Teacher Resource: The Outdoor Prepared Environment

The Outdoor Prepared Environment

Even outdoors, you are still the third point of the triangle! When we take the children outdoors, where it seems so easy for them to function, we tend to forget that the magic of the Montessori prepared environment depends as much on the teacher as it does on the materials and the child. Do children really need the same active support, parameters, and supervision in the outdoor prepared environment as they do inside the classroom? In theory, yes; in practice, we sometimes fall short.

Intellectually, we all know the prepared environment doesn’t stop at the classroom door. So, why is it so easy for us teachers to abdicate responsibility when we walk outside? I’ve heard more teachers talking lately about the disappearance of peaceful play on the yard. Some may think today’s children are shorter on tolerance, or that it’s natural for children to interact less peacefully in a more stressful world. Perhaps. And perhaps there is something else going on. Something that has less to do with the children and more to do with us.

Let’s face facts. Every teacher’s time is precious – our responsibilities can be exhausting. Labor laws aside, in the real world there is sometimes no formal space for teachers to take a mental break or check in with each other. We see the children running, jumping, digging, dancing, and singing in the outdoor environment we have prepared for them. It’s easy to persuade ourselves that it’s all right to use outside time to check in with a colleague or for a little personal rejuvenation – what teacher doesn’t need a breath in the middle of the day! We justify this notion by telling ourselves the children are just playing, after all; it’s no big deal. Is that true?

Let’s remember that for many children, free play in the outdoor environment is very big work! Here are just some of the social skills children are developing – with or without you:

• Negotiating social scenes of all kinds
• Interacting successfully with others, while creating
  their own games
• Implementing their own plans, while incorporating
  the ideas of others
• Determining the difference between reality and fantasy
• Role-playing in new situations, some that don’t
  make sense to them
• Experimenting with leadership & being a follower, team-play, etc.

Attachment to Reality: The Importance of Real Materials in the Classroom

“Yet, when all are agreed that the child loves to imagine, why do we give him only fairy tales and toys on which to practice this gift? If a child can imagine a fairy and fairyland, it will not be difficult for him to imagine America. Instead of hearing it referred to vaguely in conversation, he can help to clarify his own ideas of it by looking at the globe on which it is shown.” – Dr. Maria Montessori

One of the most obvious differences between Montessori and your typical, conventional daycare, is the use of real materials in the classroom, as opposed to plastic toys made from synthetic materials. The pedagogy is only successful if the child has real tools to work with. One of the characteristics of a normalized child is their “attachment to reality”. We strive to provide real material as safely and practical as possible. We want children to develop real skills and habits for living in a real world.

I use a glass mortar and pestle to grind fresh cinnamon. The sound of the crushed spice against the glass, and the fragrance stimulate my senses.

There is absolutely nothing wrong with imaginative/fantasy play, however there is a time and a place. Play is the work of the child. Playful learning is done so through many aspects of the Montessori philosophy. Play is beneficial for children in a variety of developmental areas, and different types of play is associated with different stages. The pedagogy is dedicated to meeting all of the developmental needs of the “whole child”. Montessori guides must consider play as a developmental area, and observe and guide the children’s movement in the classroom to support their growth. These areas should contain the same preparation, analysis and sequencing as all other areas of the classroom.

“Play gives children a chance to practice what they are learning.” -Fred Rogers

The Mysterious Trinomial Cube

Today, we’re going to highlight on one of our students’ favorite works; the trinomial cube. There’s real beauty behind the intricate details of this mathematical work, details that are hard to notice at first glance.

The direct aim of this work is rather obvious; to build a puzzle in a box. The indirect aim, an introduction to algebra and preparation for the formula a+b+c³. 

The child approaches the box with curiosity. It’s elegant details can spark the interest of anyone. Children are inherently captivated by mathematical materials. The colors, the difference is sizes and heights…”Why these specific colors?”, “Why do they fit together like that?”…

While there are many hidden lessons in this puzzle, the child is actively working towards building a concrete foundation for the abstract nature of the formulation, which they will later expand upon. The puzzle helps the child grasp the concept of a+b+c³ at such a young age, rather than simply memorizing the formula.

Through the child’s discovery, they come to unlock the intricate layers of the trinomial cube.

To begin, the guide carefully opens the box, and lays out all of the pieces, organizing them in different manners. With little, to no words, she places the cubes upon the lid, pairing the colors to one another. Each layer is placed in the box upon completion. The child is then invited to do the work on their own. There are many variations of the trinomial cube that call upon the child’s creativity, imagination and critical thinking.

“These small objects fascinate a child. He must first of all group them according to their color, then arrange them in various ways, making up a kind of little story, in which the three cubes are three kings, each one having a retinue identical to that of the other two, the guards being dressed in black. Many effects can be obtained through the use of this material…when playing with this material, a child forms a visual image of the arrangement of the objects and can thus remember their quantity and order. The sense impressions received from these objects furnish material for the mind. No object is so attractive for four-year-old children. Later on, by calling the kinds a, b, c, and writing the names of the separate pieces according to their dependence upon their own king, five-year-old children, and certainly six-year-olds, can store up in their minds the algebraic formula for the cube of a trinomial without looking at the material, since they have fixed in their visual memory the disposition of the various objects. This gives some idea of the possibilities that can be attained in practice.” (Montessori, The Discovery of the Child)

To see the lesson in full, click on the link below:

https://www.youtube.com/watch?v=ZEZnNFxsnS8#t=13

Superwoman Was Already Here! – Daniel Lipstein

“According to a recent Newsweek article, preschool children on average ask their parents about 100 questions per day. Sometimes, parents just wish it would stop. Tragically, it does stop. By middle school, children have pretty much stopped asking, and student motivation and engagement plummets. Kids don’t stop asking questions because they lose interest. They lose interest because they stop asking questions. In a Montessori classroom, this does not happen, because questions matter more than answers; a child’s natural curiosity is welcomed, not shunned. In fact, a child’s curiosity is also what drives the lesson forward.

…Preparing children for the future demands that we encourage and inspire them to ask questions, and teach them how to explore those questions for themselves.”

Really interesting video created by a Montessori father, talking about the positive impact Montessori education has on our young children. Definitely worth 6 minutes of your time!

Third-Year Montessori

“To prepare our students for world stewardship, we provide them with a foundation of learning that embraces the cultural, social, visual, historical, and physical aspects of life.” – HBMH Philosophy

This philosophy builds the structure of our kindergarten program.

From early infancy, we have been preparing our students for this very moment. Everything leading up to this point has been a preparation for their kindergarten year, and on. The most important commitment a parent can make to a Montessori child is to promise, both to the child and school, that the child will be allowed to complete the full three to four year primary cycle. The three-year old year is a time of discovery. The four-year old year is a time of solidification. The five-year old kindergarten year, hereon referred to as the “third year”, is a time for application of all the child has learned since early infancy.

The primary third year is critical to the development of self-confidence and independence. It is also the last chance to take advantage of the amazing abilities of the Absorbent Mind before it disappears forever.

Montessori children are given freedom to choose their own work. They know the expectations of the classroom, and they treat one another with grace and courtesy. Their work is respected by the guides and fellow classmates. We never interrupt their concentration, allowing them to develop their full potential.

Some parents choose to enroll their child in a new school for kindergarten because they believe this is the norm; that children of this age must go to public school. Montessori primary communities are well equipped for kindergarten-aged students. The curriculum is based upon the expectation that the child will remain in the same program through their 5th or 6th year.

Imagine working on a machine. You know you have six years to complete the project; the last year, you’ll have an opportunity to use the machine in the real world. You spend years perfecting and manipulating each piece of the machinery, preparing it for the last year when you’ll be able to present it to the community. Now imagine being pulled from the project on the 5th year, only to be told that you’re being moved to a new project, in a completely different environment. This is similar to what our kindergarten-aged students experience when they’re pulled out of their school environment before that last, critical year; the “application” year.

Unfortunately, not every school practices Montessori. A child who is used to working independently, getting one-on-one attention from the guide, completing each step at their own pace and not being rushed, working at the table or on a floor rug, and so forth, is now forced to sit at a desk all day, with restricted movements, listening to one teacher speak to the group as a whole. Montessori prepares the child to appreciate learning, develop a passion for discovery and research, use their creativity, problem solve, grace and courtesy, care for the environment, self control, amongst many other things. We want our children to leave our school, prepared to face each of life’s challenges and milestones with optimism and motivation. We want them to be young leaders of this world, tolerant and accepting of all cultural diversities.

In order for the child to succeed, they need to perfect their Executive Functions. According to the Center on the Developing Child at Harvard University, Executive Functions are a set of particular mental skills that help the child reach maturity, such as memory, mental flexibility, and self control. These skills, along with many others, are embodied in the lessons and materials that our students work with every day.

The primary third year is a time for the child to master life skills; skills that they’ve been working on their entire life. Skills that help prepare the child for the modern 21st Century. Many public/private preschools do not include these skills as a component of their curriculum, which are actually very critical to the child’s development. For instance:

• Critical Thinking and Problem Solving Skills
• Collaboration and Leading by Influence
• Initiative and Entrepreneurialism
• Oral and Written Communication
• Assessing and Analyze Information
• Curiosity and Imagination
• Love of Work

Critical Thinking and Problem Solving

“We need every worker to be a ‘knowledge worker’. How do you do things that haven’t been done before, where you have to rethink or think anew, or break set in a fundamental way, it’s not incremental improvement.” – Hellen Kumata, Managing Partner at Cambria Association

“Our children are allowed to choose, explore, manipulate objects. They are encouraged to formulate ideas, try these ideas out, and accept or reject what they learn.” – Tami Kinna, Owner/Director HBMH

Collaboration and Leading by Influence

“My greatest concern is young people’s lack of leadership skills. Kids just out of school have an amazing lack of preparedness in general leadership skills and collaboration skills. They lack the ability to influence versus direct command.” – Mike Summers, VP of Global Talent Management at Dell Computers

“Classroom communities encompass a two-or three-year age span, which allows younger students to experience the daily stimulation of older role models, who in turn blossom in the responsibilities of leadership. Students not only learn with each other, but from each other.” – Tami Kinna, Owner/Director HBMH

Initiative and Entrepreneurialism

“Leadership is the capacity to take initiative and trust yourself to be creative. I say to my employees if you try five things and get all five of them right, you may be failing.” – Mark Chandler, Senior VP and General Counsel at Cisco

“We encourage curiosity, creativity and self-directed development. The prepared environment creates innovation competence by means of including trained adults and the correct works and resources. The classroom is organized to support experimentation and learning rather than dictating what will be learnt and what the experiment will be.” – Tami Kinna, Owner/Director HBMH

Oral and Written Communication

“We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it’s hard for them to create focus, energy and passion around the points they want to make.” – Mike summers, VP for Global Talent Management at Dell Computers

“Our students are encouraged to think for themselves and articulate their own opinions. Socially, they care about others, know how to work well in groups; take a long-term project and break it down into “do-able” parts, and they see assessments as feedback.” – Tami Kinna, Owner/Director HBMH

Assessing and Analyzing Information

“There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively it almost freezes them in their steps.” – Mike Summers

“Montessori children are encouraged to observe, explore, question, and investigate everything. They are allotted the freedom and time for the conception of a problem or situation and the discovery of its solution. This gives them the opportunity to produce ideas through flexibility which allows for the ability to switch from one perspective to another.” – Tami Kinna, Owner/Director HBMH

Curiosity and Imagination

“I want people who can think – they’re not just bright – they’re also inquisitive. Are they engaged, are they interested in the world.” – Clay Parker, President of the Chemical Management Division of BOC Edwards

“Children can compare, find similarities, and refine the powers of discrimination in order to create abstractions. They learn to distinguish similarities and differences, and learn to place these variables into an ordered progression. We foster an environment that inspires “what if” and curiosity.” – Tami Kinna, Owner/Director HBMH

Love of Work

“Children know when their work is worthy and good. They know when it measures favorable against their inspirations, talents, efforts, values, and abilities. They learn to assess themselves and their ideas honestly.” – Tami Kinna, Owner/Director HBMH

HBMH’s kindergarten program gives children the opportunity to perfect all of these skills in a safe learning environment. Every parent must eventually make the decision where their child attends kindergarten. Of course, we respect your choice, whatever it may be. Our goal, as educators and Montessori mentors, is to encourage each child and family to reach and exceed their full potential. We are here to guide you through this decision, and find the right path for your child’s upcoming academic career.

Exploring the Senses: Ice

Never miss an opportunity to explore the senses!

Today’s random ice storm presented quite a few challenges for the school, but amongst the chaos, came wonderful, spontaneous learning opportunities for the students. We heard thunder first, then slight rain, and then all of a sudden…HAIL! Some of the teachers were brave enough to venture outside and gather a bucket full of ice to share with their students. We discussed how hail is formed, felt its texture, how cold it was, learned how fast it melted, and explored different shapes and manipulations of the ice when compressed in your hands. Our toddlers enjoyed the sound of the ice as it “crunched” in between their fingers. The crunchy, squishy, cold sensation was very enjoyable! (A few suggested we even make snow cones!)

How neat it is to hold frozen rain in our hands!

“Nothing comes to the intellect that is not first in the senses” – Dr. Maria Montessori

Leaf Pile

I had to capture a few photos of our friends enjoying a leaf pile. You would have thought it was the best day of their lives! They spent almost an hour gathering the leaves (by hand), making a pile, and then taking turns jumping in the pile, or throwing them up in the air. It was a great alternative activity for this cold, wintry day!

A Quest for Reality

“[It] may be said that in order to develop the imagination it is necessary for everyone first of all to put himself in contact with reality.” -Dr. Maria Montessori

When Dr. Montessori opened her first classroom in 1907 in the San Lorenzo tenement housing in Rome, she had two cabinets of materials for the children’s use. One was filled with the materials she had designed and made for the children based on her earlier work in hospitals, and the other was filled with toys that had been donated to her by her friends.

Dr. Montessori found very quickly that the children in the classroom exclusively chose the materials over the toys. She was surprised, and went so far as to sit down with the children and show them how to use the toys. After sitting with the dolls and so on for a short time, the children returned to the materials and remained with them. This observation brought Montessori to the conclusion that the children preferred reality and real work to toys and fantasy. Her conclusion has since been supported both by Montessori’s own work and that of many educators the world over.

I have found myself wondering on occasion if such a scenario could still take place. Surely contemporary battery-powered toys with flashing lights and a different song for every button would attract attention away from our simple, orderly materials. But I have seen that it is not so.

A year or so ago, my school hosted a fundraising garage sale. We filled part of a classroom not being used for the summer with donations. We had all kinds of things – plastic play kitchen sets, a cat-shaped keyboard, toy cars, dolls, a bin of dress-up clothes, bikes, and the list goes on. The other half of the classroom still had Montessori materials neatly arranged on shelves.

I watched as a two-and-a-half year old girl walked into the room, looked at all the toys, even touching some of them, and went straight to the shelves of materials and took great delight in working with a cylinder block (one of the Montessori sensorial materials). She was not prompted in any way, nor did I put her in the room as a test or experiment. She was not a student at our school returning to the familiar joys of the classroom. She was a child entering into a room filled with choices and after seeing what was available, she chose what she wanted (or needed) most.

Often in Montessori, we speak of the materials calling out to the children, and we do our best to make sure that call is clear. That is why our classrooms tend to be simple and uncluttered, decorated to the point of orderly beauty, not to the point of distraction. The children want to engage in the classroom. They want the experience that the materials will give them because they will get more learning from that experience than from flashy toys or reasoned rhetoric from an adult.

I think this story supports several truths about children, but the thought I want to land on today is that children crave reality. They want to do real work with real things. Nearly every parent of a two or three-year-old child sympathizes with the image of sweeping the floor and having to drag the child along on the end of the broom. The children want to help, they want to understand their own power to do work, and they will be best satisfied in that quest when they have real things to do.

Paul Gutting has been the Executive Director at Campbell Montessori School since 2011.  Prior to that, he served as Campbell’s Associate Director for two years.  His career in education began in 1992 when he started as an assistant at Campbell, and he has worked in both public and private schools since that time. Paul has served as assistant, teacher, drama specialist, and administrator including service as Dean of Academic Affairs at The Fulton School at St. Albans.  As a child he attended a Montessori school run by his mother, Miriam Gutting.  He is a graduate of Truman State University (B.A. English/Theatre 1999), Washington University (A.M. Drama 2004), and the AMI Orientation Programme to Adolescent Studies (2011).  Paul and his wife, Heather, have three children eight and under, all of whom attend Campbell Montessori School.

http://mariamontessori.com/mm/?p=2862

Broom Experiment

“The Prepared Environment intrinsically fosters creativity, the foundation for all human progress. Montessori cautions that the power of imagination will develop from whatever the child finds in the environment. It is creative people who will continue to advance civilization. For this reason educators must take care that the precious commodity of creativity is maximized rather than wasted; art, music, literature, poetry, invention, medicine and science are the products of creativity.” ~ Maria Montessori

Preparing Montessori Children for the 21st Century

(True story from one of our toddler community members, now enrolled in our Primary Program)

Hi there, I’m a little over two years old. I am a student in the Strawberry Community. One evening, while waiting for mom, I decided to assist my teacher with cleaning. After sweeping for a short time, to my surprise, for reasons I’m not sure, I had an urge to try something different.

• Critical Thinking – Can the broom stand alone, free from my hands?
• Adaptability – I move and reposition the broom to various locations in the room, does this help?
• Analyzing & Assessing – Is it possible? Over and over again, I tilt, lift and shift while slowly pulling my arm away
• Initiative- I trust myself – I have the confidence to try something new, I am in a community that respects and empowers
• Curiosity & Imagination – I am inquisitive, I want to know, is it possible?

The broom was his “work”. He is in an environment that fosters creativity and independence; he is left alone to analyze and assess as he formulates a plan. He was able to work uninterrupted; concentrating on the task at hand. He remained focused well over 20 minutes showing no signs of frustration or fatigue, he was engaged in “purposeful work”. He was intrinsically motivated, the absence of clapping and cheering allowed him to remain focused. Despite the fact that the broom continued to fall, perseverance triumphed.

This work was assisting in the development of his coordinated movement, eye-and-hand coordination and concentration, he was forming his own ideas relevant to human life, the ability to think and reason coherently and logically.

-Written by Ms. Tami, Owner/Head of School, Healthy Beginnings Montessori House

Photo of the Day: Exploring in the Garden

Busy fingers explore the soil beneath our pepper plants. Our friends enjoy learning about the growth cycle of peppers, amongst many other vegetable, fruits and herbs that adorn our garden beds.