Mary’s School Blog

“What is Montessori? When we are trained, it is to continue the work of MM as a scientist. However, we are entrusted to be observers of the individual child and of child nature generally. We should not enter all the areas of the “experiment” as it was not our design. It becomes one’s own design when we have found “the secret of childhood” for ourselves.

A week ago a midwife came to visit our school. Having recently observed a midwife work with my daughter (actually, follow my daughter’s lead, as my daughter was listening to her body) over a period of three days at a birthing center in Iowa, I had to speak with her about my recently renewed admiration for her profession. First, however, she told me she thought our Children’s House environment followed the same principals as her profession, patience, support and trust that nature knows what it is doing. Despite her extensive knowledge and experience, she was totally tuned to what my daughter choose to do in every aspect of her labor and delivery. I feel that we are supporting, continuing the experiment, by being patient, supportive, knowledgeable, and above all, protective of the child against the assault on their natural development. We are trained Montessori midwives!

Oh, the application came the next day for the midwives child to begin next fall.

I see Montessori as an experiment every time a new child comes into the environment. The child is the variable and the prepared environment is the constant. In the situation of a child not appearing to thrive in the environment, study what there is about his or her situation is an impediment. Is it starting at too late an age ? Is it infrequent attendance?” Anne

Here is a good question: When do our children enjoy us (parents/adults)? ” A couple days ago my child said to me “Mom…..You need to spend some quality time with your 4 year old.” After the shock that she had just come up with that….I reminded her that we had been together for 5 solid days, and what did she mean.?! She shrugged and turned to something else. I thought about it for a long time. I guess what I had seen as QT was not seen the same by her. So, the next day I asked her what she wanted to do while Ryder was napping. She wanted me to watch her dance, so i did.”

A Sometimes they aren’t enjoying what we “give” them, so we need to ask what it is they desire.

“Sunshine”

There are so many good reasons for recess to be included in our children’s schooling. “Free” play time with other children is a wonderful social learning time. Also, it is a nice break from sitting in a chair most the day! Kids need that physical outlet to stay healthy! The sunshine factor is also a huge must. I know that if I don’t get enough I am GRUMPY!

“Cooking With Children”

If I notice one of my children needed some extra attention or if they are acting out because of boredom… the first thing I go to is cooking. I think that my number one easy thing to cook with my kids is muffins! They LOVE to spoon the batter and mix the ingredients themselves. Have you heard of the book Super Baby Food? Okay, it is a baby food book but the recipe section has the best creative cooking creations!

Christie was one of my wonderful assistants. She passed through last school year on Tuesday/Thursdays. She was taking classes in order to go on to a Master’s in Secondary Ed, which she is working on now, in Oregon. She will be a High School science teacher.

“…I do think youth are more capable than we allow/ask them to be. I felt that way at your school, too. The children were more capable because you gave them the opportunities. Usually I had to remind myself that they were in preschool!

Speaking of it- I really miss your school and the kids.A My life is not the same without a weekly dose of 2-5 year olds. Say “Hi!” to everyone from me!”

Discussing the “Nutcracker” during lunch, several children announced that they are going. One child added, calmly: “And afterwards, we will go to the woods and collect nuts.”

Of course…

“When the men of the village went on long trips to trade with other indians, they were received, on their return, with the same proceedure by their families: left to sit in silence long enough to recapture the feel of village life, then casually approached without pressure or demonstrations of emotion.”

“Applying the priciple in the easiest situation, a civilized mother would go about her domestic work with a child taking whatever interest she takes, but allowed to sweep with a broom when he is inspired to do so, or dust or vacuum or help wash dishes standing on a chair. The breakage will be insconsiderable, and the child will not fall off the chair, unless the parent is so clear in his expectations of disaster that the child’s social impulse drives her to comply.”

“…either more or less assistance than a child demands is detrimental to his progress. Outside initiatives, therefore, or unsolicited guidance are of no positive use to him. He can make no more progress than his own motivations encompass. A child’s cuirosity and desire to do things himself are the definition of his capacity to learn without sacrificing certain abilities at the expense of others, but nothing can heighten the full spectrum of his capabilities beyond his inbuilt limits. His elders do a great deal to determine his behavior by their example and by what he perceives to be their expectations, but they cannot add anything to his wholeness by substituting their motives for his own, or “telling him what to do.”