Blog Entry #5, October 24, 2017
Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning…
The Discovery of the Child Maria Montessori
It is a wholesome and necessary thing for us to turn again to the earth and in the contemplation of her beauties to know the sense of wonder and humility.
The Sense of Wonder Rachel Carson
Autumn is here. The mornings are cool and foggy. The late afternoon shadows are long. Nights are clear and crisp. The leaves are changing colors, shades of red are appearing. Squirrels and chipmunks are gathering food for the winter. The grasses are turning gold, then brown. The days are getting shorter as we move towards the winter solstice.
Pause. Look. Listen. Breathe.
Slow down when you walk to the mailbox. Look at the sky. Look at the driveway. So many leaves and seeds are scattered on the ground. Slow down on your walk to the car in the morning. Give yourself and your child two extra minutes to walk slowly enough to see that spider’s web shimmering with dew. If you have more time, sit outside while your child runs in the yard. Look at the leaves fluttering and falling from the trees.
As an adult, when I slow down, it enables me to see nature with fresh eyes, to see what the children see, and embrace letting them be free.
Ithaca Montessori Blog Entry #1, September 26, 2017
Welcome to Ithaca Montessori’s blog! We created this space to provide helpful, practical information for parents, caregivers, and other allies of children. The topics we hope to cover will include language and situations experienced by children from about 2 years to 6 years old (because this age group corresponds to the age grouping of the children attending Ithaca Montessori). We hope that each entry will provide some “food for thought.” Moreover, we are all learning, and it is our hope that this blog will provoke introspection and discussion—we are happy to answer questions and take suggestions for topics for future entries.
This week we will discuss sharing. Maybe we’ve heard it, maybe we’ve said it—the command to “share!”—that is often repeated by adults to toddlers and preschoolers. What does it mean to “share”? Should “sharing” even be emphasized?
Let’s look at a hypothetical scenario in a home environment. Two children are playing near one another and Child A comes to Child B and shows a strong interest in what Child B is playing with. Maybe Child A even tries to take the toy away from Child B. An adult intervenes and commands Child B to “share!” the toy with Child A. Child B resists and expresses frustration and anger over being told to share the toy with which she was happily playing. At this point, Child A is set up to feel entitled to take the toy from Child B. And the adult, who values follow-through, then must somehow find a way to coax/demand/bribe/encourage Child B to hand over the toy. The situation becomes infused with a question of “who’s in control?” felt by adults and children alike, and the children are dependent upon the intervening adults to enforce “sharing.” What if there was a different way for the adults to interact with the children? Could different language be used?
As parents, caregivers, and allies of children, we want the children in our care to practice kindness, and “sharing” seems like an obvious demonstration of kindness. However, what if we pause and think about the above situation from Child B’s perspective? Imagine if, as an adult, you are doing something you love, like playing guitar or knitting or painting, and in the midst of your creative engagement with those materials, someone came up and tried to take your guitar/knitting needles/paintbrush away from you. Not only that, but then another person actually demanded that you give that item to the person who was trying to take it from you. How do you feel in that situation? Frustrated? Angry? Powerless?
Now let’s go back to the scenario with the children. As an adult observer, pause and watch the two children for a moment. Do they need help to negotiate their interaction? Toddlers often play side-by-side and may “bump” into each other, and it’s at this moment that they then see what the other one is playing with and a feeling of possessiveness emerges. (A toddler’s frequent use of the word “mine!” aptly conveys her developmental stage. That is to say, a toddler is working hard to form her sense of Self—thinking mainly about her needs and wants.) Preschoolers are at a different developmental stage and are typically more social, and therefore, they may attempt to negotiate who gets to play with the toy. While we observe the situation, we can ask ourselves, how well do we know the two children? Do we trust them to navigate the interaction without being a danger to each other or destructive to the toy? Of course, as adults, we always want to intervene if we see children hurting one another or otherwise being destructive. But outside of that imperative, we can give them space to negotiate; and, if needed, we can offer language to empower the children to respectfully negotiate and set boundaries. For example, instead of “sharing”, what if we suggest “taking turns” with a toy? When Child B is finished playing with the toy, then Child A can have a turn. The adult uses language that supports Child B’s right to freely play with the toy while also acknowledging Child A’s desire to take the toy. “_______ is playing with that right now. You can have a turn when she is finished. I know it’s hard to wait. Would you like help finding something else to play with?”
Let's look at sharing in another way. If you come to my house, I will share my chicken’s fresh eggs with you. Or a clipping from one of my plants. I will lend you a book or a sweater. I will share my favorite coffee cup with you (hot, fresh coffee included!). I will share with you because you are my guest and my friend. When we think about sharing this way, we regain perspective on the kindness and hospitality that we imply when we say that word—“share!”—to children. So as adults, we can also begin to help a child understand that when they have a friend over to play, they are, in fact, (unless the visiting child brings her own toys) sharing all of their toys with that friend. The difference is that the sharing is happening by default but not on demand. We can work behind the scenes, so to speak, before the visiting child arrives to explain how the hosting child is, in fact, sharing and how kind it is to share (by being hospitable).
We can also empathize with the young child who has big emotions around seeing her toys played with by another child. In the case of a toddler or a young preschooler, maybe we help put that child’s favorite toy away for the duration of another child’s visit. We might say something like, “I know this _____ is special to you and sometimes it’s hard to see someone else play with it. Would you like to put it away while so-and-so visits?” In this way, we are demonstrating empathy and kindness to a child who is not developmentally ready to share a special possession.
We are all learning. As an adult who cares for children, I can ask myself:
How am I helping this child maintain his/her right to freely play with an item?
What language do the children need to respectfully negotiate with each other?
Am I imposing “sharing” or teaching authentic sharing by demonstrating hospitality and kindness?
Blog Entry #8, November 14, 2017
Today we will take a look at practical ways that young children can help in the kitchen. Maybe you already spend a lot of time in the kitchen, maybe you’re more of a take-out person, but either way, with the winter holidays approaching, you may find yourself in the kitchen more than usual. Making space for children in the kitchen is a way to help them make meaningful contributions to family life, and helping to prepare food allows children to be active participants in the family’s food traditions.
Here are some ways that children can be involved:
Pour dry and wet ingredients.
Retrieve items from frig or pantry.
Use the salad spinner.
Rinse fruit/scrub vegetables.
Juice citrus fruits.
Peel hard boiled eggs.
Grind spices with mortar and pestle.
Cut soft foods with plastic knife or other kid-friendly chopper.
Mash (avocados, bananas, boiled potatoes).
Sprinkle herbs or shredded cheese.
Knead dough. Roll out dough.
Use biscuit cutter/cookie cutters.
Spread butter or oil with a pastry brush.
Fill bread basket.
Press buttons (while practicing good safety) to turn on stand mixer, timer on oven, blender.
Set the table.
Arrange flowers for the table.
Decorate name cards for table settings.
Blog Entry #2, October 3, 2017
Welcome to Ithaca Montessori’s blog! We are educators, parents, and allies of children, who are here to share and learn helpful, practical information to guide our everyday interactions with the young children in our lives.
I came across this thought-provoking article a few weeks ago about saying “be careful!” to children, specifically as it relates to playing outdoors. It’s a short piece and worth the time to read it, but I’ll go ahead and summarize here: saying “be careful!” is an understandable knee-jerk reaction that many adults have to children’s choices during play; however, adults can use more specific details to help the children understand the risks and consider their actions. Here’s an example: a child picks up a big stick in close proximity to other children. The adult can shout, “Be careful!” Or the adult can say, “Sticks need space. ___________, look around you. Do you have enough space to swing that big stick?” Or “What’s your plan with that big stick?” The difference in the language is striking.
So while this article gives specific language around outdoor play, I wondered about all of the times I might say “be careful!” to a child engaged in other activities. I only had to spend a day in a home environment with four children, ages 4 and younger, to become conscious of a myriad of other times that “be careful!” is my go-to phrase. So here are some other specific examples that may be helpful to you, the reader.
Other language for children helping in the kitchen with meal prep or table setting or clean up:
“Don’t touch _____! It’s hot!”
“Carry the plate/bowl/dish with two hands.”
“Set the glass down gently so it doesn’t break.”
“Carry one plate/bowl/dish at a time.”
“That cup of water is full. Hold it with two hands. Walk slowly.”
Children going up or down stairs:
“Hold onto the railing.” Or “put your hand on the railing.”
“Take the stairs slowly.”
“Look in the direction you are going.”
Children standing on step-stool to reach sink faucet:
“Keep both feet on the stool.”
“One person on the stool at a time.”
[Of course, we want to refrain from micro-managing the children in our care. Hopefully we are also modeling the ways that we want them to interact with each other and their environment—i.e., holding the railing while taking the stairs and carrying plates with two hands. We can also take the time to observe the children in our care to discern if their environment needs to be modified for them; for example: does the step-stool in the kitchen need to be replaced with one that is more sturdy or slip resistant? Modeling and observing are hallmarks of a Montessori classroom—it’s what the Montessori guide (teacher) spends most of her/his time doing; and it may be helpful to delve into this topic in another blog post.]
We are all learning. Here are some questions I can ask myself:
Instead of saying “be careful!” right now, what is a specific statement that I can say to this child?
What is the exact risk that I want the child to be aware of? How can I say this in a concise way to the child?
Blog Entry #7, November 7, 2017
Today we are sharing some practical ways to make your home accessible to young children. Dr. Maria Montessori observed that children thrive when they are free to do things for themselves; they gain independence and coordination, and they are free to concentrate and hone their sense of order (which later facilitates academic skills such as writing and reading).
The adult can prepare the home environment for the child so that the child has more access to what s/he needs for independence. Follow your child when implementing these ideas: where does your child seek independence? Take what works for you and the children in your care and leave the rest. Also, be aware that young children working towards independence will spill water, make messes, and leave clothes and jackets lying on the floor, etc… so it helps to have a friendly attitude towards spills and messes. Show the child how to hang his/her coat, get a cup of water, where to store her shoes… and then expect that it will take time (and repetition) for your child perfect his/her abilities.
The inspiration for this list comes from multiple sources: Montessori teachers, parents, and friends; books; blogs; Instagram accounts… Also, this list is by no means comprehensive (nor is it intended as advertising for specific brands or products). Just some practical tools to help adults create a home that supports the young child who wants to “do it myself.”
Other item items to consider:
This list is simply a starting point... Follow your child and his/her needs. Take what works, leave the rest. Also, please let us know if you have questions or need more information/discussion around the process of making your home more accessible for the children in your care.
Blog Entry #6, October 31, 2017
A wise friend once told me, “Let go of being perfect. Perfection is an illusion.” She said this as she was standing in front of a room of Montessori teachers, who had just spent the previous three days getting their classrooms ready—spending hours making sure everything was *just-so* for the arrival of the children. Surely these teachers were allowed a pass, after all, they had worked hard to make their classrooms “perfect” for the start of the school year. The Montessori Method emphasizes the role of the classroom as a prepared environment—isn’t it supposed to be perfect? And aren’t teachers supposed to be perfect, as well?
Several years later, I find myself failing at what I think is the perfect way to keep my home (read: completely organized and everything clean at all times). It’s a mess and I never thought I would have such a messy home. Always piles of laundry—dirty laundry to wash, clean laundry to fold and put away. Always stacks of dishes to wash. Always something that could be scrubbed, swept, wiped, folded, picked up. And so by noon every day, I’m looking around, asking myself, “What have I gotten done today?” The stack of dishes is still there. Laundry unfolded. Floors that could be mopped but aren’t. And what I’m really doing is judging myself and saying, “Nope. Not perfect. Not even close.”
Today I became mindful of that daily judgement, and when I usually pause and look around to assess my morning, I stopped myself from the usual negativity, and I said to myself, “I have been patient and present with three young children today. I have used a lot of emotional energy to be steady for them while they feel their big feelings. Also, I have prepared good food for them to eat” (hence the stacks of dishes taking over my kitchen). In that moment, I stopped holding myself to some ideal of perfection; and instead of feeling discouraged and frustrated, I actually felt satisfied with what I had been doing for the previous four hours.
I later related this moment to my friend, and she said something that echoed what she had told that room full of teachers all those years ago. She said, “Say aloud ‘good enough!’” Say this to yourself. Say this to the children in your care. Don’t get stuck trying to be perfect. Or worrying about being perfect.
How much time and effort do we spend trying to be perfect? To look perfect. To have the perfect _______. To be the perfect parent. The perfect teacher. The perfect partner/spouse. The perfect friend. Getting the children in our care to be perfect. And act perfect (read: not throw tantrums or be whiny at the grocery store.) Are we hoping for a Pinterest perfect house? Maybe a carefully-curated Instagram perfect lifestyle? Or even just wishing to be like a friend who always looks so put together and has time to get everything done? We all have different ideas and standards for perfection, so the specifics will be different for each of us, but the unrealistic goal of perfection is still the same.
In this season of life as a parent/caregiver/ally of young children, we have the power to let go. Let go of perfection. The precious time we have with these young children in our care is short. And the goal of perfection is a hindrance to wholly loving and accepting ourselves and our children and enjoying our time together. So instead of perfection, say “good enough!” and move on.
BLOG ENTRY #4, OCTOBER 17, 2017
Promoting autonomous self-care and independence at home:
Letting children choose their clothes for the day and learn how to get dressed
What does getting dressed in the morning look like? Frustration for the child? Frustration for the adult? Constant nagging/reminding the child to choose clothes and get dressed? Fights over what to wear?
Meet your child where she/he is:
Is she interested in choosing clothes? Does she need help to get dressed? Does he need help to access his clothes? Would she benefit from having fewer choices?
The goal in the morning is that the child independently chooses what clothes to wear and feels confident in her/his ability to get dressed.
So first, let's look at how to store a child's clothes so that they are easily available to the child. Consider this: Do you care if your child’s clothing matches? Or can she pair a purple shirt with orange and red floral pants? Depending upon how you feel about pairing tops and bottoms, you can present your child's clothing options accordingly. The adult must decide ahead of time how to store the child's clothes so that the child has freedom to choose each morning. You can make outfits for your child to choose from or give her unlimited access to tops and bottoms that are not paired. Also check that the clothes that are available are seasonally appropriate, “everyday” clothes. If you have special occasion clothing for your children that you do not want them to have access to in their usual morning routine, store those items elsewhere. The goal is to give your child access to clothes that you will be able to say “yes” to any day of the week, notwithstanding a special occasion (religious service, wedding, party, etc).
Here are two methods for storing the child’s clothes so they can be accessed by the child:
The first method: Hang a low bar in a closet or wardrobe. Hang two or three complete outfits (minus socks and underwear) and let the child chose one complete outfit. This method allows the adult to be more selective about matching tops and bottoms and also ensures that all choices are weather appropriate. However, this method requires almost daily prep work from the adult (prior to the morning routine) to ensure several clothing options are presented on hangers.
The second method: Use the KonMari Method (or a close approximation) to fold and store clothes in a dresser with low, accessible drawers so that the child can easily see all of the items in a drawer. This method eliminates stacks of clothes, which are difficult for a child to manage and keep neat and tidy while removing clothing from a drawer. If a large number of clothing items seems overwhelming (depending on the age and needs of your child), you can simply store fewer items in each drawer (ex: only four shirts and four pairs of pants and keep extra clothes somewhere else). If you use this method, you are allowing the child to match up tops and bottoms (unless your child is asking for your help in this area).
So now that you’ve considered how to store your child’s clothes and how much access to give her to her seasonal wardrobe, let’s take a look at the act of getting dressed. It’s important to keep in mind what really matters—your child’s growing sense of independence and self-confidence. Firstly, be patient with yourself and your child. Learning autonomous self-care is a process. Look for opportunities to help, and notice when your child needs to do it herself. Look for ways to demonstrate and help break the action into smaller steps. Example: sit on the floor to put on pants. One leg at a time, pull the pants leg all the way up over the foot, maybe say something like, “find your foot” to direct attention to this part of the process so that when the child stands up to pull up their pants, she won’t be standing on part of the pants’ leg. Maybe your child can independently put on pants but not a shirt or socks. Let him do as much as he can on his own.
Acknowledge your child’s feelings. “Putting a shirt on is hard. Would you like some help?” or “Be patient with yourself. You are capable.”
Something to consider: Does it matter if a shirt is worn backwards? (A gentle suggestion to turn the shirt around may accepted. Or not. Your child may also resist your attempts to “fix” or “undo” the work that she/he has just done to get dressed. We don’t want to micro-manage our children. A backwards shirt is a sign of learning and budding independence.)
Lastly, but not least in importance, consider time: it will undoubtedly take longer to actively involve your child in choosing her outfit and teaching her how and giving her space to get dressed than if you simply chose clothing and dressed your child. So if you are just starting this new routine, allow extra time for this process so you don't have to rush. Every morning. Observe your child. And be available. Children can sense your patience with the process.
It's worth restating: keep in mind what really matters—your child’s growing sense of independence and self-confidence. Be patient with yourself and your child. Make adjustments. We are all learning!
Blog Entry #3, October 10, 2017
Conflict between parents. Is it OK?
Today we will take a brief look at an online review of University of Arizona researcher Olena Kopystynska’s work regarding conflict between parents and how it affects their children’s emotional security. Kopystynska is a graduate student who studies conflict and conflict resolution, and she focused on constructive versus destructive styles of conflict management.
So is conflict OK? The bottom line, according to Kopystynska, is “conflict is okay as long as parents handle disagreements in a constructive way.”
Let’s look at how Kopystynska defines "constructive" and "destructive" conflict management.
Constructive conflict management:
Destructive conflict management:
Kopystynska and her colleagues found that when even one parent handles conflict in a destructive way, the children can feel more emotionally insecure about their home life. So rather than avoiding the inevitable disagreement, it's important that parents focus on constructive ways to disagree.
The take-away message:
‘“Not all conflict is bad—it’s about how you manage it,” Kopystynska said. “Given that children are going to encounter conflict out there in the real world, exposure to some conflict can be beneficial. However, it’s really how parents handle that conflict that sets the tone for how safe children feel, and may further promote similar conflict management behaviors for when children are confronted with conflict of their own.”’
Ithaca Montessori is a non-sectarian institution and does not discriminate on the basis of race, gender, religion, national or cultural origin, sexual orientation, family style, political belief, or disability in the administration of its admissions, education or employment practices.