“They’re Just… Babies”, A Mother’s Journey through Montessori

The number one question I get asked as a mother is, “Why Montessori so young? They’re just… babies”.

As working Parents, we feel the tremendous pressure and stress in finding the right daycare or school for our child when we are not there. I had to ask myself what I was looking for:

1. Do I want him to learn?
2. Do I want him to play?
3. Do I want long term?
4. What do I want for him to get out of it?

With these 4 basic questions, I was able to weed out what kind of program I wanted for my infant son. I chose Montessori because I wanted him to learn and play, I wanted something that was long term, and for my son to be the best he can be. I know that my son is unique, in fact, EVERY child is unique. The Montessori Method supports the concept of child uniqueness and individuality, actually, it is the foundation! Children learn at different paces, they take in information differently than others, and through this understanding teachers can create an environment where children learn at their own natural rhythm, develop confidence through real experiences, and independence.

This holds true for children of ALL ages, including infants. I was most shocked by the follow up comment, “they’re just babies”, no they are not JUST babies. Think of an infant child like a dimmer switch, cranked up very bright that represents their absorption for learning, and as they get older, the light dims as a natural process when children age and begin to selectively choose what they want to do/learn. Because Montessori follows the needs of the child, we can catch those moments of special interests and keep the light bright, not because a teacher’s hand forces the switch, but because a child’s own love for learning is generating power keeping it on! This is where learning feels like playing and playing is learning! Imagine the endless possibilities of continuing the Montessori education throughout his preschool life where he felt this way about learning, building knowledge, discovering the world and himself. And it all started when he was, yes, just a baby.

 Milinh Villanueva

 About Milinh Villanueva

 

 I have been working with children since 2003, with ages ranging from 6 weeks through Kindergarten, and developmental abilities ranging from typically developing to special needs. I have a bachelor’s degree from San Jose State University reflecting special and childhood education. My Montessori certification is nearly completed with all coursework and I am eager to start practicum. Not only as a Director, but also as a mother of a child who attends Montessori school, I believe in the Montessori philosophy wholeheartedly. For me, the Montessori Method is more than just an approach to learning academics; it is the way to developing the child as a whole taking into account their physical, emotional, and social growth.

Lunch at The Montessori School of Silicon Valley

We know that children’s eating habits and their ability to make independent choices around food is an important conversation.  As parents you worry.  We are asked every day if a child has eaten their lunch and how to make them do that. 

Our classrooms offer the best opportunity to teach the children about nutrition, manners, and care of their environments.  We are paying close attention to enjoying the lunch time meal and snack time with the most grace and courtesy practice we can provide.  Our lunch time provides them opportunities to practice independence, independent eating, and caring for the classroom.

The children set the tables with real linen placemats and napkins.  They lay out their own lunches onto plates, eat with silverware, and drink from water glasses.  They clean up their lunches when they are done

 Here are some areas we focus on:

Independence: Every element of an ideal Montessori lunch program is designed to support the children's developing self-reliance. Simply put, children eat several times a day. Preparing, serving and cleaning up lunch reinforce the practical, real-world skills Montessori programs are designed to develop.

Continuity: A lunch served and cleared by the children provides seamless continuity with classroom Practical Life activities, whereas a lunch served and cleared by adults is simply out of synch. Mixed messages are confusing (even for adults!). Continuity at the lunch table supports and enhances the goals of the entireprogram.

Grace & Courtesy: Hearing a young child say to a friend, "Would you like to join me?" as he politely motions to the snack table is a delight that never grows old. After lunch, children carefully tuck in their chairs, a practice that will stay with them for life. There is simply no better opportunity for children to hear and say polite words and phrases than the lunch and snack table. "May I pour you a glass of water?" "Yes, please." "Thank you." "You're welcome."

 Socialization: When the children dine together in a relaxed setting, they have an opportunity to engage in conversations with each other AND they have a ready-made topic of conversation: food! Teachers at the table have an opportunity to model asking appropriate questions ("I've never seen fruit like that. What is it called?") and giving appropriate responses ("It's called cherimoya. Let's ask your mom if she can find one at the grocery for you.")

Observation: Happy children enjoying a Montessori-style lunch offer teachers a superb chance to evaluate how children are extending their Practical Life skills to a real-world setting. Teachers can't follow children home to observe! Observation allows teachers to identify a child's individual needs - and provide for them! Is she having trouble pouring? She may need more access to pouring activities or an individual presentation. Does he break the crackers whenever he tries to spread them with peanut butter? He may need more opportunities to hone his fine motor skills.

Teachable Moments: Conversations about food are chock full of language opportunities! Some ideas include naming fruits and vegetables - children love saying words like jicama, edamame, pomegranate, and kiwi. You might also talk about the shapes of the containers to reinforce what the children are learning in Sensorial. Hard-boiled eggs are ovoid. Blueberries are spheres. Many containers are cylinders.

    

Clean-up: Ideally lunch clean-up is treated as a Practical Life activity; supplies are available for the children to use.  They crumb their own placemats and wipe their own tables.  They sweep the floors and if necessary use the mop to pick up water spills.  They tuck in chairs, a habit which will serve them for life.

We suggest giving your children an appropriate portion of food for their age and appetite.  A small selection is best; a protein, a fruit, and a bread.  They do not need water as filtered water is available to them all day in small glasses.  If you prefer they drink milk with lunch, please provide a pourable thermos and a cold pack.  

Because the children are growing in their independence please send food that they can easily eat with a spoon or fork, or by hand.  The children take their food out of the containers and packaging and lay it on a plate, so the containers should be easy to open. Please keep in mind that the children do need to wait to have their food heated.  If you need help in choosing the right container, or food, please ask us!

 In our effort to create less transitions for the children, they will sleep in their own classrooms.  This allows extra time for lunch since there is not a need to clean up so that the nappers move into the next room.   As the children are cleaning up from lunch the youngest and the sleeping children can help put their nap cots down off into a corner of the class.  The older children can gather for a story and everyone can listen.  The room will be quiet and lights dimmed.

The older children and any child who cannot sleep can get up and help to clean the classroom, read a book, do work quietly.  There will be three teachers in the classroom with the children so there will be ample time for books, art, and gardening.  

HOORAY FOR HANDWASHING

Young children may have charming characteristics, including curiosity, impulsiveness, and a desire to explore. As young children explore their surroundings, the likelihood of coming into contact with germs and infection, increases. Young children with disabilities and chronic illness may be especially vulnerable. The American Academy of Pediatrics has stated firmly that properly washing of hands is the most important strategy in the prevention of disease. Clean hands limit the spread of diarrhea, staph infection, eye infection, colds, and gastrointestinal (stomach) diseases common in early childhood programs. The more often you wash hands, the more likely it will be that you and the children will stay healthy. To see if the adults and children in your program are washing hands at the most important times, ask yourself the following questions Does everyone wash hands:

• after arriving at the program or coming in from outside?
• After using the bathroom or diapering?
• before preparing, handling, or serving food items?
• before AND after eating?
• after coming in contact with any body fluids (saliva, nasal discharge, mucus, blood, or vomit)?
• before giving medication?

A quick pass under water and a cursory wipe with a towel are not enough to prevent the spread of bacteria and disease. Carefully following these three guidelines will result in properly washed hands:

1) Use running water and let the water drain away. Having a common, water-filled basin can actually be an invitation for germs and bacteria to grow! The water does not have to be warm, but warm water feels more pleasant than cold and may help to increase the amount of time spent washing.

2) Create friction by rubbing your hands together, both front and back, briskly for at least ten seconds. The friction you create is the key to getting rid of germs. Using soap helps to remove visible dirt on your hands and also makes it easy to create friction. If possible, use liquid soap since young children may have difficulty handling slippery bars of soap. Because the friction removes the germs, it is not necessary for soap to be antibacterial.

3) Dry your hands before turning off the water. Use a single-use or disposable towel to thoroughly dry each hand front and back. Then turn off the faucet with the paper towel to prevent contaminating your hands with germs on the faucet handles. In order for hand washing to be an effective strategy for preventing the spread of infection, it must be done frequently. This means that hand washing activities need to be embedded in the program curriculum and practiced on a regular basis by children as well as adults.

Very Basic Problems New Parents Face

Ms. Mimi is starting a serie​s of blogs to answer some of the very basic problems new parents face.

Soothe a Crying Baby the Montessori Way

Question from Her Pain is My Pain:

Hello, Ms. Mimi. 

I am a new parent and I am at a loss when my 8 month old cries over everything.  Some of my friends and family have said to pick her up every time while others advise that I let her cry it out.  Could it be that she is always hungry?  I simply don’t know what to do.  I feel like horrible for not knowing how to comfort my own child.  Please help!

​Dear Her Pain is My Pain,

Great news!!  You are not alone.  Children are complex even in infancy, and when their only means of communication is crying, it can become overwhelming to both the child and the parent, but fret-not, there is light at the end of the tunnel.

Many parents believe that when a child cries it must mean they are hungry or in physical discomfort or pain, but that is not always the case.  Babies can cry for many reasons.  Maybe they’re scared, cold, hot, worried, bored, lonely, or they may simply be experiencing a sad or bad memory.

So how do we soothe a crying baby the Montessori way?

Dr. Maria Montessori advise that we “follow the child“, in which case, it is important to spend time with your baby to learn what is being said with each cry.  Only with that will you understand how to meet your child’s needs.

In The Joyful Child, Michael Olaf states that a crying infant rarely requires food.  In fact, he wonders if babies were less soothed with food if that would alleviate the obesity problems we currently face.  He also states that it is the responsibility of attentive parents and caregivers to understand the cries of an infant so to better understand their sense of communication.

Here are a few guidelines to help with the process, as it will take some time to learn to differentiate the cries.

– First, speak in a calm and gentle voice, reassuring her that you are present.

– If that doesn’t work, make eye contact so to redirect her focus onto you.

– And if those don’t work, then check for physical pain or discomfort i.e. wet diaper, hungry, the need to be re positioned etc.

All children are different, and all children will have their own distinct cries to express their needs.   Be patient and be present.  You will learn to decode the cries and know that not all situations require immediate adult intervention.  It is important to watch for learning opportunities, and while it may be a bit irritating to the child, the space to work through their discomfort and gain independence and confidence in oneself is critical in their development.

Ms Mimi Ha

Infant Montessori Lead teacher

Mimi Ha, winner of the 2013 Milpitas Post Best Teacher of the Year and Best Infant Program awards, has been working with young children for nearly a decade.  She has a Bachelor’s of Arts degree in Communicative Disorders and Sciences, Degree in Sociology and Liberal Arts. Ms. Mimi worked with various leading non-profit organizations that support children with Autism. Ms. Mimi believes that children are the key to a brighter world and through them we can learn a great deal about ourselves.

Education, for Infants?

Children are astonishing in a sense that their minds are like an ever growing, expanding, and curious wonder. When parents think of education for their child, it is a surprise that education can start as soon as after birth! Even more surprising is that education can expand beyond the ABC’s and 123’s during the infant years! Education, such as the Montessori Method, provides an amazing wealth of education for life! Why wait until your child reaches the preschool or Kindergarten age before thinking about what type of future you want for your children?

Dr.Maria Montessori, creator of the Montessori Method, refers the young child’s mind like a sponge, also known as the Absorbent Mind. Because the young child’s brains, especially during the infancy years, are very much like a sponge, he or she effortlessly absorbs information and feedback all around them. Children begin to gain an understanding of the world, develop themselves, and bring out their spirit as a result.

The Montessori Method can be applied almost immediately! Whether your family decides to start by going to a Montessori School that has a Montessori infant program, or implementing Montessori at home, it is beneficial to the development of your child as a whole. What does that mean, to “development of the child as a whole”? Well, let’s first think about the word, “education”. What is the purpose of “education”? Most parents would agree that it is supposed to teach children knowledge applicable to thrive in our society. So, what’s the point of “educating” a baby?

It is unfortunate, yet not uncommon, that some adults would question and underestimate the capabilities of an infant. When in actuality, given the right environment, materials, and support, babies develop intelligence that will help them blossom in creating an understanding of how the world works while simultaneously nurturing their independence and confidence. 

The Montessori approach towards educating children takes into account their physical, social, emotional and cognitive growth. It is understood that not everyone learns at the same pace or rates as other, which is why it is important to follow the child as respected unique individuals. The earlier children are supported in their development by the environment and adults, the more sure they are of themselves to pursue their interests and explore their curiosity freely! This surely assists the child’s progression in growth as a whole.  

The earlier children begin feeling supported through their development in Montessori, whether it is at school or home, the bigger the difference it will make in the young child’s life. There are many things parents can do to at home to add a little bit of Montessori at home! I’m sure that once we try these few adjustments, you will see their spirit of unique individuality emerge! Let’s welcome it!

Let’s give this a try:

1. This is the most important reminder for parents: Rescue is robbery. It is ok for mistakes to happen. It’s actually a big part of learning! Often times parents would do things for the child, rather than allowing them time or practice to develop mastery. If he is trying to feed himself, let him try it out. He might miss his mouth, or food will spill onto his clothes or the ground. But just remember, give him time, he will get the spoon to his mouth!  
2. Let her touch it! During the infancy years, children are learning and absorbing the world using their sense of sight, touch, taste, hearing and smell. Give them something they can explore using their senses, and a couple other objects so they can discriminate and formulate their own observations of what they are experiencing
3. Never too early for some responsibilities! Children, even the very young child develop a sense of independence and confidence when they feel they can contribute to the community with using their practical life skills. Feel free to give them a job that is important such as watering the plants, and at the same time, chat with them on what they are doing is not only helping the plants grow, but adds beauty to your home. They’ll love feeling they like they are helping and in turn will want to do more for themselves!

Montessori education is an education for life. Infant and early toddler aged children are very capable individuals, and if given the right environment can surprise you!
-Written by Milinh Ha Villanueva 

Calaveras Montessori - Craft for creative kids

Kids are undoubtedly the most creative! Nurturing this creativity is the parents’ task. And to enhance it they should constantly indulge in tasks that help them explore their inbuilt creative self. Among the various activities for kids, crafts are quick and easy; require minimal equipment and materials while offering satisfyingly instant results. Quick results are important as even crafty kids like to be able see the fruits of their labour in action within minutes rather than hours!

There are numerous types of crafts available for children; parents need to explore the market to get the best ones for their lil ones. Many craft activities are adaptable to suit different ages and abilities that work well with individual children or a even large group. Don't worry that you need any great expertise or a huge amount of supplies and equipment. Crafting with children is all about having fun, experimenting, taking ideas that you see and adapting them to suit what you have available and what you think your children would enjoy most.

Parents could also create a craft area for their kids which is fun and at the same time motivating for the kids. Crafting areas can fill up a whole room or they can be little areas tucked in the corner of a kitchen or family room. A well organized space can keep children engaged in their work for hours. Make sure there is enough space for a friend and they will stay even longer. 

This way kids would enjoy and create new stuff even while being with their little friends. This is a great way to learn more in a fun way.

Importance of Extra-curricular activities

Children who are involved in sports get higher school grades, have an increased sense of self-worth, and are more likely to complete high school than children who are not involved in sport. Apart from this, the increased physical activity makes children healthier and fit. The participative kids have stronger social networks than children who do not participate in sport. Calaveras Montessori has always encouraged these activities but parents too need to make kids understand its importance by encouraging them for the same.
The list of benefits that extracurricular activities bring is unending but it is equally essential to see how children could be most effectively in these activities.
Here are a few tips to consider:

Extra-curricular tip # 1: Be a role model

Parents are the primary and closest source of inspiration for children. If children see them enthusiastically practice an instrument or indulged in some activity, they will surely follow.  So, lead them through example.

Extra-curricular tip # 2:Create a supportive environment

On free days or weekends take out the sports related items from the store and make the most of then by indulging kids. Even musical instruments like a piano, keyboard, guitar, violin etc will add to their learning and once interest is developed they are likely to take it forward. This will also help keep children away from other unnecessary distractions.

Extra-curricular tip # 3: Encourage your child

Encourage kids to participate in the events as well as other activities at school. Look for opportunities for your child to extend herself. See if s/he would like to be involved in the after-school dance class or choir.

Extra-curricular tip # 4: Social Support

Let children be part of a team that seems to increase motivation. This also helps them to learn socializing with more kids while enjoying and learning. So, if the friends of child are participating in a particular activity then motivation is required from parent’s end to encourage joint participation. This motivates the kids to always stay involved in creative stuff.

Extra-curricular tip # 5: Be involved yourself!

W3hen you yourself are involved in the activities, then kids are ought to take interest. So, positive attitude regarding the activity is a must on part of parents. We get the chance to provide encouragement and feedback, pass on our feelings about the value of the activity, and teach important skills. Participate with the kids wherever you get a chance as this give kids more motivation to continue the activity even when parents are not involved.

Calaveras Montessori offer a wide variety of extracurricular activities from outside programs to help kids learn while enjoying.