We especially need imagination in science. It is not all mathematics nor all logic, but it is somewhat beauty and poetry.    –Maria Montessori

We are beginning our study of the solar system. Bringing some of the wonders of the universe to the children is exciting and one of their favorite units that we study. By nature, children are inquisitive, observant, and eager to learn about the world around them. With their concrete thinking, understanding, and desire to label and name everything they learn about, we start by introducing the components of the universe, especially our own solar system.

We begin by discussing what the children think the solar system is. We know that as we look up at the sky during the day we can see the sun and at night time we can see the moon, stars, and some planets.

We learned about our star, the sun. It is made of gas and gives us light and heat. Our sun is the center of our solar system, with planets orbiting around it. The children learned the names of the planets, in order from the sun. We also learned fun facts about each planet and will do hands-on activities to explain revolution and rotation. Below is the song we are singing to help us learn the names of the planets in our Solar System.

If you have not yet signed up for a time to meet for Parent/Teacher conferences on October 28th, please click on this link to do so.

Wishing you a week filled with peace and love,

Michelle & Liset

The Montessori approach to teaching Geography is unique and comprised of two components, physical geography and political geography, also known as Culture. From the beginning of the school year, we weave Geography lessons and terminology into our day as we learn about our physical world. The Geography materials are always fascinating to the children and are a springboard for wonderful discussions.

Early in our school year, we categorized the planet Earth into air, land, and water.  We then sorted what we would find in each of these different components of our world.  Next, we introduced the geometric solid known as a sphere to the children and compared it to the shape of the globe.  We start with a sandpaper globe that helps to distinguish land and water.  The colored globe comes next and we begin to teach the continent names.  We make a sphere out of play dough and cut it in half to help them visualize the concept of a hemisphere.  Simultaneously, the children are learning about land forms that introduce the concept of lake, island, bay, cape, peninsula, gulf, isthmus, strait, archipelago, and a system of lakes.  These sensory experiences help the children learn about their physical world.

After learning the continent names, we introduce the puzzle maps for each continent, starting with North America in November. We learn that there are many countries in North America.  The older children will trace and paint each of the puzzle maps. We will learn about the animals, people, and climate often associated with each of the continents.  Our goal is to encourage the children to appreciate the beauty and wonder found in the similarities and differences around the world. In our classroom, we have a cultural shelf with artifacts from each continent.

Last week, we introduced the song “Do You Know The Continents” and we often hear the children singing it quietly to themselves as they work.

Conferences will be on Thursday, October 28th, via Zoom.  An email will go out on Tuesday with a link to sign up for a time slot.  We look forward to this opportunity to enhance parent/teacher relationships.

Wishing all of you a week filled with peace and love!

Michelle & Liset

“We have to remember as adults, that we want things done, and as quickly as possible, so that they are finished and out of the way; whereas the child is interested and content in the doing, not the done.” –Margaret Stephenson, The Art of Montessori in the Home

Each Friday we send home Friday Folders with the work the children have completed over the course of the past week. It is not uncommon for us to receive emails asking why there was so little work inside and what exactly are the children doing?

Sometimes it can be difficult to accept the idea of focusing on the process, not the product. What exactly does that mean? Many of the works in the Montessori classroom do not end with a physical product the children will bring home to share with everyone. There is often no way to visually assess what a child is learning. Overall, as a society, we are product driven and often times, base our success on this factor. The experience a child has when working with the materials is truly what is most important. However, when you hear they did “nothing” day after day, it can often be unsettling.

Research shows that children from ages 3-6 learn best through their hands. In order to truly understand a concept they need to explore it through touch. This is why so many of the lessons found in the Montessori environment are not based on memorization alone. Most concepts we are teaching involve tracing, manipulating, and exploring with their hands. Perhaps most importantly, focusing on the process protects the child’s intrinsic motivation to learn and understand. It is not influenced by external factors such as recognition, praise, or reward. The time and experience with the materials is what we truly value and encourage.

So, if your child’s folder comes home with little to no work, just know that their accomplishments can’t always ‘fit’ in that folder. Maybe after weeks and weeks of trying, they learned how to zipper their own coat or maybe they can finally carry a work without it dropping. Maybe after observing a lesson day after day,  your child tried it independently for the first time. The list of skills each child can accomplish will never be fully represented in the Friday Folder. So please enjoy the work that is in there, but know it is not a full portrayal of all that the children are accomplishing.

Warmly,

Michelle & Liset