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Mrs. Hood: The Process of Normalization

Posted on by Andrea Hood

In Montessori education, the concept of “normalization” holds a profound significance, quite different from its conventional meaning. Maria Montessori used this term to describe a remarkable process she observed in children’s development—a process that unfolds when children are given the freedom to work in an environment that aligns with their developmental needs.

“Normalization” in Montessori does not imply conforming to a standard or being forced into a mold. Instead, it signifies a state of being where children exhibit a deep sense of inner peace and discipline. Montessori observed that when children engage in activities that captivate their interest and require their full concentration, they experience a profound sense of fulfillment and satisfaction. This focused, purposeful work leads to a state of normalization characterized by a calm, content demeanor.

In our Montessori environment, we witness the signs of normalization every day. Children are deeply engaged in their chosen activities, demonstrating sustained concentration and a sense of joy in their work. As a result, they become more independent and self-disciplined, fostering an environment of peaceful, harmonious interactions.

On another note, this week, we introduced the art skill of gluing, which has become a favorite among the children. Learning to use glue may seem like a simple activity, but it offers numerous benefits. It enhances hand-eye coordination, refines fine motor skills, and helps children understand the sensory concept of stickiness, adding a tactile dimension to their learning experience.

In our most recent food-tasting lesson, we explored celery. Although most of the children were not too excited about this vegetable at the time of tasting, they were in awe of how cool-looking and heavy the whole stalk of celery was.

As we continue to nurture the process of normalization in our environment, we celebrate the remarkable growth and development taking place in your child.

Enjoy your weekend!

Mrs. Hood and Mrs. Mollie

Ms. Marissa: Art & Science Intertwined

Posted on by Marissa Frisk

When we study continents, animals, and plants, we always find a way to connect to the material sensorially. In the Primary Montessori classroom, incorporating art into these other scientific areas of study helps children relate to the material on another level. We trace animals and paint them using watercolors, we create continent maps using markers, colored pencils and liquid watercolors, we use tempera paint sticks to paint the landscapes of different places we study. Last week, children used play dough of different colors to create the layers of the Earth, cut it in half, and see how a globe transforms into a flat map. In art, Ms. Sara showed us how to use watercolor pencils to replicate the beautiful inside of geodes.

But what about all these beautiful colors we use? How do THEY come to be? We have been dappling in color mixing all year – through simple, open-ended primary color mixing using a mini ice cube tray, combining ground chalk and salt to see what colors come of it, and by the natural exploration of what color our paint water turns! This week, we introduced a very careful and methodical way of color mixing – our color mixing wheel! Children very carefully apply droplets of water on the specified spots, mix each area together, and lay a paper towel over top. Before you know it – we’ve created a beautiful color wheel! You may be getting a lot of paper towels at home in your child’s folders – this is why!

Check out this sped-up demo!

Have a wonderful weekend!

Marissa & Sue

Mrs. Wilson: Little Bodies with BIG Feelings!

Posted on by Cynthia Wilson

This week marked the conclusion of our month, during which we focused on enriching our emotional vocabulary. Recognizing that toddlers experience intense emotions and are in the process of learning how to articulate and manage them, we embarked on a journey to teach them the language of both positive and negative emotions. By familiarizing them with these emotional terms, we empower them to comprehend and navigate the complex landscape of their bodies, hearts, and minds.

As adults, we must reassure toddlers that their emotions are valid and acceptable. What truly matters is how they learn to handle and express these feelings. Equipping them with the necessary tools for emotional expression and coping not only allows them to navigate their current emotions but also lays the foundation for self-regulation as they grow older. Granting them the space to experience and process these emotions is a valuable step in their developmental journey. Remember, this takes time and practice for our little ones.

This week, for food tasting, the children tasted a juicy and super sour lemon. It was interesting to observe the varied reactions of the children after taking their first bite. Some approached the citrusy challenge with ease, showing little to no reaction, while others couldn’t help but make the most amusing puckering faces.

The Lower Elementary Classroom

Posted on by Ashley O'Connell

Lower elementary classrooms are fertile ground for cultivating a lifelong passion for learning. With their boundless curiosity and infectious enthusiasm, young learners approach each day with wonder and excitement. Teachers have the opportunity to ignite this spark, fostering a love for exploration and discovery that will serve students well in the years to come.

Education extends far beyond academic achievement. It’s a time when social, emotional, and physical development are equally prioritized. Through cooperative play, group activities, and guided interactions, children learn invaluable lessons in empathy, communication, and teamwork. These skills lay the foundation for healthy relationships and emotional resilience.

Recognizing that every child learns at their own pace, lower elementary classrooms emphasize personalized instruction. Teachers have the flexibility to tailor their approach to suit the diverse needs and learning styles of each student. Whether through small group activities, one-on-one guidance, or differentiated assignments, every child receives the support they need to thrive.

Mrs. Lopes: Amazing Africa

Posted on by Amanda Lopes

Each time we study a new continent, we first find it on the globe, then we locate the continent on the world map, and lastly, we study the individual continent using the specific continent maps. Currently, the children are learning about the continent of Africa. We learn about the geography, culture, weather, animals, and people of Africa.

We are learning lots of fun and fascinating facts about the continent of Africa.

  • Africa is the second largest continent, with 54 countries.
  • The longest river in the world, the Nile, is located in Africa.
  • Over one thousand languages are spoken by the people in Africa.
  • The Sahara, the world’s largest desert, is located here.
  • The highest mountain in Africa is Mount Kilimanjaro. It is so tall that glaciers can be found at its summit even though the mountain is near the equator.
  • Africa is the most centrally located continent in the world. Both the prime meridian and the equator cut across it.
  • The world’s tallest animal, the giraffe, and the largest land animal, the African elephant, are found in Africa.

Wishing you a week filled with peace and love.

Amanda & Hema

Mrs. Sargeant: A Peek at the Week

Posted on by Christine Sargeant

The children enjoyed the sunshine and warmer weather this week. They ended last week tasting lemons, and this week, they gave plantains a try. We discussed the differences between plantains and bananas. Plantains tend to be larger, with thicker skin. They are also a bit starchy, whereas bananas are sweeter. We had the opportunity to taste mangu, which is a Dominican dish consisting of cooked, mashed plantains. We’ll end the week trying plantain chips. 

Stay healthy, and enjoy the first weekend of March! 

Positive Discipline – Family Meeting 

Posted on by Gina Tryforos

Choosing a favorite exercise from the Positive Discipline parenting library is not easy, but family meetings hold a special place at the top for me. These gatherings around the kitchen table offer children a valuable and enriched learning experience. Family meetings cover important skills like listening, expressing appreciation, respecting differences, problem-solving, focusing on solutions, and understanding the positives of mistakes. 

Reflecting on a personal anecdote, there was a time when my boys, in their early teen years, began convening family meetings before my husband and I to discuss things as a family.

In school, your child may already be actively involved in Class Meetings. Positive Discipline Class Meetings are similar to Family Meetings. Class Meetings and Family Meetings are powerful tools for fostering communication, problem-solving, and positive relationships within their respective settings. They create collaboration, learning, and growth opportunities, ultimately contributing to a more harmonious and supportive environment.

Despite the clear benefits, the question arises: why do many families find family meetings challenging? Part of the issue might be insufficient training, with parents expecting children to possess the necessary skills for effective family meetings right from the start. 

To learn more about facilitating effective family meetings, please join us at our next Parent Education event—date and time to be determined. 

Karen and I hope to see you there!

Gina Tryforos ~ Assistant Head of School | Student Support Coordinator

Mrs. Hood’s: Amigos!

Posted on by Andrea Hood

“Of all things, love is the most potent.” – Maria Montessori

Humans have an innate desire to connect, to experience dynamic relationships with one another. At around 18 months, there are notable changes in cognitive skills that help real friendships blossom. The toddler becomes more consciously aware of themselves and others. Watching toddlers making friends for the first time is truly a delight! In our environment, children show excitement every morning when they see their amigos and love practicing their names. Younger toddlers, still working on their expressive language, like to point to their friends with big smiles and do a little dance of happiness.

Grace and courtesy is one of the most critical areas in our Montessori curriculum. Grace is the outer expression of our inner selves as observed in body language and movements: facial expressions such as smiles, eye contact, tone of voice, inflection, body movements, and the actual words used to express ourselves. Courtesy is the manners given for human interaction. As we all know, neither grace nor courtesy are instinctive but acquired. This is why in our Toddler environment, we use constant, daily lessons in this area through intentional modeling rather than specific lessons presented, as children will encounter at our Primary levels. It’s truly amazing to observe how your children continue to grow in gentleness, respect for each other, care and expressions of kindness, etc.,  despite their young age. It’s SO wonderful!

Based on our Emotional intelligence studies, this week, children also had the opportunity to use the emotion cards as individual work using a table mirror. The children seem to love to observe the picture cards and copy the facial expressions in the mirror. With the older toddlers, we also use this work as an enrichment of vocabulary activity by establishing conversations with the child and wondering together what they think happened to the children in the picture. Why are they feeling that way? Oh! The stories they come up with are just so great!

Some of the most beloved books by your children  lately  has been: In My Heart by Jo Witek, The Feelings Book by Todd Parr, and especially Calm Down Time by Elizabeth Vedick. With the help of this book, children practiced the importance of breathing deeply when encountering difficult emotions. We practice by encouraging the toddlers to “Smell the flowers” (inhale) and “blow the candles” (exhale). We also encourage our students to use the teepee as our calm-down area to get some space and learn to regulate themselves.In this area children have a faux sheepskin rug, cushy pillows and often they will have a variety of calming items like sensory bottles, stretchy string fidgets or  liquid motion bubblers to support this process.  For your children, this is one of their favorite places in our classroom. A place to decompress when needed or just have some space!  I highly recommend you creating a calm-down area at your home, especially if your child struggles with tantrums.

On another note, children had a blast celebrating friendship on Valentine’s day and they were so focused on perfecting their spreading skills while creating “donuts” using apple rings, sunflower butter and delicious sprinkles! They also enjoyed sharing their valentine’s with their friends and having fun in an epic balloon dance party! During circle time that day, we talked about how hugs make our brain happy and it was just so amazing to see how each child chose a friend to offer a hug!

For food tasting lesson we explored  Cauliflower and tangy lemons! Sour is definitely a new word in their vocabulary!

Lastly, we finished this busy week with a little 100 day of school celebration where children baked  delicious lemon blueberry scones! Children loved them so much that we wanted to send you all the recipe. Click here to get it!

Enjoy the pics!

Mrs. Hood and Ms. Mollie