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The Capstone Year in Early Childhood

Written by Montessori Admin on . Posted in Blog, Parent Education.

The Montessori early childhood classroom serves children from the age of 3 to 6 years. Ideally, children spend three years in this classroom. In Montessori, the 3rd year is often referred to as the Capstone Year. This year is equivalent to the traditional Kindergarten year. MCS strongly recommends that a 3rd year student follows a 5 day schedule so that they can capitalize on all of the learning opportunities open to them in this important year and so they can have enough time to practise and process the year’s curriculum. The final year in early childhood is the harvest year for all the planting and intellectual tending that has gone on for the preceding years in preschool.

The Capstone Harvest
The 3rd year child’s learning explodes into an avalanche of reading and writing and math. All of the earlier preparation (practical life, sensorial) now finds academic outlets. The 3rd year child not only gains a wider breadth of knowledge but a deeper understanding of what they have learned and now is able to use this knowledge to enhance their own intellectual pursuits.

A Montessori education is not just cumulative in its learning; it is exponential in its understanding. The learning that happens in this final year of early childhood is not just adding another year’s knowledge but multiplying what is learned and applying it to what is to come. It is common for Montessori 3rd year graduates to be able to read well (and write) and to understand math far beyond addition and subtraction all the way to multiplication, division and geometry. Maybe even more significantly, the lifetime patterns of responsibility, goal setting, having a work ethic, working through mistakes, inquiry and curiosity are being firmly set.

The 3rd year in a Montessori classroom is also the year of mentoring. It is the year when the five year old is able to really help their classmates. This mentoring year is significant for two reasons. First, when you teach others, you really master the subject for yourself. Second, when you are asked to teach you demonstrate your mastery of the material. It is this mastery that produces the profound feelings of self-confidence and assurance that is the hallmark of Montessori students. Real achievement and real achievement demonstrated builds real self-esteem.

To miss this formative year that sets successful life patterns is to miss the ultimate advantage of this unique preschool experience.

Leaving the Montessori program before the capstone year often places a child into an educational setting that is not as advanced; nor one that allows for the initiative that has been carefully cultivated during the earlier preschool years. The child is often introduced to a different curriculum one that lacks the individual intellectual satisfaction that comes from exploring and discovering the wonderful world of learning found in Montessori.The essence of successful life is to be able to make wise choices. The Montessori 3rd year student is at a major threshold of exercising that wise decision making power. To lose that opportunity is to lose a significant part of the hard won success of the preceding years.

“Education is not the filling of a pail, but the lighting of a fire.”-  W.B. Yeats

The great gift of an education is not the accumulation of facts and statistics but the lighting of the fire of learning, discovery and joy. It is a gift that Montessori children have the privilege and pleasure of opening and using for a lifetime.

Adapted from The Kindergarten Year in Montessori by Edward Fidellow, www.crossmountainmedia.com

MCS Staff Participate in Community Service

Written by Montessori Admin on . Posted in Blog, Community News.

 
Ready to get dirty!

​On the recent Professional Development Day, MCS staff participated in a service project during the break between the training sessions.

Kenzee and Christina worked outside the 1700 South entrance.

​Staff members were broken up into six garden crews and assigned to specific areas of the campus to work in.

Infant, toddler, early childhood and admin staff collaborated on the pots.

Each group was given tools and spring blooming bulbs, corms or rhizomes to plant.

The task involved watering and clean up!
The crews were deliberately orchestrated​ to include staff from different departments and with mixed experience in gardening.
Robyn helped provide great gardening tips to her crew.

Problem solving, teambuilding, and a little sweat enducing hard work were the name of the game.

They seem pretty pleased with themselves!

And best of all, delayed gratification!

Jordan gets to work.

We look forward to seeing the results of their efforts in spring of 2022.

Keep your eyes peeled for the first flowers!

Offering Encouragement not Empty Praise

Written by Montessori Admin on . Posted in Blog, Parent Education.

Create an environment where your child feels encouraged to become aware of his own actions

Parents sometimes use far too much praise in a well-intentioned attempt to build their child’s self-esteem: ‘You’re an awesome climber, you’re a great artist, you’re great at sitting quietly.’ However, often these remarks are not really sincere and they teach children to depend on praise for motivation to do something. When we praise children for doing something like eating their vegetables or putting on their shoes what we are really saying is that they did what we wanted them to do. Even young children can recognise when our remarks are not sincere and they are being manipulated.

Research shows that the present culture of over-praising children leads them to feel that they have a right to things in life irrespective of the amount of effort they have put in. Overpraising our children confuses them about their own self-worth since they are not able to judge for themselves how good they are at something if we always tell them they are doing well. This is not to say that you should not encourage your child. Your child will thrive on positive statements just as we do when our effort is appreciated by work colleagues or family members.

If we are to think about the way we encourage children we need to do some work on training ourselves in a new approach so we don’t fall back on the kind of praise that we hear all around us these days.

​Connect your child to the possibility of starting to become aware of the impact of his own actions
  • Focus on the action or the effort, not the person- Instead of saying ‘you’re such a good helper’ say ‘thank you for setting the table’. Instead of saying ‘you’re such a good chopper’ say ‘thank you for cutting the carrots for dinner’.
  • Nurture Empathy- Instead of saying, ‘I like the way you comforted Anna’, call her attention to the effect of her action on the other person: ‘Look Anna stopped crying when you brought her a tissue and hugged her. She must feel better now’. This is completely different from praise, where the emphasis is on how you feel.
  • Quietly observe- Your child does not expect praise. You may be surprised to see that your child works and plays with more persistence when you say nothing.
  • Express gratitude- When you are in a rush, instead of saying, ‘You are going to make us late with your dawdling. Hurry and put on your coat’, say, ‘You are helping us get to the dentist on time because you are putting on your own coat’.
  • Observe rather than evaluate- When your toddler is building with blocks, instead of saying, ‘Your blocks are all over the floor’, say, ‘You are using all the blocks.’ An observation may build interest and reflection, but a judgement can be discouraging.
  • Allow room for self-evaluation- Instead of saying, ‘I love your painting.’ say ‘You filled the left side of the paper.’ This focuses your child’s attention on the painting and not your opinion of it. Instead of ‘What a great horse.’ [which may not be very sincere] say ‘You painted a red horse.’ This focuses your child’s attention on evaluating the painting for himself rather than on your evaluation of the painting.
  • Accept that rewards are not necessary- An activity that your young child is engaged in is rewarding in itself. When your child is learning how to peel a banana the joy is in the skin coming off in clean strips and revealing the banana and the joy of eating the banana. When she fills the dog’s bowl and sees him come running with his tail wagging, that is her reward. Research has shown that rather than motivate children rewards can have the opposite effect. Rewards erode your child’s inner motivation. Even small children can work out that if they have to be rewarded for doing something that something might not be something nice to do!
  • Accept that punishment doesn’t work- Punishment tells the child what not to do, not what to do, and it often makes a small problem bigger. Your young child may remember the punishment but may not connect the punishment to the behaviour that triggered it. A child who has been punished can feel powerless, humiliated, defiant, and resentful. Research demonstrates that punishment has the short-term effect of stopping the offending activity but has no long-term effect on behaviour. When children are punished, the adult solves the problem in the short term and the child doesn’t learn how to solve problems in the long term. ‘Time out’ is commonly used to control children’s behaviour these days. In ‘time out’ children are typically confined to a chair, room or space for a set period of time to gain control of themselves and think about their behaviour. The problem with this approach is that if the child was capable of thinking about his behaviour he probably would not have done it in the first place. But more importantly, ‘time out’ does not provide any help for the child to start controlling his behaviour from within.
Make time for your child’s awareness to emerge

It takes time for your child to start to become conscious of how her actions affect others. Your child is at the beginning of a journey of self-realisation that will last for life. But when you are patient and keep using an approach that helps her to become aware of her behaviour rather than overpraising, judging or criticising her she will gradually become aware of the reality of her own behaviour and start to take control for herself.

https://aidtolife.org/

Author Jane Nelson Speaking May 5 – Montessori Academy

Written by Montessori Admin on . Posted in Announcements, Blog, Community News.

Jane Nelsen, author the Positive Discipline books, will be speaking at our school on Thursday, May 5th, at 7:00 pm. The topic is “Raising Self-Reliant Children in a Self-Indulgent World”, and Dr. Nelsen will be focusing on independence and the benefits of self-reliance for children. Her talk will include all age ranges through adolescence.

Dr. Nelsen does charge a speaking fee, so we are charging just enough for tickets in order to pay her fee ($15 per ticket). We have already offered tickets to our parents and we still have some availability, so we would love to extend an invitation to any Montessorian that would like to attend.

You can purchase tickets with a credit card by calling Ms. Terra in the front office at (801) 566-6962, or you can mail us a check, or call and reserve some tickets and then pay at the door. It seems that we all get so busy from day-today that we rarely see each other, and we would welcome the opportunity for our teachers to have a chance to associate together with you and your staff.

We will have some refreshments and time after the presentation to mingle. We hope to see some of you here!

Angie Johnson
Curriculum Director

Mountain West Montessori Academy
4125 West Foxview Drive
South Jordan, UT 84095

 

Learning the Language of Life

Written by Montessori Admin on . Posted in Blog.

Montessori Children Handle Big Words and Big Ideas

As a parent I was surprised about the words my children knew and used correctly (no, not the bad ones.) We’ve experienced them going from crying to making sounds, from sounds to their first words (mama, dada), from words to phrases (me go) to sentences – “I want candy.” It seems like a long (and sometimes frustrating) process for both children and adults to begin to communicate. We can’t wait for them to start talking and then ironically, we spend a lot of time telling them to be quiet.

The beginning formation of their language skills is “ice bergian.” Ninety percent of what they know supports the ten percent that is audible. The structure of their language has been constructed by and large with little direct input. They have been sorting out the complexity of words and phrases. They don’t yet possess all the building tools to communicate to the world they inhabit. That is why at an early age two phrases dominate their conversation – “Why?” and “What’s that?” They are continually constructing and they need solid linguistic materials to build with.

Baby talk is sweet but does not contribute to linguistic development or communications. At an early age, at least by three if not sooner, children are ready (and capable) of big words and big ideas. A Montessori education builds on this sensitive period for language and learning by introducing advanced concepts. Parents are often amazed that their child can say “equilateral triangle” let alone know what it means. But is equilateral triangle any more complex linguistically than Elizabeth Washington?

A Montessori classroom is constantly introducing new concepts and constructs and a major part of this introduction is linguistic. It does little good to point out squares or circles unless you can call them by name, define them and find them again. Montessori education is noted for its “Three Period Lesson.” First, you present the article. “This is red.” “This is blue.” Second, you ask, “Can you touch the red?” “Can you touch the blue?” (You see if they have understood the vocabulary.) Third, you ask, “What is this?” They answer “red.” “What is this?” They answer “blue.” (You see if they have mastered the vocabulary and the concept.)

Language starts with the concrete – mama, doggie, cat and proceeds to action – “me go, I jump.” And then it begins to add the color of adjectives – tall, short, biggest, smallest (all demonstrated in the classroom) until language blooms into conversation, discussion (and debate.)

When our son started Montessori at 17 months we wanted to be good Montessori parents by offering him choices he could make. Everyday for breakfast we held up two boxes of cereal and asked, “Do you want this or that?” Cereal, thereafter, became known as “dis and dat.” (In hindsight, we should have been correct and named the cereals for him – but it would have ruined a good story!)

It is important that we correctly name the words and actions of their lives. A Montessori classroom is constantly adding vocabulary to a child’s linguistic development. Studies have indicated that extensive vocabularies are a hallmark of successful adults. This process and habit of vocabulary acquisition is a foundational concept of your child’s Montessori experience.

While we do use body language and facial gestures, oral language is the predominant means of communication. Helping your child communicate clearly their needs, desires, frustrations, etc helps them to move on to the more complex use of language and culture – the ability to define (and embrace) intangible concepts like love, hope and faith. Ironically, (and I don’t know how it comes about) the first intangible concept they latch on to is wrapped up in the words, “It’s not fair.” But it is from there that justice, respect, duty, honor, honesty, loyalty begin to form with the child and are defined.

One of Montessori education’s great gifts to your child is the emphasis and focus on observation. Your child is given training and time to become an observer. As has been said, “You can see a lot if you just look.” The materials and exercises of the classroom are designed to aid your child during these earliest formative years to develop the habit of not only observing but of naming and defining the experience.

 

It is never just the accumulation of knowledge (or vocabulary) but the ability to use that knowledge to think, to communicate and to formulate the actions that are necessary for success. The more you talk with your child the more you develop the communication skills your child needs to succeed in the world.

 

 

Edward Fidellow

www.crossmountainpress.com

 

Easy Transitions…Saying Goodbye to your Child

Written by Montessori Admin on . Posted in Blog.

Welcome Back!  School is officially in session. We are looking forward to our new students joining us tomorrow.  But, saying goodbye can be hard.  As excited as we all might be about school it can be difficult to say goodbye.  Separation anxiety is a normal part of the routine and we would like to offer some tips that might be helpful…
  1. Prepare  your child.  Be sure to help them understand what they can expect.  Talk about how the routine will go… “We will walk to your cubby first and put your things away.  Then, I will remind you where to find the bathroom and then I’ll take you to the door of your classroom.  Your teacher will meet us there and we will give one hug, one kiss and one high five and then I will leave.”
  2. Don’t be surprised if your child is having a difficult time even if they are returning to the same classroom, with the same teachers, and the same peers.
  3. Stick to your routine!  A change in routine can make separation anxiety even more intense for a child.  If you say you are going to give one hug, one kiss and one high five, DO IT!  Drawing out the goodbye not only makes it hard but also hinders your child’s ability to develop confidence that you are both really expected to do what you say.
  4. Refrain from entering the classroom.  We try to give our students the first 6 weeks to make the environment “theirs” and develop a routine before inviting parents inside.  If you have questions about how or what your child is doing be sure to ask their teacher at the end of the day.  Or, feel free to call our office and we will check in on your child.  But, trust your child that they can develop the skills to make it through their school day.
  5. Stay calm and let your child know you trust them.  Although you might be concerned that your child is going to have a hard transition, be sure to express your confidence in them.  If you aren’t comfortable leaving campus until you know they are doing okay, you are welcome to hang out in our lobby and our staff will check on your child.  Or, give us a call on the phone and we will be happy to check.
  6. Keep it short. Avoid lingering…this can cause further distress. Rest assured that if your child is unable to settle or remains distraught, we will call you.  It is important to us that your child feels this is a safe and peaceful place.  If they need a shorter day here in order to build that confidence, we will support them.
  7. Give it time.  It can take up to 6 weeks for children to “normalize.”  If you have concerns that it is taking your child too long to adjust, be sure to speak with the teachers. They might have some good ideas to help you both.
  8. Return on time.  It can be difficult for children to build trust if their parent and/or teacher tell them that mommy or daddy will “be here soon” and you are not.  If you are going to be late, give us a call so we can prepare your child.  Unexpected events occur and we are happy to support you and your child so call our office if you are running late.
  9. Show your child that you trust the teachers.  If they feel that you lack confidence in the teachers or the school, they will also lack confidence.  Again, if you have concerns about your child’s care, please speak with the teachers or administration.
  10. Ask your child about their day. Let them express frustrations but also ask specific questions that might lead them to remember the good parts of their day.  “Did you play in the sandbox today?”  “Did your teacher read any stories today?  What was the story about?”
  11. Most importantly – be consistent!
We are so happy that you have entrusted us with your precious children.  We look forward to a wonderful year and invite you to let us know in person, over the phone, or via email if you have any questions or concerns about your child’s transitions.

Lunchtime for Toddlers

Written by Montessori Admin on . Posted in Blog.

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Our toddlers love lunchtime! They are always curious to see what each friend brings.
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They are responsible for getting their lunch out of their cubby and preparing their food (with assistance from teachers when needed).
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When lunch is finished, our toddlers are able to pack up their lunchbox, clean up their eating space, and return their lunchbox to their cubby. What darling, responsible little ones we have here at MCS!

MCS Parent Testimonial

Written by Montessori Admin on . Posted in Blog.

When asked “In what ways has your child thrived in the MCS environment?” this was one Montessori Community School parent’s response:

Every one of my children is different. Because Montessori adapts to the individual needs of every child, the Montessori Community School has been the right place for each of them.

Many of the skills that are essential to function as happy, passionate, and contributing members of our society, do not come naturally and take years to master. Entire books have been written and read by adults on how to acquire the skills to be effective members of the society. I think about, organizational skills, a sense of order, the capability to work independently, research, thinking and analyzing, leading meetings & debates, conflict resolution, listening skills, mindfulness, staying connected with your passions, goal setting. At MCS, my children have been learning and integrating these skills starting in early childhood. The process is so natural that they do not even realize it. When leaving on a camping trip, I can always count on Elise to make the checklist and organize the trip. She started planning all our camping trips in 3rd grade! In upper elementary she was able to successfully lead a group discussion with parents, make sure everyone had a chance to express their opinions, and keep the conversation going during silent moments. She has always followed her passions and inner voice, a quality I attribute to the school environment where children always have a choice within a well- prepared environment. She knows how to bring order and re-organize living and work spaces. She even enjoys it, as that is the kind of environment she has always known at home and at school. As a middle school student today, she helps my husband come up with solutions to problems that arise in the daily management of our business. Thinking things through is something they have always done at school.

My son started MCS only in Kindergarten. It took him a long time to feel safe in a larger group. His teachers were well aware that he needed to observe his environment first, before he could start working on reading and writing skills. As he was not subjected to testing, he never felt behind. Today at 9 years old, he is a confident reader and does not want to put his reading book down at night.

Annabelle, my 6 year old loves art. Half of her time at home is spent doing art project. It has been wonderful for her to continue doing art project at school and still work on her reading skills. Because the Montessori materials are so unique and adaptable to the individual needs of each child, the teachers guide her to art projects that integrate reading and writing skills.
She also loves to do everything by herself and is convinced that is how she learned reading and writing. I love that in the Montessori method. From an early age on the children are empowered by learning independently, through well-adapted and beautiful materials, with little guidance from the teachers. They are confident that the knowledge of the world is at their fingertips.

-Marie Bosteels 2013, current MCS Parent

Now Enrolling Toddlers 18 months to 3 years. Read Below Why Early Education is so Beneficial!

Written by Montessori Admin on . Posted in Blog.

Toddler students from MCS practice Yoga.
Current research and various studies support Maria Montessori’s approach to Early Education. She discovered that children 0-6 years old were in an absorbent mind, where children absorb information from their environment with little to no effort. Montessori wrote and spoke about “Sensitive Periods”, which are periods in a person’s development when they are more responsive to certain stimuli and quicker to learn particular skills. She also taught us that when these crucial stages are missed (which she referred to as “dropped stitches”, learning becomes a more difficult process.  For example, children who are exposed to a second language in their first six years have an advantage over people who learn a second language later in life, when the sensistive period for language development has passed.
Simply put, a child’s early years lay the foundation for all that is to come. In recent years, researchers have learned that the human brain develops the vast majority of its neurons, and is at its most receptive to learning, between birth and three years of age. In fact, the intake of new information is critical to the formation of active neural pathways (Shonkoff & Phillips, 2000).
MCS Toddlers do scrubbing work.
The Toddler Montessori environment is carefully designed to meet the children’s needs in this critical stage of development.  Exploration of their environment through the five senses coupled with a rich socially prepared environment with children of different ages and abilities allows Toddlers the opportunity to develop the following:
  • meaningful relationships, mutual understanding, and approprite social skills
  • values and ethics
  • motor skills
  • creativity & imagination
  • self correction and overcoming fear of making mistakes
  • self expression through arts, music, dance, building and exploration of materials
  • ability to process emotions and life events in a safe and loving environment
  • cooperation
  • development of language
  • independence
  • control of body
  • sense of order
Montessori Community School is currently accepting applications for our Toddler program.  Toddler enrollment is limited to the beginning of the academic school year, August, and January.  Contact us for a tour now! 
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