Women's History Month 

Many of our classrooms are celebrating Women's History Month by sharing some highlights of our very own Dr. Maria Montessori's life and work.

Maria grew up in Italy at a time when girls didn't receive an equal education to boys. She faced prejudice from her male colleagues but she was determined. She not only became Italy's first female pediatrician, but she also later became an early childhood expert - founding schools that put into action her revolutionary educational theories and materials created by her scientific mind, ultimately changing the lives of many children for more than a century to come.

It is amazing to think that Dr. Montessori was able to develop her materials without the benefit of today’s "brain research" technology.

Although she could not view a child’s brain to see which areas lit up when they were using the materials she created, through careful observation she knew what was effective. For example, a child’s fine motor skills, shape and size discrimination, and hand/eye coordination were being strengthened through materials like the "Knobbed Cylinders".

Today, modern neuroscience corroborates the benefits of the Montessori methodology. Maria Montessori spoke of the child's “absorbent mind” being like a sponge which literally soaks up what they see and do.

Fast forward 100 years later and new discoveries in the area of neurology support her hypotheses, showing that the hands do indeed "feed the mind".

What we also love about the methodology that she developed is that it is not only effective for learning new concepts, it helps nurture a love for learning.

Discover the incredible life of Maria Montessori, the pioneering teacher and researcher.

 

Celebrating Montessori Education Week 2024

This week we celebrate the 117th anniversary of Montessori Education during Montessori Education Week. Maria Montessori (1870–1952) was by any measure an extraordinary individual.

 

Dr. Montessori believed that each child is unique, learning at their own pace. This innovative thinking shaped a new type of learning environment designed to kindle the curiosity of each learner. 

 

Fast forward to today. Dr. Montessori would be excited to learn that today’s brain research corroborates what she intuited from her own observational research more than 100 years ago, proving many of her findings to be true in the realms of education and child development:

 

“…in the first few years of childhood there are a number of critical or sensitive periods, or ‘windows’, when the brain demands certain types of input …Rich experiences, in other words, really do produce rich brains.” **

 

Montessori advocated for the importance of taking full advantage of the “absorbent mind” during the period in a child’s development when the mind is most receptive. These are what she called the “sensitive periods”. This time from birth to 6 years old represents a period of rapid growth in a human's intelligence—a time when the child is particularly sensitive to stimuli that promote the development of a certain skill.  Knowing what we now know about the brain, it is clear that the Montessori method of teaching and learning sets students up for success in every stage of their development and throughout their life.

 

 

**excerpt taken from Fertile Minds by J. Madeleine Nash

Bringing Montessori Home

A Montessori Family’s Living Space

Setting up the living area to support your young child’s growth and development can make all of the difference in fostering their budding independence. Whether you live in a single-family home or rent a small apartment, there are certain spaces you can set up and prepare that will drive your child’s curiosity and learning -- just like we do at school! It doesn’t take much time or effort to create a welcoming space and we’d like to offer you some inspiration from our homes to yours…

Work Shelf & Mat

A small workshelf in the living area serves as a place for a rotating set of open-ended toys and materials carefully chosen for your child’s interests and blossoming developmental skills. The Kallax Shelf Unit from IKEA is a great inexpensive option for shelving, but it’s totally fine to use whatever shelving you have available at home already, as long as your child can reach. Depending on the space, the shelf need only be big enough to hold a few materials. There should also be a near-by space for the child to sit on the floor with a work mat. Always encourage your child to choose their activity independently, engage with it fully, and return the toy to the shelf when they are ready to move on.

We are partial to these  white rope baskets that are great for holding materials like Magnatiles, blocks, legos, and vehicles. We also keep collections of picture books in the living area to enjoy together. It’s important to remember that your love of reading is not directly proportional to the quantity of books that you own. We are huge patrons of the library to keep it fresh and exciting! We rotate toys and activities often, when we notice that they are no longer getting used. You may also want to include some sort of Treasure Box or Tray for your child. Here your child may keep things like magic stick wands they’ve found, paper cranes they’ve folded, and special coins they’ve collected. In our homes, all of these treasures must fit within this one box or tray and we clean it out together about once a season.

Art & Writing Center

Create it and they will come...it’s almost like magic! If you want to see your child making art and writing in their free time, then create an inviting space with various engaging materials to choose from. Here are some suggestions of our favorite items to create a space that will grow with your child for years to come!

Organizer -- This drawer unit from IKEA is a great way to organize all of your child’s paper and art supplies so that it is independently accessible. You may also choose to use a file organizer to sort paper so it is easily visible.

Table and seat -- The table and seat that you choose will depend on your child’s age and size. An older child who is learning to write should have a chair with a back that allows their feet to touch the ground. Younger children may only need to kneel or sit on a cushion (like Matilda’s turtle!)

Paper variety -- Having drawing paper in a variety of sizes, colors and thicknesses is a great idea. We also include pretty patterned paper that is often cut up or torn to create collages or origami. 

Acrylic Tote -- We love creating caddies stocked with inviting supplies like pens, pencils, markers, stamps, stickers, etc. They are easy to move from room to room and are great for taking your writing adventures outside!

Colored Pencils -- Prang colored pencils are high quality and inexpensive.

Writing Pencils -- We are big fans of these short, triangular pencils, which help with encouraging proper pencil grip.

Chalkboard -- It’s a great idea to have a small chalkboard available to practice handwriting in a fun, inpermanent way!

Watercolors -- It is wonderful to combine art and writing and we love these watercolor paints. Watercolors are also used with many Montessori material extensions, so they are great to have on hand.

Blank Notebooks -- The more of these you leave in your writing center, the more books you will see popping up around your house. Try it!

Movement Space

Especially during these unprecedented times, it is incredibly important to provide your child with an age-appropriate space to move their body. You may not want your child to climb all over your furniture, however, their bodies may be telling them they need to climb! Translating the need and giving your child opportunities to exert their energy in a safe way that you are comfortable with, will minimize arguments and power struggles between you and your child. 

You can include a bucket seat swing like Ms. Hala or a Pikler Triangle like Ms. Kristi, or you can just hold the space for your child to participate in some movement activities every day such as yoga or creating an obstacle course. Here are some more ideas for gross-motor, climbing toys that you might want to bring into your home.

Calming Corner

When children seem sad, tired, or upset in a Montessori classroom they are often redirected to the peace corner. The intention is to have a dedicated space where children can have a place to calm themselves down. You can create a Montessori-inspired peace corner like this at home!

Like adults, children also need inviting space to regroup at times. Keep it simple and choose materials for this space that will pique the interest of your child and help them calm down and express their emotions. The purpose of the peace or calming corner is to support peace within ourselves and others by using materials that represent and encourage positive behaviors, mindfulness and self-reflection. You may include soft pillows, emotions cards, books about peace, a small mirror, or sensorial objects like a calming jar. 

Here is an easy DIY calming ocean bottle that your little one will have fun making. When the bottle is shaken, the ocean inside swirls and bubbles, like feelings when we are agitated. However, with stillness the mixture inside begins to settle. This is a visual tool for your child to use to help regulate their emotions. When they are feeling upset, tell them to shake the bottle until the ocean looks the way they feel. Then, tell them to watch the ocean until it becomes calm again. For extra calming points, add some glitter to the mixture. 

Creating a space for your child to cool off will give you time to think about how to take this challenging moment and turn into a learning opportunity. This space also gives you the time to calm down by walking away from them for a moment to take a breath and think about realistic limits you will set to follow through with. Through this consistent practice, this space will support building a deeper collaborative relationship with your child.

Do what works

Every household is different, so whether these areas are located in one room or throughout your home, your child will gain the same advantages. These areas will have been created just for them, by the people who love them the most. Their own special spaces, with their own special materials, provide them with maximum opportunities to develop their independence, concentration, confidence, emotional intelligence, physical and cognitive skills. Observe your child in the quiet moments when they are “working”. You will discover what your child is interested in, what they are skilled at, what they need practice with, and what they may or may not be ready for. Careful observation will give you clues as to what materials you can provide your child with and when it might be time to rotate items in and out of their prepared areas. 

Let us help you

Please leave any questions you might have in our comment section. We are happy to help you incorporate these Montessori concepts into your living spaces.

From our home to yours

“The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” 

― Dr. Maria Montessori

Welcome to HPMS at Home

Thanks for stopping by! 

The teachers at Hamilton Park Montessori School have opened their doors to show you how they bring Montessori out of the classroom and into their homes, their parenting, and their lives. 

Here, you will discover ways of using the Montessori method to inspire you to:

·      Set up your home environment

·      Parent through a new lens

·      Approach life to promote respect, creativity and discovery 

Without further ado, let’s meet a few of our teachers…

Ms. Hala

Why did you choose to become a Montessori teacher?

Montessori was a part of my upbringing. When I was two years old, my parents learned about the Montessori method and soon after, they opened a Montessori school in our home. Each room of our house was transformed into a Montessori environment and my mother and father were building and creating materials night and day. Instead of a dining room table, we had Montessori Bells, a piano and various instruments. Instead of a sofa and television, we had shelves with beautiful Sensorial and Math Materials. There was a room filled with Practical Life and art materials that extended outside and our living room was lined with shelves containing books, language, science, and culture materials. The school grew and eventually moved out of our home. I stayed in my family’s Montessori school through 6th grade.

Growing-up with two younger siblings and dozens of other children in such a unique home environment, paved the way for me. I veered off that path to pursue other interests in my young adulthood and found myself at a fork in the road… choosing between pursuing a career in fashion or a career in teaching. Montessori had been engrained in me so deeply and connecting with children came naturally that I guess I had never viewed teaching as a career until then. So, I chose to continue my journey down the path that had been paved by my parents to learn more and grow further as a Montessori teacher. And, I haven’t looked back.

How old is your child? When did you begin using the Montessori method at home with your child?

I always knew that I would use the Montessori method at home and in my parenting from before the time Matilda was a twinkle in my eye, she’s two now.

I read several books, as all expecting mothers do.  I was only dreaming about preparing a Montessori infant environment, when Matilda surprised us 6 weeks early! We had nothing ready! After the initial shock wore off (which took several weeks) I remembered to embrace the most important lesson I’ve learned as a Montessori teacher, which is to observe.

That is when I began using Montessori in my home, as a mother. I prepared her environment and made adjustments according to her needs. I feed her, carried her, slept alongside her, dressed her, I engaged with her in ways that best supported her development. These were not conventional ways of caring for a baby that I read about in books, or things I had been told to do by friends or family. I cared for my baby in the way that best suited her individual needs.

What do you like best about the Montessori method?

There is a great deal of respect and support that is exchanged in a Montessori classroom.

The teachers respect that each child has their own way of learning and their own rate of learning and the materials are designed and arranged to support that. Each child is viewed as a whole individual with their own interests, strengths, and areas in which they may need support. They are given the time and space they need to make discoveries and master their skills. Therefore, there is no pressure put on the child to do what their peers are doing and there is nothing holding them back from exploring and deepening their interests. With that, they maintain the appetite for learning that they were born with.

The children are responsible for respecting their own learning through exploration of the materials and lessons with the teacher. They learn that each living thing and object in a Montessori classroom has a purpose and a place and although every child is viewed as an individual, they also learn that they are a part of a community. They learn that it is their responsibility as a member of their community to respect and take care of their environment, to take care of themselves, and to respect and care for others.

How do you bring the Montessori method home?

I embrace the Montessori philosophy as much as I can in how I communicate with my family, how I arrange the furniture and objects in our home, and how I approach my responsibilities in caring for our household. This does not come without challenges and these are areas of my home life that I continue to work on everyday.

How have you adapted the Montessori method of teaching into your parenting?

I try my best to calmly and respectfully approach all interactions with my daughter. I am gentle and as she is developing her expressive language, I listen to her, give her opportunities to make her own choices, and I observe times when she might need my help. I offer help first, without jumping in, because I want her to have the opportunities she needs to concentrate and practice on her own.

I have arranged areas in each room of our home that maximize opportunities for Matilda to develop her independence. Each object has a purpose and a special place, however I make changes as she grows, depending on her needs and depending on what skills she is working on developing.

    

Ms. Kristi

How old is your child and when did you begin using the Montessori method at home? 

Stella Bird is 4 years old and Montessori philosophy has inspired my parenting from day one -- but it hasn’t been perfect! Montessori is more of a lifestyle than a method to me. What I love about bringing Montessori into the home is that there aren’t any rules. It’s all about following your child and doing what is best for your family at the time. Things shift and change and as parents, we need to adapt. There’s no such thing as a perfect way or perfect parent and that resonates with me.

Why did you choose to become a Montessori teacher? 

I knew from childhood that I wanted to teach. I am the oldest of 6 and used to play “school” with my siblings. “Choose” might be the wrong word for my story -- I fell into Montessori like a beautiful accident. I had just graduated with a degree in Visual Arts Education and I was looking for a job. At the time, HPMS happened to be looking for an Art Teacher and I was invited to observe in the classroom and interview. I had never seen anything like it--children moving freely through the bright classroom, the hum of busy children working, soft-spoken teachers giving lessons to individuals rather than the whole class, everything organized and within its place--and it felt like a calling. That was 13 years ago and the rest is history!

What do you like best about Montessori and how do you implement it at home? 

There are really three elements of Montessori that speak to me the most and inform how I make most of my parenting decisions. First is having respect for my child. I try really hard to create a beautiful and inviting space for Stella to play in and we try to include her in the decision-making process. This makes her feel valued and in turn, she knows she is a contributing member of our family. I do my best to always speak with a gentle and loving tone and in words she can understand. I also respect Stella’s individual development and I don’t compare her to other children her age. Secondly, I have a strong need for order and this element of Montessori speaks to that. When my home is in disarray, so is my mind. My family is so much happier living in an environment that is organized and simple. It’s been a journey over the last couple of years and a work in progress but everything has a special place, which makes cleaning up a breeze. Lastly is instilling a strong sense of independence. I do my best to allow Stella the space and time to try things on her own, without intervention. She is fierce and confident, but now we are working on helping her play independently. She gets a lot of our attention as an only child!

How does teaching using the Montessori method and parenting using the Montessori method differ?

Well my students listen to me, and my child doesn’t, for one. However, in all seriousness, I don’t think they are really much different. Becoming a parent really made me want to be a better teacher. Being a Montessori educator for almost a decade before becoming a mother has been the most valuable gift. It opened my eyes to how joyful parenting can be. Don’t get me wrong, it’s not always rainbows and unicorns. But there is beauty within every moment--even the difficult ones. Teaching my students comes naturally to me. It is one of the great joys of my life. I live to see the smile of a student who has poured their very first glass of water without spilling a drop or witness the quiet concentration of a child counting math beads. However, experiencing these moments with your own child, who you love like no other person on the planet, is something incomprehensible. It makes my heart want to burst out of my chest.

What challenges have you faced as a parent that the Montessori method has helped with? 

The biggest parenting challenge Montessori philosophy has helped me through is reminding myself to take a step back and just observe. As a working mom, I’m always on the go and Stella is sometimes along for the ride. However, when we have an issue to work through, I remind myself to watch--or sometimes I freak out, and then I remember to watch! Observation can tell us so much about what our child actually needs. So I ask myself, “What is Stella really trying to tell me through her whines and cries? Does she need more time? More space? Shoes with velcro instead of laces? Fewer toys to choose from? To throw something outdoors? A hug? My undivided attention in this moment? Observation is a crucial element of Montessori philosophy and it may be arguably the most important. Young children don’t have the emotional capability to tell us exactly what they need with their words. They use their actions--we just have to listen.

One small task can make an impact on somebody’s life.

Community Service

written by the Hamilton Park Montessori School Middle School Students

The students of the HPMS Middle School believe that community service helps to maintain a healthy structure in our community, which then goes on to help it thrive in a multitude of ways. HPMS students perform community service tasks often, both in the smaller community of the Hamilton Park Montessori School and in the larger community that is the world around them. This Martin Luther King Day, the HPMS Middle School would like to recognize all the hard work they have done to benefit the community, in and outside of school. These students take pride in their work and would like to share their accomplishments with the greater community. By sharing these stories, they hope to educate and inspire others on the many ways they can do their part in helping the community.

Students of HPMS have the choice of what community service they would like to do. One of those options is to help in early childhood classrooms. There are many tasks, simple or tedious, that are in need of being completed. The most requested job, reading to the younger children, is a large part of helping out in early childhood classrooms. The students of HPMS enjoy helping out in the early childhood classrooms because of the mental reward, seeing the smile on the child's face when someone they look up to helps complete something or does something that the child enjoys.

            The 2018 YSOP (Youth Service Opportunities Project)  trip was a big opportunity for the 7th and 8th graders of HPMS. It helped them get away from their phones and help the homeless community of New York City. They made a bunch of food for the people and after everybody ate, they played board games and had conversations with the guests. They then had a debate about homelessness and what it does to people. The hour and a half long conversation gave them a better perspective about homelessness. The next day they had a community breakfast and were then separated into five groups to go to the five different boroughs of New York City. They made and served food to the guests and got to listen to the people’s stories and got to know them.

As you have no doubt seen in the previous paragraphs, community service is a big part of our school community, and it allows students to hone skills they have learned in the classroom while applying them in practical life. One such example is when last year, a group of students used their knowledge of 3D printing to print replacement parts (on custom order) for whichever Early Childhood classroom needed them. This involves replacement beads, cubes, number squares, puzzle pieces, and much other stuff that is used in the building, by HPMS’s very own 8th graders.

As you can tell throughout the first few years of the HPMS middle school program, we have worked with the younger students and staff members in our school and we have also worked with those outside our own four walls. Working throughout the school we have learned to care about the community. We’ve seen how it works and have gotten a better understanding of what it takes to run a school. At YSOP we learned about others who don’t have enough money to put a meal on the table. We also learned about their living situations and how heavily these people depend on their communities. We have gained skills and have learned how our skills can affect our school. Not only have we done all of this, but we have become better people from it, too. Just like Martin Luther King, Jr., we understand that some things are worth the time and effort to achieve. One small task can make an impact on somebody’s life.