spring forward through each season of life!

Reflections at The Montessori Children’s Academy

As we enter this new year, we thought we’d take a look back at just some of the MCA special events and highlights from September through December. In just a few short months, the children have experienced so much both inside and outside of the classroom. Reflecting upon the fall 2017 semester, we are filled with gratitude for the opportunity to work with our MCA children and families, as well as with others in our local areas and the broader Montessori community. As we look forward to what 2018 holds, we are filled with hope and anticipation
for all that we are yet to discover and achieve together!

Commemorating the International Day of Peace

Fall Harvest Family Fun Day

Visit from Our Local Firefighters

Celebrating Diwali

Making Music

Picasso Studies

Elementary Study of Atoms

MCA’s Disaster Relief Bake Sale to Support Montessori Communities in Puerto Rico

Paws of War Assembly with Jason and Dixie

Working Around the Classroom

Gingerbread Decorating

Looking ahead to 2018…

The Gifts of a Montessori Education

By Alex Chiu

During this busy holiday season, many people find themselves frantically searching for ‘that perfect gift’. They are looking for the right size, color, and fit. Or they are trying to find something unique and one-of-a-kind. Some parents have their children write out wish lists of items they are hoping to receive, in order to be sure to select just the right thing. However, if we look beyond the clothes, toys, games, and gadgets, there are some incredible gifts that our children receive every day in the form of their Montessori education. Let’s unwrap some of the ‘gifts of Montessori’.

Montessori students are given:

A Beautifully Prepared Environment
From the moment children enter the classroom, they are welcomed into a carefully prepared environment that has been created especially for them. Child-sized furniture allows them to sit comfortably and with correct, safe posture. The beautiful Montessori materials, designed in specific inviting colors and crafted with care, are organized sequentially so that children may work with them and build on their growing skills from one material to the next. Items are placed where children can easily access them, and artwork is hung at the child’s eye level for their enjoyment and appreciation. Everything in the classroom has a purpose in further developing the child while at the same time welcoming them into a comfortable, aesthetically pleasing, home-like environment in which they can grow, learn, and thrive.

The Guidance of a Carefully Trained Teacher
Montessori teachers undergo many hours of training as they learn the purpose and practice of using the various Montessori materials in the areas of Language, Math, Sensorial, Practical Life, and Cultural Studies. In addition, they practice the art of observation, a key component of teaching in Montessori. Their keen observations of their students drive teachers to modify the environment make decisions about which lessons to present, and continuously work to maintain a productive, engaging, inspiring classroom environment for their students. Montessori teachers are passionate about their calling to be in the classroom.

A Global Perspective
Perhaps we could say that Montessori students are given the world. The Cultural Studies area introduces children to geography, cultures and traditions from around the world, and fundamental, basic human needs. Montessori students ‘travel’ the world as they learn about the continents, countries, states, and regions. They explore the unique differences between areas because of geographical features, as well as because of the people and animals that inhabit each place. They also come to learn what is fundamentally similar among all people, no matter where they come from or live. This global perspective allows students, even from the confines of their classrooms or communities, to move beyond what is familiar and to learn to respect, admire, and take interest in others.

Time to Develop Independence, Confidence, Responsibility, and Mastery
Within the Montessori work cycle, students have the opportunity to choose which types of work they would like to complete. They might spend a good part of their morning captivated by a Montessori Math material or engrossed in creating a map of Europe. Once an activity is completed, the child then moves on to his or her next choice, and is allowed time to work without interruption. Students learn to take ownership of their learning. They are responsible for using their time well. And by having time to engross themselves in their learning, they lead themselves to mastery in a variety of areas of learning. Having freedom to choose what work to do helps students develop independence, as do the self-correcting materials. As students work in the Language, Math, Cultural, Sensorial, or Practical Life area, they develop confidence in their abilities as they build on acquired skills with new knowledge. All of this naturally moves with them from their earliest Montessori classroom experiences on into adulthood where these skills will enable them to be productive, inquisitive, creative, and diligent workers in the world.

Opportunities to Contribute
In conjunction with Cultural Studies, students also engage in a Peace Curriculum, as Dr. Montessori strongly believed that “establishing lasting peace is the work of education”. Learning problem-solving strategies, becoming comfortable with silence, and developing strong communication skills all encompass this peaceful component of the school day. Students, through their cultural and peace studies, gain empathy and compassion. This is then translated into a variety of community outreach service projects. Montessori students understand that they are part of a greater whole, and that they have a responsibility for making positive contributions to their communities and the world at large. They learn that small actions can have big impacts, and they learn to facilitate ways for others to join in doing things for the greater good.

Sharing the Gifts of Montessori
For those of you who are current MCA parents, we believe that you will agree that the ‘gift of Montessori’ is one that will stay with your children long after they leave The Montessori Children’s Academy. And we hope you are considering extending the gift to your child(ren) for another year or beyond. As you know, MCA will soon hold its in-house registration for the 2018-2019 school year, which is then followed by open registration. Our program offerings include:

Montessori, My Child, and Me (for 18-30 months old with a parent or caregiver),
2 ½ – 3 ½ Year Old Program,
3 – 6 Year Old AM and PM Programs,
Full Day Kindergarten
Elementary for students in grades 1 through 8

We will be holding an MCA Kindergarten Open House at each of our three campuses during the month of December.

Chatham Campus Kindergarten Open House:      Tuesday, December 5th,        3:15 – 4:15PM
Short Hills Campus Kindergarten Open House:    Wednesday, December 6th,   3:15 – 4:15PM
Morristown Campus Kindergarten Open House: Thursday, December 7th,       3:15 – 4:15PM

Our MCA Elementary Open House will be held on Thursday, December 7th from 7:00 – 8:00PM at our Short Hills campus. We hope you will join us to learn how you can continue to enrich your child’s educational experience by extending this beautiful ‘Montessori gift’ through the Elementary and Middle School years.

We invite you to attend our Open Houses to learn more about the benefits of our Kindergarten and Elementary Programs, and we hope you will bring your family and friends so that they, too, can learn about the many gifts a Montessori education has to offer!

Photo Credit: http://www.discovertheregion.com/wp-content/uploads/2014/12/blog-giving.jpg